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# Curriculum:      College Board (AP)            #
# Version:         1.4                           #
# Snapshot Date:   February 26, 2026 21:55:58    #
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Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: KC-1.1.I
Standard Description: Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: KC-1.1.I+1+A
Standard Description: Explain how different native societies developed distinct and increasingly complex societies by adapting to and transforming their environments through innovations in agriculture.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between agricultural innovations and the development of social complexity in pre-European native societies.
* Evaluate the significance of agricultural innovations in the evolution of distinct native societies in North America.
* Explain how specific agricultural innovations helped native societies transform their environments and become complex societies.
* Identify agricultural innovations developed by different native societies to adapt to their environment.
* Use maps to locate major regions of agricultural innovation and discuss the environmental factors influencing these developments.

Assessment Boundaries:
* Focus on the analysis of specific innovations in agriculture that helped different native societies transform their environments and create complex societies. Examples could include maize cultivation in the American Southwest and the role of advanced irrigation systems in fostering economic development and societal changes. Avoid broader or more complex societal changes that do not directly tie into agricultural innovations during this period.

Common Misconceptions:
* A common misconception is that innovations in agriculture were uniform across Native American societies, whereas in reality, different societies developed distinct agricultural techniques suited to their unique environments.
* Some students mistakenly believe that all Native American societies were primarily hunter-gatherer, not realizing that many practiced sophisticated forms of agriculture that were central to their societal development.
* Students may overlook the extent to which environmental transformations by Native societies were driven by agricultural innovations, instead attributing societal complexity primarily to external exchanges or influences.
* Students often assume that Native American societies were static and unchanging, failing to recognize the dynamic adaptations and innovations, such as advanced agricultural practices, that led to the complexities of their societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: KC-1.1.I+2+A
Standard Description: Explain how different native societies developed distinct and increasingly complex societies by adapting to and transforming their environments through innovations in resource use.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to examine the relationship between resource use innovations and the development of complex native societies.
* Analyze the impact of resource use innovations on the social structure and complexity of native societies prior to European contact.
* Evaluate the historical significance of innovations in resource use in shaping the development of distinct native societies.
* Explain how specific innovations in resource use enabled native societies to transform their environments and develop increasingly complex societies.
* Identify key innovations in resource use that allowed different native societies to adapt to their environments effectively.
* Utilize geographical maps to identify areas where significant innovations in resource use occurred and explain why these regions were conducive to such developments.

Assessment Boundaries:
* Assessments should focus on specific examples of how different native societies innovated in resource use to adapt to their environments. Detailed case studies or analyses of particular societies like the Pueblo using irrigation technologies or the Plains tribes using buffalo for multiple purposes can be included. The scope should not extend to general cultural practices or broader technological innovations unrelated to resource adaptation.

Common Misconceptions:
* A common misconception is believing that technological innovations in resource use only occurred after European contact, overlooking the pre-contact advancements made by Native American societies.
* Many students overlook the regional variations in resource use adaptations, assuming uniformly applied practices across different tribal groups.
* Students often misconceive that all Native American societies relied solely on agriculture or hunting, failing to recognize the diversity in resource use such as mixed economies combining agriculture, hunting, and gathering.
* There is a misunderstanding that native societies were static and unchanging, rather than adapting to and transforming their environments dynamically through innovations in resource use.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: KC-1.1.I+3+A
Standard Description: Explain how different native societies developed distinct and increasingly complex societies by adapting to and transforming their environments through innovations in social structure.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how interactions between native societies and European settlers influenced the evolution of social structures among indigenous peoples.
* Compare the social structures of two distinct native societies and explain how these structures shaped their respective interactions with the environment.
* Evaluate the impact of varying social structures on the inter-relations and hierarchies within native societies.
* Explain how innovations in social structure contributed to the complexity and sustainability of native societies.
* Identify the types of social structures that different native societies developed to adapt to their environments before European contact.
* Use archaeological evidence to describe the social innovations in native societies and how they supported societal complexity.

Assessment Boundaries:
* Assessment should focus on specific examples of how innovations in social structure amongst Native American societies led to the development of increasingly complex societies. Examine particular tribes or regions, such as the Iroquois Confederacy's political system or the class structures in Mississippian cultures, to illustrate this transformation. Avoid examining areas that do not directly address social structure innovations, such as purely economic innovations or technological advances related to agriculture.

Common Misconceptions:
* Many students often believe that all Native American societies shared a singular uniform social structure, not recognizing the diversity and complexity of social organizations across different regions and tribes.
* Some students may assume that Native American social structures developed in isolation, failing to understand the interactions and influences between neighboring societies and the environment that played key roles in shaping them.
* Students might mistakenly think that all social innovations in Native American societies were directly induced by European contact, disregarding significant pre-contact developments and transformations.
* There's a misconception that changes in social structures among native societies were slow and static, neglecting the dynamic nature of these adaptations in response to environmental or external pressures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: KC-1.2.I
Standard Description: European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 21.0
Standard ID: KC-1.2.I+1+A
Standard Description: Explain how European expansion into the Western Hemisphere generated intense social competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effect of European religious competition, spurred by expansion, on intra-European relations and societal structures.
* Correlate specific economic policies or changes in European societies with the competition generated by the exploration and colonization of the Americas.
* Evaluate the historical significance of competitive drives among European powers in shaping societal developments within Europe.
* Explain how the competition for resources and territory among European nations influenced social dynamics within Europe.
* Identify the social changes within European societies that arose from their expansion into the Western Hemisphere.
* Use primary and secondary sources to compare the social changes in different European societies as a consequence of their expansionist activities.

Assessment Boundaries:
* Assessments should focus on understanding the ways European expansion into the Western Hemisphere heightened social competition and instigated changes within European societies. Highlight specific examples such as the implications of increased social stratification, class tensions, or changes in social norms and roles due to influences from the new world. Avoid discussions that veer into purely economic or political changes, keeping the focus on social structures and dynamics during this period.

Common Misconceptions:
* A common misunderstanding is that social changes affected all European societies uniformly, while in reality, the effects varied greatly depending on the differing political structures and cultures in each European country.
* Some students might incorrectly assume that European expansion was a quick and linear process, overlooking the complex social and political challenges and setbacks that arose during this period.
* Students may often misconceive that European expansion only led to beneficial outcomes in European societies, not recognizing the internal conflicts and competitions over resources and power that it generated.
* There is a tendency to believe that European expansion solely involved competition with non-European peoples, ignoring the intense rivalries and competition among European nations themselves.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: KC-1.2.I+2+A
Standard Description: Explain how European expansion into the Western Hemisphere generated intense religious competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources discussing religious motivations and competition during the European colonization of the Americas.
* Evaluate the significance of religious competition among European powers in driving policy changes concerning the Americas.
* Explain the impact of European religious competition on societal changes within different European states during the period of expansion.
* Identify the religious motivations behind European expansion into the Western Hemisphere and how these shaped competition within Europe.
* Use maps to identify regions of significant religious activity and influence in Europe and the Western Hemisphere during the period of expansion, explaining how these regions reflect religious competition.

Assessment Boundaries:
* Focus the assessment on the impact of religious competition initiated by European expansion into the Western Hemisphere, specifically looking at changes within European societies such as the Protestant Reformation and Catholic Counter-Reformation. Students should understand how these religious changes affected European politics and societies during the period. Avoid broader discussions that include later massive religious movements or political changes beyond this time frame.

Common Misconceptions:
* A common misconception is that religious motivations were purely altruistic, focusing solely on spreading Christianity. Students may not grasp that these religious aims were also entangled with political and economic ambitions.
* Some students may think of the Reformation as an isolated event in Europe, without understanding the ways in which encounters in the Americas exacerbated religious schisms, such as competition between Protestant settlers and Catholic missions in the New World.
* Students might incorrectly believe that religious competition and conflict were only external and did not significantly impact European society. They may not understand how these events fueled divisions and influenced political power balances within Europe itself.
* There is often a misunderstanding that all European countries shared a unified religious approach in the Americas. Students may overlook the fact that Protestant and Catholic nations had differing objectives and methods, leading to internal and external religious tensions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: KC-1.2.I+3+A
Standard Description: Explain how European expansion into the Western Hemisphere generated intense political competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political maps from the period to understand shifts in territorial claims and control.
* Analyze the impact of European expansion on political structures within European societies.
* Compare political changes within two European states resulting from their competitive expansion efforts into the Americas.
* Evaluate how the competition for territories in the Americas influenced political decisions in European capitals.
* Explain the ways in which European expansion led to political competition among European states.
* Identify the major European powers involved in the expansion into the Western Hemisphere and the territories they sought to control.
* Illustrate how principal European political ideologies and rivalries manifested through exploration and colonization activities.
* Interpret primary source documents to determine how political ambitions were reflected in exploration accounts and treaties.

Assessment Boundaries:
* Assessment should focus on analyzing the nature of political competition among European powers resulting from expansion into the Western Hemisphere. This may include examination of specific conflicts such as the Anglo-Spanish conflict or the French and Spanish disputes over territorial claims. Emphasize understanding of the political motivations behind colonial expansion and its implications within European societies. Avoid covering unrelated social or economic aspects of competition that do not specifically pertain to political changes.

Common Misconceptions:
* Many students think that European countries were initially united in their colonization efforts, ignoring the intense competition and frequent conflicts between them owing to territorial and trade disputes.
* Some might mistakenly believe that the political competition during this era was strictly military, overlooking significant non-military conflicts like those involving treaties, trade agreements, and diplomatic negotiations.
* Students often assume that European expansion had little to no impact on European political structures, failing to recognize how colonial competition necessitated administrative and political reforms in European nations.
* There is a misconception that political changes within Europe were immediately beneficial for all citizens, while in reality, such changes often led to increased tensions and rivalries within European societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: KC-1.2.I+4+A
Standard Description: Explain how European expansion into the Western Hemisphere generated intense economic competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic changes within specific European societies resulting from their colonial activities in the Americas.
* Evaluate the broader economic impact of European expansion on the development of global trade networks.
* Explain how economic competition among European nations intensified as a result of expansion into the Western Hemisphere.
* Identify key economic factors driving European expansion into the Western Hemisphere and their implications for European societies.
* Use statistical data or economic graphs to illustrate the economic competition between European powers and its effects on their home economies.

Assessment Boundaries:
* Assess the economic impacts of European expansion into the Western Hemisphere by focusing on specific examples such as the development of mercantilist policies, competition for colonies, and shifts towards capitalism in European societies. Concentrate specifically on how these changes affected the economic structures within countries like Spain, Portugal, or England during this era. Avoid assessing broader cultural or religious changes, as these are captured in other substandards.

Common Misconceptions:
* Some students may mistakenly assume that the economic changes were immediate or uniformly beneficial for all sectors of European society, not recognizing the varied and sometimes negative impacts, such as inflation due to an influx of gold and silver.
* Students may also incorrectly assume that colonization efforts had a straightforward economic impact without considering how religious and political factors influenced economic policies and competition.
* Students often overlook the diversity of economic motivations driving different European nations during their expansion into the Western Hemisphere, erroneously believing that profit was the sole motive across all nations.
* There is a common misunderstanding that only the elite classes in Europe experienced changes from economic competition and expansion, ignoring how other social classes, including emerging middle classes, were affected.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: KC-1.2.II
Standard Description: The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: KC-1.2.II+1+A
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of the Columbian Exchange on the demographic structures of both Native American and European populations.
* Evaluate the roles of disease and agriculture in shaping demographic changes during the Columbian Exchange.
* Explain how the Spanish Empire's development influenced demographic shifts in the Western Hemisphere during the period of the Columbian Exchange.
* Identify the major demographic changes that occurred as a result of the Columbian Exchange in the Western Hemisphere.
* Utilize data sets and maps to assess the demographic impact of the Columbian Exchange across different regions of the Spanish Empire.

Assessment Boundaries:
* Assessment should emphasize understanding specific examples of demographic changes resulting from the Columbian Exchange and Spanish Empire's development. This includes changes in population due to Old World diseases introduced to Native American populations, and the migration and settlement patterns of Europeans and Africans into the Western Hemisphere. Avoid covering broad cultural and economic changes, focusing instead on clear demographic impacts like population decline and migration patterns.

Common Misconceptions:
* Some students incorrectly assume that demographic changes were uniform across the Americas, not accounting for the vastly different impacts in various geographic locations, due to factors like local resistance, varying immunity levels, and environmental conditions.
* Students may misunderstand that the demographic impact was solely negative, ignoring the longer-term effects such as population mixing and the creation of new cultural and social dynamics resulting from the blending of Native American, European, and African peoples.
* Students often believe that the Columbian Exchange only involved the exchange of goods and foods, without recognizing the massive demographic impact caused by diseases introduced by Europeans to Native American populations, which resulted in significant population declines.
* There is a common misconception that European colonial population growth in the Americas was primarily due to natural population increase, overlooking the role of forced migration, especially through the transatlantic slave trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 32.0
Standard ID: KC-1.2.II+2+A
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive economic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Spanish Empire in the development of global trade networks in the 16th century.
* Describe how the economic changes brought by the Columbian Exchange influenced social hierarchies in Spanish colonies.
* Evaluate the economic consequences of the Spanish silver mines in the Americas for both Spain and indigenous populations.
* Explain the economic impact of the introduction of new crops and animals from the Columbian Exchange on European and Native American societies.
* Identify key economic changes in Europe and the Americas as a result of the Columbian Exchange.
* Interpret maps of trade routes to demonstrate how the Columbian Exchange altered economic landscapes across the Atlantic.
* Use primary and secondary sources to compare economic policies of the Spanish Empire with other European powers involved in the Columbian Exchange.

Assessment Boundaries:
* Assessments should focus on specific elements of the Columbian Exchange and the Spanish Empire that led to major economic shifts. For instance, emphasize the impact of precious metal flows on European economies, changes in agricultural output in the Americas, and the development of new trade networks. Avoid assessing the broader socio-cultural impacts that do not directly link to economic changes.

Common Misconceptions:
* It is often thought that the introduction of new species to the Americas from Europe had only negative economic consequences, disregarding its complex impacts including the transformation of local agriculture and the creation of new economic opportunities.
* Many students mistakenly believe that the Columbian Exchange only impacted agriculture, not understanding its extensive effects on global economies, including the integration of European and American economies.
* Some students may misunderstand the economic changes in the Americas to be entirely negative for indigenous populations, failing to recognize that some natives initially benefitted through engaged trade relationships and alliances with Europeans.
* There is a common misconception that the Spanish Empire's economic changes resulted solely from the extraction of precious metals, overlooking the role of agricultural exports and new trade routes established during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 33.0
Standard ID: KC-1.2.II+3+A
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive social changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political and religious art from the period to explain changes in social identities influenced by the Spanish Empire's presence in the Americas.
* Analyze the effects of the Spanish colonial policies on indigenous societies in the Americas, focusing on social hierarchies and cultural transformations.
* Compare the social consequences of the Spanish Empire's expansion on both European and Native American societies, using demographic and cultural data.
* Evaluate the role of the Columbian Exchange in altering family structures and gender roles within indigenous communities in the Americas.
* Explain how the introduction of new crops and animals through the Columbian Exchange impacted social structures among Native American societies.
* Identify significant social changes in the Americas resulting from the Columbian Exchange, including shifts in population dynamics and cultural practices.
* Utilize primary and secondary sources to describe the development of mestizo culture as a result of the Spanish Empire's interaction with Native populations.

Assessment Boundaries:
* Limit the assessment to examining the impact of the Columbian Exchange and Spanish Empire on social structures in indigenous communities and among European settlers in the Americas. Focus should be given to changes resulting from demographic shifts, integration of European cultural norms, and the emergence of new social hierarchies. Avoid discussing the broader economic changes or the long-term political consequences that are outside the primary focus on social change within this period.

Common Misconceptions:
* A frequent misconception is that the Spanish Empire's social order was static, ignoring the dynamic and evolving nature of the caste system that included influences from intermarriage between Europeans, Africans, and Native Americans.
* Many students mistakenly believe that social changes were instant and uniform across regions, not recognizing the gradual and varied nature of these changes, influenced by local conditions and interactions.
* Students often oversimplify the Columbian Exchange as only involving the transfer of goods and neglect the profound social impacts it had, such as the alteration of diets, lifestyles, and societal structures influenced by new crops and animals.
* There is a common misunderstanding that the social changes in the Spanish Empire were uniformly negative for Indigenous peoples, overlooking instances where blending of cultures occurred, leading to new social practices and hybrid communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: KC-1.2.III
Standard Description: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 41.0
Standard ID: KC-1.2.III+1+A
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how religious motivations influenced relationships between Europeans and Native Americans, drawing on primary and secondary source accounts.
* Analyze the significance of religious differences in the negotiation of land and power between Europeans and Native Americans.
* Compare the religious perspectives presented in European missionary writings and Native American oral traditions or accounts during early encounters.
* Evaluate the role of religion in shaping European colonization strategies and Native American responses, using historical evidence to support arguments.
* Explain how European and Native American religious worldviews differed and the impact these differences had on their interactions.
* Identify the differing religious beliefs and practices of European settlers and Native American societies during the period of early encounters.
* Utilize primary sources, such as missionary records or Native American accounts, to describe the religious exchanges or conflicts that occurred.

Assessment Boundaries:
* Focus the assessment on specific religious worldview conflicts and accommodations between Europeans and Native Americans during their interactions. Examples include differing understandings of land as sacred, the role of spiritual leaders, and rituals. Avoid broader cultural topics such as gender roles, family dynamics, and economic systems unless they directly relate to religious practices.

Common Misconceptions:
* Some students might inaccurately assume that the spread of Christianity was universally accepted by Native Americans, ignoring the resistance and adaptation of Indigenous spiritual practices despite European pressure.
* Students may mistakenly believe that Europeans and Native Americans held similar religious beliefs, without recognizing the profound differences in their spiritual systems and practices.
* Students often erroneously assume that European religious motives and actions were purely altruistic, overlooking the economic and political goals intertwined with religious missions.
* There is a common misconception that the Native American belief system was unsophisticated or primitive compared to European religions, failing to appreciate the complexity and depth of indigenous spiritual practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 42.0
Standard ID: KC-1.2.III+2+A
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding gender roles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources that describe European and Native American gender roles to understand the perceptions and biases about these roles at the time.
* Compare the impacts of European and Native American interactions on gender roles, highlighting areas of conflict and adaptation.
* Corroborate evidence from different historical documents to form a nuanced argument about the interaction of gender roles between these cultures.
* Evaluate the significance of these gender role differences in shaping socio-political dynamics between European settlers and Native American tribes.
* Explain how European and Native American gender roles reflected their respective worldviews and cultural values.
* Identify the gender roles and family structures prevalent among European settlers and Native American societies prior to contact.
* Use maps to identify regions where divergent gender roles influenced settlement patterns and conflict between Europeans and Native Americans.

Assessment Boundaries:
* Assessment of this substandard should concentrate on how specific interactions between Europeans and Native Americans showcased differing gender roles. Students should explore particular events or exchanges, such as trade negotiations or social gatherings, that highlight contrasts between European patriarchal systems and Native American matrilineal societies. Avoid incorporating broader topics like religious beliefs or power structures outside of the context of gender roles.

Common Misconceptions:
* It is often misunderstood that the conflicts over gender roles were minor or unimportant, while in reality, these differences often influenced larger societal and political tensions.
* Students may incorrectly assume that the influence on gender roles was one-way, with Europeans imposing their views, without understanding that cultural exchanges occurred and Native Americans also impacted European perceptions.
* Students often believe that gender roles among European settlers and Native Americans were more similar than they actually were, ignoring the distinct cultural practices and hierarchical structures.
* There is a common misconception that Native American societies were largely patriarchal, similar to European societies of the same period, failing to recognize the matrilineal and matriarchal systems present in many tribes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 43.0
Standard ID: KC-1.2.III+3+A
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding family.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze divergent views on gender roles within family structures as part of differing worldviews between Europeans and Native Americans.
* Compare the family-related cultural values of one European society and one Native American society using visual aids such as maps or illustrations.
* Evaluate the significance of family in shaping the broader social and political interactions between Native Americans and Europeans, using historical reasoning and evidence.
* Examine the impact of European colonization on Native American family systems through primary and secondary sources such as journal entries or reports.
* Explain how European concepts of family influenced their interactions and policies towards Native American groups.
* Identify the differing family structures and roles within European and Native American societies during their initial encounters from 1491 to 1607.

Assessment Boundaries:
* Focus the assessment on analyzing distinct family structures and practices among European and Native American societies. Highlight specific differences, such as matrilineal versus patrilineal descent, roles and responsibilities within the family, and the influence of these structures on societal organization. Avoid assessment of broader societal interactions unrelated to family dynamics, such as military or political conflicts.

Common Misconceptions:
* Another misconception is that family roles and dynamics in both European and Native American societies were static and unchanging during the period of interaction, ignoring the adaptations and hybrid family models that emerged as a result of cultural exchange and intermarriage.
* Students may incorrectly believe that all Native American family structures conformed to a monolithic model, not recognizing the diversity in family arrangements across different tribes and regions, including matrilineal, patrilineal, and extended family systems.
* Students often assume that European family structures were universally accepted as superior or more 'civilized' by both Europeans and Native Americans, without realizing that Native Americans had complex family systems that were perceived as equally organized and functional within their cultural contexts.
* There is a misconception that Native American family structures were simplistic or basic compared to European family structures, which overlooks the sophisticated kinship networks and communal child-rearing practices in many Native American societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 44.0
Standard ID: KC-1.2.III+4+A
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding land use.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of European mercantile and agricultural priorities on their perceptions of land use compared to those of Native Americans.
* Compare European written accounts regarding land use to those of Native American oral traditions and practices.
* Corroborate diverse accounts regarding land disputes using secondary sources to develop a nuanced understanding of these historical events.
* Evaluate the impact of European-Native American land disputes on the broader context of their interactions.
* Explain how European colonization efforts altered Indigenous land use and geography.
* Identify differing land use practices between Europeans and Native Americans during their initial interactions.
* Use primary source analysis from treaties and records to assess the implicit biases in European perspectives on land use.
* Utilize maps to illustrate areas of conflict and negotiation over land between Europeans and Native Americans, explaining the significance of these regions.

Assessment Boundaries:
* Focus the assessment on the analysis of specific interactions where European and Native American worldviews on land use conflicted. This may include examinations of how Europeans sought to claim and cultivate lands for economic gain versus Native American communal land practices and spiritual connections to land. Avoid broad topics unrelated to land use like overall cultural assimilation or trade relationships not directly linked to land disputes.

Common Misconceptions:
* It is often misconceived that European and Native American views on land use were entirely oppositional without recognizing that there were instances of cooperation and shared techniques, such as the adoption of certain agricultural practices.
* Many students believe that Europeans and Native Americans had similar concepts of land ownership, not realizing that Europeans viewed land as a commodity to be owned and exploited, whereas Native Americans often saw it as communal and sacred, to be used collectively for the benefit of the group.
* Some students might assume that the conflict over land was inevitable due to European superiority in technology and military might, rather than understanding the complexity and nuance of negotiations and alliances that were formed around land use.
* There is a tendency to think that Native Americans did not have a developed sense of land management as Europeans did, ignoring the fact that many Native American groups practiced sophisticated methods of land use and management tailored to their environments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 45.0
Standard ID: KC-1.2.III+5+A
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of European colonial policies on Native American structures of power and authority.
* Analyze visual depictions (like political cartoons or illustrations) from the period to describe how power dynamics were represented in art by both Europeans and Native Americans.
* Corroborate differing historical accounts of key conflicts between Europeans and Native Americans that highlight their divergent worldviews on power using secondary source passages.
* Evaluate the significance of divergent worldviews on power between Europeans and Native Americans in altering pre-existing political dynamics in Native American societies.
* Explain the contrasting notions of power held by Europeans and Native Americans and how these differences shaped their interactions during European contacts in the Americas.
* Identify and compare primary sources that illustrate European and Native American perspectives on power, such as treaties or colonial records.
* Identify specific examples of how Europeans and Native Americans each asserted their worldviews on power in their interactions.
* Utilize a map to explain the geographical regions where European and Native American power struggles were most pronounced and analyze the reasons for regional variations.

Assessment Boundaries:
* Focus the assessment on cases that specifically highlight differing views on authority and governance, such as how Europeans often imposed hierarchical leadership structures compared to the more communal and consensus-based decision making observed in many Native American groups. Concentrate on specific interactions and negotiations between European settlers and Native American leaders during this period, and avoid covering broader themes such as economic or religious motivations which are assessed elsewhere.

Common Misconceptions:
* It's a common misunderstanding that European concepts of monarchy and centralized political power were universally accepted or understood by Native Americans, who often had different perspectives on leadership, consensus-based decision-making, and the distribution of power within their communities.
* Some students may incorrectly believe that Europeans easily imposed their political systems on Native populations, overlooking the significant resistance and adaptability Native Americans employed to maintain their own political and social structures.
* Students often misconceive that Native American societies were primitive and lacked structured forms of governance or hierarchies, not recognizing the sophisticated political organizations and leadership structures that existed in various tribes.
* There is a frequent misperception that the transfer of power was unilateral, failing to acknowledge that Native Americans also exerted influence on European settlers by leveraging trade dynamics, military alliances, and diplomatic negotiations to assert their own power and interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.1
Cluster Name: Contextualizing Period 1
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: Unit 1: Learning Objective A
Standard Description: Explain the context for European encounters in the Americas from 1491 to 1607.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: KC-1.1.I.A
Standard Description: The spread of maize cultivation from present day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 51.0
Standard ID: KC-1.1.I.A+1
Standard Description: Explain how and why the spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the extensive trade networks established by Native American societies across North America, including the exchange of materials such as copper, obsidian, and mica, and evaluate their economic and cultural significance.
* Analyze the role of advanced irrigation systems in supporting maize cultivation and the subsequent economic development in the American Southwest.
* Compare specialized agricultural techniques developed by different Native American societies to adapt to their regional environments, such as the Three Sisters companion planting in the Northeast, terraced farming in the Southwest, and other regionally adapted farming methods.
* Describe the changes in settlement patterns as a result of maize cultivation among Native American societies in the pre-European contact period.
* Explain how the adoption of maize cultivation contributed to the economic development of native societies in these regions.
* Identify and explain the social diversification that occurred among Native American societies due to maize cultivation, using examples from primary and secondary sources.
* Identify the regions affected by the spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic impacts of maize cultivation as it spread from Mexico northward into various North American regions, including the American Southwest, Mississippi Valley, and Northeast. Questions should address how maize cultivation contributed to trade networks, surplus production, settlement patterns, advanced irrigation systems, and social diversification. The assessment may include specific examples of Native American societies that developed agricultural practices around maize cultivation to illustrate these economic principles.

Assessments should avoid detailed examination of environmental characteristics or specific economic practices that are not directly related to maize cultivation in the Mississippi Valley, Northeast, and Atlantic seaboard regions. Questions should not focus on mobile hunter-gatherer adaptations in the Northwest/California, Great Plains, or Great Basin regions. Additionally, assessments should exclude detailed analysis of social structures unrelated to economic development through agriculture.

Common Misconceptions:
* Learners might assume that maize cultivation contributed to economic development primarily through increased food production, overlooking other important factors such as population growth, settlement permanence, craft specialization, and changes in social organization.
* Some students may think that Native American societies completely abandoned hunting and gathering practices after adopting maize cultivation, rather than understanding that many communities maintained mixed economies incorporating both agricultural and traditional food procurement methods.
* Students might believe that maize cultivation spread at the same rate across different regions, not recognizing how geography, climate variations, and cultural exchange influenced its uneven adoption across North America.
* Students might incorrectly perceive that the economic benefits of maize cultivation were limited to the immediate regions where it was grown, not recognizing how it facilitated broader interregional trade networks and cultural exchanges across diverse Native American societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 52.0
Standard ID: KC-1.1.I.A+2
Standard Description: Explain how and why the spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported settlement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how maize cultivation influenced social diversification and architectural achievements among native societies in the American Southwest, including the Anasazi and Pueblo peoples' construction of complex multi-story dwellings.
* Evaluate the relative significance of maize cultivation compared to other factors in supporting settlement and societal development in the American Southwest.
* Explain how maize cultivation may have impacted the migration patterns of native populations in North America.
* Explain the economic impacts of maize cultivation on settlement patterns in the American Southwest.
* Identify and describe the technological innovations in irrigation that supported maize agriculture and settlement.
* Identify the geographic regions where maize cultivation spread and analyze the environmental factors that supported this agricultural development.

Assessment Boundaries:
* Assessments based on this standard should focus on the spread of maize cultivation from Mexico into the American Southwest, examining how this crop supported the development of permanent settlements, technological innovations in irrigation, and architectural achievements such as the multi-story dwellings of the Anasazi and Pueblo peoples. Students should analyze the environmental factors that made maize cultivation viable in the Southwest and evaluate how this agricultural practice influenced economic development, social diversification, and settlement patterns in the region.

Assessments should not include detailed information about Native societies in the Mississippi River Valley, Northeast, Northwest/California, Great Plains, Atlantic seaboard, or Great Basin regions. Questions should avoid comparing maize cultivation practices across these forbidden regions or exploring specific cultural practices (such as matrilineal systems, council governance, or specialized hunting techniques) that fall outside the scope of the standard's focus on the American Southwest.

Common Misconceptions:
* Learners may incorrectly assume that all societies that adopted maize cultivation in the Southwest developed identical irrigation systems, when in fact communities created diverse and locally-adapted water management technologies based on specific geographical features and water sources available to them.
* Some students might believe that the development of permanent settlements in the American Southwest was an immediate consequence of maize cultivation, rather than understanding it as a gradual process that evolved over centuries as communities adapted agricultural techniques to local conditions.
* Students might think that maize cultivation spread uniformly throughout the American Southwest, when in fact its adoption varied based on environmental factors such as water availability, elevation, soil conditions, and existing agricultural practices of different communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 53.0
Standard ID: KC-1.1.I.A+3
Standard Description: Explain how and why the spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported advanced irrigation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons behind the adoption of advanced irrigation techniques in response to maize cultivation.
* Evaluate the significance of maize cultivation in supporting advanced irrigation and economic development in pre-Columbian societies.
* Explain how the spread of maize cultivation influenced the development of advanced irrigation systems among different societies.
* Identify the regions where maize cultivation spread from present-day Mexico to the American Southwest.
* Interpret maps and geographical data to understand the environmental factors that facilitated the spread of maize cultivation and irrigation technology.
* Using primary source passages, describe the relationship between maize cultivation and irrigation practices in native societies.

Assessment Boundaries:
* Assessments based on this standard should focus on the geographical spread of maize cultivation from present-day Mexico into the American Southwest, the specific irrigation techniques developed in response to maize cultivation (such as canal systems, terraced farming, and water management strategies), and the environmental factors that necessitated these irrigation innovations. Students should demonstrate understanding of both how these irrigation systems functioned technically and why they were necessary for successful maize cultivation in arid environments.

Assessments should not include broader cultural developments, social structures, or economic practices beyond those directly related to maize cultivation and irrigation. Details about specific Native societies in the Northwest/California, Mississippi River Valley, Northeast, Great Plains, Atlantic seaboard, or Great Basin regions that aren't directly connected to the spread of maize and irrigation technologies should be excluded from assessment questions.

Common Misconceptions:
* Some learners might think that advanced irrigation systems developed rapidly following the introduction of maize, rather than recognizing the gradual evolution and refinement of techniques as cultivation spread and societies adapted to local conditions.
* Some students might believe that maize cultivation primarily influenced farming practices without recognizing how it necessitated technological innovations in water management and irrigation systems to succeed in arid environments.
* Students may incorrectly assume that irrigation systems in the American Southwest were directly imported from Mesoamerica rather than understanding how local societies adapted and developed techniques specific to their regional environmental challenges.
* Students might underestimate the technological sophistication of pre-Columbian irrigation systems in the Southwest, not recognizing how these systems represented advanced engineering solutions to manage water scarcity through canals, terraces, and water control features.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 54.0
Standard ID: KC-1.1.I.A+4
Standard Description: Explain how and why the spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported social diversification among societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of maize cultivation on the settlement patterns and social structures of indigenous societies in the American Southwest.
* Compare the social and economic impacts of maize cultivation with other agricultural practices among native societies prior to European contact.
* Evaluate the historical significance of maize cultivation in promoting regional diversity and cooperation among different native groups.
* Explain how maize cultivation influenced economic structures and supported social diversification among native societies.
* Identify the key factors that contributed to the spread of maize cultivation from present-day Mexico to the American Southwest.
* Utilize maps to trace the movement and influence of maize cultivation across different geographic regions, highlighting its role in economic and social diversification.

Assessment Boundaries:
* Assessment should focus on how maize cultivation spread from Mexico northward and transformed societies in the American Southwest through changes in settlement patterns, social organization, technological innovations (such as irrigation systems and terraced farming), and trade networks. Students should analyze specific examples of how maize cultivation enabled the development of sedentary communities, social stratification, specialized roles, and intercultural exchange among Southwestern groups like the Anasazi and Pueblo peoples.

Assessment should not include detailed examination of environmental factors or specific economic practices in the Northwest/California region, Mississippi River Valley, Northeast region, Great Plains, Atlantic seaboard, or Great Basin societies unless directly comparing them to maize-based societies. Questions should avoid focusing on ecological impacts unrelated to social structures or later developments after European contact.

Common Misconceptions:
* Students might assume that societies adopted maize cultivation in identical ways, missing how different groups integrated this crop into their existing cultural practices and developed diverse innovations such as terraced farming, irrigation systems, and different social structures to support agriculture.
* Students might believe that maize cultivation spread rapidly and uniformly across regions, rather than recognizing it as a gradual process influenced by trade networks, local adaptations, and environmental conditions that occurred over centuries.
* Students might focus exclusively on maize's agricultural impact, potentially missing its broader cultural significance in creating new economic interdependencies, political structures, religious practices, and patterns of cooperation and conflict among neighboring societies.
* Students might perceive maize cultivation primarily as a food production method, potentially overlooking how it facilitated permanent settlements, enabled storage economies, and created conditions for more complex social hierarchies and specialized societal roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: KC-1.1.I.B
Standard Description: Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 61.0
Standard ID: KC-1.1.I.B+1
Standard Description: Explain how and why Native American societies responded to the aridity of the Great Basin by developing largely mobile lifestyles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Native American societies actively managed their environments through techniques such as controlled burning to facilitate hunting, manage forests, and clear land for agriculture.
* Analyze the cultural and social impact of a mobile lifestyle on Great Basin Native American communities, using primary source accounts where available.
* Compare the adaptation strategies used by Great Basin societies with those in significantly different environments, focusing on the cultural and economic implications of each.
* Corroborate historical evidence from multiple sources to illustrate the broader historical context of Great Basin mobility practices and their significance within Native American history.
* Describe the specific ways in which Great Basin Native American societies structured their daily lives to remain mobile in response to their environment.
* Evaluate the relative historical significance of mobility as an adaptive strategy in the Great Basin compared to other regions with different environmental challenges.
* Identify the environmental challenges posed by the Great Basin that influenced Native American societies to adopt mobile lifestyles.

Assessment Boundaries:
* Assessments based on this standard should focus on the general relationship between environmental aridity and the development of mobile lifestyles as an adaptive strategy in the Great Basin region. Students should demonstrate understanding of how mobility allowed societies to access seasonally available resources, the general patterns of movement that corresponded with resource availability, and how mobility served as a sophisticated response to environmental constraints.

Assessments should not include specific details about particular Great Basin tribal groups, their detailed tools or housing structures, or specific migration routes. Questions should avoid comparing Great Basin adaptations with those of other regions like the Great Plains, Northeast, or Northwest. Additionally, details about specific controlled burning techniques or agricultural practices fall outside the scope of this standard's focus on mobility adaptations.

Common Misconceptions:
* Some students may believe that mobility was merely a response to scarcity rather than recognizing it as a sophisticated strategy that maximized access to diverse resources distributed across the landscape.
* Some students might think that environmental constraints like aridity primarily limited cultural development rather than understanding how these conditions prompted innovative adaptive strategies that reflected deep environmental knowledge.
* Students might incorrectly assume that mobile societies in arid environments developed less complex knowledge systems about their surroundings compared to sedentary agricultural societies.
* Students might think that mobile lifestyles in the Great Basin represented random wanderings rather than strategic movements carefully timed to coincide with seasonal resource availability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 62.0
Standard ID: KC-1.1.I.B+2
Standard Description: Explain how and why Native American societies responded to the grasslands of the western Great Plains by developing largely mobile lifestyles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how access to natural resources available in the Great Plains affected the movement patterns and survival strategies of Native American societies.
* Describe the largely mobile lifestyles employed by Native American societies in the challenging environment of the Great Basin and the western Great Plains.
* Evaluate the significance of mobility in the cultural and economic practices of Native American societies in the Great Plains, using primary accounts or tribal narratives.
* Explain the interdependence between the natural environment of the western Great Plains and the social structures of Native American societies, focusing on the reasons for mobility.
* Identify how societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains.
* Use maps to identify regions within the western Great Plains where mobile lifestyles were predominantly observed and explain the environmental factors that influenced these patterns.

Assessment Boundaries:
* Assessments based on this standard should focus on the general environmental characteristics of western Great Plains grasslands (including aridity, seasonal changes, and resource distribution) and how these factors necessitated mobile lifestyles as an adaptation strategy. Students should be able to explain the relationship between grassland ecosystems and the development of mobility as a response to these environmental conditions, including the general benefits of mobility for resource acquisition and survival in this region.

Assessments should not include specific details about bison hunting techniques, particular tribal practices, specialized dwelling designs, or detailed cultural and social organizations of Great Plains societies. Questions about other geographic regions (Great Basin, Mississippi Valley, Northeast, Northwest/California, Atlantic seaboard) and their specific environmental adaptations should be excluded, as should comparisons between mobile and sedentary lifestyles outside the context of western Great Plains environmental factors.

Common Misconceptions:
* Some students might believe that environmental factors had little influence on the development of mobile lifestyles, overlooking how grassland characteristics such as scattered resources and seasonal variations necessitated mobility as an adaptation strategy.
* Some students might not recognize that mobility in grassland environments was compatible with participation in broader economic activities, including regional trade networks that connected mobile societies with other Native American groups.
* Students might incorrectly assume that mobile lifestyles in grassland regions represented an inability to develop more complex societies, rather than understanding mobility as a sophisticated adaptation to environmental conditions.
* Students might think that mobility in grassland environments was random or unplanned, rather than recognizing that movement patterns were strategic responses to seasonal changes and resource availability in the western Great Plains.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: KC-1.1.I.C
Standard Description: In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 71.0
Standard ID: KC-1.1.I.C+1
Standard Description: Explain how and why some Native American societies in the Northeast developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the development of mixed economies in the Northeast contributed to the establishment of permanent villages among Native societies.
* Analyze the development of political alliances and governance structures among Northeastern Native American societies, with emphasis on the Iroquois Confederacy and its council-based government.
* Discuss the social and environmental factors that influenced the economic strategies of Northeastern Native American societies, including the development of matrilineal social structures where descent and inheritance followed the female line.
* Evaluate the historical significance of the transition from nomadic to more settled village lifestyles in these societies due to mixed economies.
* Explain the reasons that led Native American societies in the Northeast to develop mixed agricultural and hunter-gatherer economies.

Assessment Boundaries:
* Assessments based on this standard should focus on how Northeastern Native American societies integrated agricultural practices (such as the Three Sisters companion planting) with hunting and gathering techniques to create mixed economies that supported permanent villages. Questions should address the social outcomes of these economic systems, including the development of political alliances like the Iroquois Confederacy, matrilineal social structures, and council-based governance. Students should analyze the relationship between food production, storage capabilities, and the transition from nomadic to settled lifestyles.

Assessments should not include questions about the specific environmental conditions of the Northeast region that facilitated these mixed economies, such as forest density, seasonal variations, or soil conditions. Additionally, similar economic developments in the Mississippi River Valley, Atlantic seaboard, Great Plains, Great Basin, or Northwest/California regions should be excluded from assessment questions to maintain focus on Northeastern societies specifically.

Common Misconceptions:
* Learners might misunderstand the Three Sisters companion planting system (corn, beans, and squash) as merely a farming technique, rather than recognizing its fundamental role in providing nutritional balance, soil sustainability, and food storage capabilities that supported permanent settlements.
* Some students may believe that permanent villages emerged primarily as a result of agricultural innovation alone, overlooking how the seasonal integration of hunting, gathering, and farming created the food security and resource management that made permanent settlements viable.
* Some students might not recognize the connection between mixed economic systems and the development of specific social and political institutions in Northeastern Native societies, such as matrilineal structures and council-based governance systems like those of the Haudenosaunee (Iroquois Confederacy).
* Students might incorrectly assume that Native American societies in the Northeast relied predominantly on either agriculture or hunting-gathering, rather than understanding how these practices were strategically integrated into complementary mixed economic systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 72.0
Standard ID: KC-1.1.I.C+2
Standard Description: Explain how and why some Native American societies in the Mississippi River Valley developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical accounts to compare economic practices of different societies in the Mississippi River Valley.
* Analyze the environmental factors that facilitated the development of mixed economies in Native American societies of the Mississippi River Valley.
* Evaluate the significance of mixed economies in the social and political development of Native American societies in the Mississippi River Valley, including the rise of complex urban centers like Cahokia with mound-building and hierarchical social structures.
* Explain how mixed agricultural and hunter-gatherer economies supported the establishment of permanent villages in the Mississippi River Valley.
* Identify the economic strategies utilized by Native American societies in the Mississippi River Valley to develop mixed economies.
* Use archaeological evidence to describe how mixed economies influenced village life in the Mississippi River Valley.

Assessment Boundaries:
* Assessment should focus on students' understanding of how mixed agricultural and hunter-gatherer economies contributed to the development of permanent villages and complex social structures in Native American societies of the Mississippi River Valley prior to European contact. Students should analyze the relationship between these mixed economies and the emergence of hierarchical societies, urban centers like Cahokia, mound-building traditions, and trade networks based on archaeological evidence.

Assessment should not include detailed analysis of specific environmental characteristics (soil fertility, climate, river geography) that enabled these mixed economies, or the specific agricultural techniques, hunting/gathering methods, or other economic practices employed by these societies. Comparisons with Native societies from other regions (Northwest/California, Northeast, Great Plains, Atlantic seaboard, Great Basin) should be avoided in assessment questions.

Common Misconceptions:
* Some students might incorrectly believe that Native American societies in the Mississippi River Valley relied exclusively on either agriculture or hunting and gathering, rather than understanding how these complementary economic activities were integrated to support permanent settlements.
* Some students might not recognize the significance of archaeological evidence, such as mound-building structures at Cahokia, as indicators of the social and political complexity that emerged from these mixed economic systems.
* Students may incorrectly assume that all Mississippi River Valley societies with mixed economies developed identical social structures and village arrangements, rather than understanding the diversity of cultural adaptations that emerged within this economic framework.
* Students may mistakenly attribute the development of permanent villages and complex societies in the Mississippi River Valley to European contact, instead of recognizing these were indigenous developments that preceded European arrival.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 73.0
Standard ID: KC-1.1.I.C+3
Standard Description: Explain how and why some Native American societies along the Atlantic seaboard developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how environmental factors and resource availability influenced the establishment of permanent villages along the Atlantic seaboard.
* Analyze primary source documents to describe the social structures that supported mixed economies in native societies.
* Evaluate the historical significance of mixed economies in the context of societal development and permanence.
* Explain the interaction between agricultural practices and hunter-gatherer strategies in the development of these societies.
* Identify the key reasons why Native American societies along the Atlantic seaboard developed mixed agricultural and hunter-gatherer economies.
* Utilize maps to identify regions where such mixed economies developed and discuss the environmental advantages of these locations.

Assessment Boundaries:
* Assessments should focus on how Atlantic seaboard Native American societies developed and maintained mixed economies combining agricultural practices (such as the Three Sisters planting system) with hunting and gathering activities, and how these economic systems supported the establishment of permanent villages. Students should analyze the strategic advantages of mixed economies, the complementary relationship between farming and hunting/gathering, and the specific agricultural techniques that facilitated permanent settlements.

Assessments should not include detailed environmental analysis of the Atlantic seaboard region, comparisons with societies from other geographical regions, or complex social structures beyond those directly related to economic organization. Questions about specific tribal examples should be limited to general patterns rather than detailed case studies of particular societies.

Common Misconceptions:
* Some students may incorrectly believe that the development of permanent villages was primarily due to agriculture alone, without recognizing the complementary role of hunting and gathering in providing a stable and diverse food supply.
* Some students might incorrectly assume that mixed economies represented a transitional or less effective economic system, rather than recognizing them as strategic, sustainable adaptations that offered advantages over purely agricultural or purely hunter-gatherer approaches.
* Students might believe that Native American societies along the Atlantic seaboard were primarily hunter-gatherers, not recognizing that many developed sophisticated agricultural practices that worked in conjunction with hunting and gathering activities.
* Students might mistakenly think that the transition to permanent villages happened quickly, when in fact it was a gradual process involving adaptation and innovation over many generations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: KC-1.1.I.D
Standard Description: Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 81.0
Standard ID: KC-1.1.I.D+1
Standard Description: Explain how and why native societies in the Northwest and present-day California supported themselves by hunting and gathering.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the availability of resources in coastal areas affected the subsistence strategies of native societies in the Northwest and present-day California.
* Describe the relationships between native societies' hunting and gathering practices and their social structures.
* Evaluate the significance of hunting and gathering to the cultural development of native societies in the Northwest and present-day California.
* Explain the environmental factors that influenced hunting and gathering practices among native societies in these regions.
* Identify the key methods of hunting and gathering used by native societies in the Northwest and present-day California.
* Use primary sources to analyze the impact of geography on the economic activities of native societies in these areas.

Assessment Boundaries:
* Assessment should focus on general hunting and gathering practices of Native societies in the Northwest and present-day California, including their environmental adaptations, resource management techniques like controlled burning, and the development of both mobile and settled communities based on available resources. Students should demonstrate understanding of the sophisticated ecological knowledge that informed these practices and how geography influenced economic activities through analysis of appropriate primary sources.

Assessment should not include specific named ocean resources (such as types of fish or marine mammals), harvesting or preservation techniques, potlatch ceremonies, specialized technologies, artistic traditions, or trade networks. Additionally, comparisons to agricultural societies in other regions of North America should be avoided, as should detailed examination of social hierarchies specific to these regions.

Common Misconceptions:
* Learners may think that reliance on hunting and gathering was due to a lack of agricultural knowledge rather than a strategic choice based on the abundance of local resources and environmental conditions that made these practices sustainable and efficient.
* Some students might believe that hunting and gathering societies were primitive or less developed, not recognizing the sophisticated ecological knowledge, resource management strategies, and adaptive techniques required to thrive in diverse environments.
* Some students might incorrectly assume that hunting and gathering was simply a passive process of collecting available resources, rather than an active system involving deliberate environmental management techniques like controlled burning and seasonal harvesting patterns.
* Students might believe that hunting and gathering economies could not support complex social organization, overlooking how these economic systems enabled the development of permanent or semi-permanent communities with sophisticated social structures in resource-rich areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 82.0
Standard ID: KC-1.1.I.D+2
Standard Description: Explain how and why native societies in some areas of the Northwest and present-day California developed settled communities supported by the vast resources of the ocean.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the environmental interactions of Northwest and present-day California native societies with the ocean to sustain their communities.
* Evaluate the historical significance of marine resource utilization by native societies in the development of complex social structures in the Northwest and present-day California.
* Explain how the availability of ocean resources led to the development of settled communities among native societies in the Northwest and present-day California.
* Identify how Native societies in the Northwest and present-day California relied on the ocean to establish settled communities.
* Using primary and secondary sources, describe the cultural aspects of native societies that were influenced by their reliance on oceanic resources in the Northwest and present-day California.

Assessment Boundaries:
* Assessments based on this standard should focus on the general relationship between ocean resources and the development of settled communities in the Northwest and present-day California. Students should be able to explain how the availability and reliability of ocean resources enabled more permanent settlements compared to strictly hunter-gatherer lifestyles, and why these societies chose settled communities as an adaptation to their coastal environments.

Assessments should not include specific examples of ocean resources (such as particular fish species), detailed harvesting or preservation techniques, or specific cultural practices (like potlatch ceremonies). Questions about specialized technologies, artistic traditions, trade networks, or social hierarchies that developed within these communities should be avoided unless they directly relate to the general concept of settlement enabled by ocean resources.

Common Misconceptions:
* Some learners might oversimplify the relationship between ocean resources and settlement, not recognizing the complex knowledge systems and seasonal practices these societies developed to sustain settled communities year-round.
* Some students might believe that native societies in the Northwest and present-day California were primarily nomadic, not recognizing that ocean resources allowed many coastal groups to establish permanent or semi-permanent settlements.
* Students may incorrectly assume that settled communities in these regions developed agricultural practices similar to those in other parts of North America, rather than relying primarily on the ocean's resources.
* Students might mistakenly believe that settled communities in the Northwest and California developed uniformly across the coastal regions, rather than understanding that settlement patterns varied based on local ocean resource availability and geographic features.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.2
Cluster Name: 1. Native American Societies Before European Contact
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: Unit 1: Learning Objective B
Standard Description: Explain how and why various native populations in the period before European contact interacted with the natural environment in North America

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.3
Cluster Name: 2. European Exploration in the Americas
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: KC-1.2.I.A
Standard Description: European nations' efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.3
Cluster Name: 2. European Exploration in the Americas
Lesson Name: *None specified*
Lesson Order: 91.0
Standard ID: KC-1.2.I.A+1
Standard Description: Explain how European nations' efforts to explore and conquer the New World stemmed from a search for new sources of wealth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that document European motivations for exploration and conquest, focusing on economic interests.
* Compare the economic goals and exploration strategies of different European powers (including Portuguese maritime trading posts, Spanish conquest expeditions, and French and Dutch fur trading networks) and explain how these contributed to their specific colonial outcomes.
* Corroborate accounts from different historical sources to construct a detailed argument on the impact of economic pursuits on European navigation routes and settlement patterns in the New World.
* Discuss how the search for material wealth through exploitation of natural resources led to significant interaction between European explorers and native populations, using statistical data from colonial records.
* Evaluate the significance of economic gain in shaping the policies and actions of European nations during their explorations of the New World, utilizing maps and trade data as supporting evidence.
* Explain how the pursuit of wealth influenced the exploration initiatives of European nations in the New World during the Age of Discovery, including how events like the Ottoman conquest of Constantinople (1453) created economic pressure to find alternative trade routes.
* Identify and describe the economic motivations and systems (including mercantilism) that drove European countries such as Spain, England, and France to explore and conquer territories in the New World.
* Use historical maps to trace patterns of exploration and analyze how specific geographic objectives (such as the Northwest Passage and sea routes to Asia) were pursued for their economic potential.

Assessment Boundaries:
* Assessments based on this standard should focus on European nations' economic motivations for New World exploration, including the search for precious metals, valuable commodities (spices, furs, sugar), and establishment of trade routes. Questions should address the economic pressures that drove exploration (such as the Ottoman conquest of Constantinople blocking trade routes to Asia), how mercantilism shaped colonial policies, and the general economic objectives of major European powers like Spain, Portugal, England, France, and the Netherlands.

Assessments should exclude detailed comparative analysis of colonial economic strategies across different European powers, specific settlement patterns, and comprehensive information about military advantages in colonization. Questions about religious motivations for exploration, detailed analysis of primary sources and maps, and specific impacts on indigenous populations should also be avoided as these are addressed in other standards.

Common Misconceptions:
* Learners might not connect specific historical events like the Ottoman conquest of Constantinople (1453) to European exploration, failing to understand how blocked traditional trade routes to Asia created economic pressure to find alternative maritime paths to valuable Asian markets.
* Some students may believe that European nations were seeking the same types of wealth in the New World, not recognizing that different powers prioritized various resources such as Spain's focus on gold and silver, Portugal's interest in trading posts, and the French and Dutch emphasis on fur trading networks.
* Students might incorrectly think that European exploration and conquest of the New World were primarily driven by a desire for territorial expansion or glory, rather than recognizing that economic motivations such as acquiring precious metals, valuable commodities, and establishing new trade routes were predominant factors.
* Students might misunderstand mercantilism, thinking it was simply about accumulating wealth rather than recognizing it as an economic system in which European nations sought to increase national power by strictly controlling colonial trade, ensuring colonies exported raw materials to the mother country and imported finished goods from it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.3
Cluster Name: 2. European Exploration in the Americas
Lesson Name: *None specified*
Lesson Order: 92.0
Standard ID: KC-1.2.I.A+2
Standard Description: Explain how European nations' efforts to explore and conquer the New World stemmed from economic and military competition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze Military Competition: Analyze the role of military competition between European powers in driving exploration and conquest of the Americas.
* Assess Historical Sources: Analyze primary and secondary sources to identify perspectives on economic and military competition in motivating European exploration.
* Evaluate the Impact of Competition: Evaluate the impact of economic and military competition on the interactions between European nations and indigenous populations in the New World.
* Explain Economic Competition: Explain how competition for economic supremacy among European countries led to increased exploration and settlement in the New World.
* Identify Military Strategies: Identify the military strategies and technologies that European nations utilized to conquer and establish dominance in the New World.
* Identify the Economic Motivations: Identify how economic factors such as the search for precious metals and new trade routes motivated European nations to explore and conquer the New World.
* Utilize maps to demonstrate the geographic spread of European exploration, military conquests, and treaty-based territorial divisions (such as the Treaty of Tordesillas), and explain how these relate to economic and military objectives.

Assessment Boundaries:
* Assessments based on this standard should focus on the major economic motivations (search for wealth, establishment of trade routes, mercantilism) and military competition (territorial claims, naval dominance, treaties) that drove European exploration and conquest of the New World. Students should demonstrate understanding of key historical events such as the Ottoman conquest of Constantinople, the Treaty of Tordesillas, and the defeat of the Spanish Armada as catalysts for exploration. Questions may require students to interpret maps showing territorial divisions and exploration routes as they relate to economic and military objectives.

Assessments should not include detailed analysis of specific military tactics, technologies, or advantages of European powers. Questions should avoid comprehensive comparison of different European powers' colonial strategies, settlement patterns, or specific religious conversion methods. Detailed analysis of indigenous perspectives, labor systems, or statistical analysis of resource extraction also falls outside the scope of this standard.

Common Misconceptions:
* Some students may believe that all European powers began colonization efforts simultaneously, overlooking how factors such as the completion of the Reconquista for Spain and domestic religious conflicts for England and France affected the timing of their New World exploration.
* Some students may incorrectly view European colonization as a coordinated effort, missing how competing economic interests led European powers to establish rival colonial claims and negotiate treaties like the Treaty of Tordesillas to divide territories.
* Students might believe that European exploration was primarily motivated by curiosity about new lands, rather than understanding how economic factors like finding alternative trade routes to Asia after the Ottoman conquest of Constantinople drove exploration efforts.
* Students might misunderstand Columbus's voyages, thinking he intentionally set out to discover a New World, rather than recognizing he was seeking a western route to Asia for economic advantage and mistakenly believed he had reached his intended destination.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.3
Cluster Name: 2. European Exploration in the Americas
Lesson Name: *None specified*
Lesson Order: 93.0
Standard ID: KC-1.2.I.A+3
Standard Description: Explain how European nations' efforts to explore and conquer the New World stemmed from a desire to spread Christianity

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as orders, charters, or missionary accounts, to identify how these sources depict the role of Christianity in European explorations.
* Compare the religious motivations of two different European nations in their exploration of the New World, and explain how these motivations impacted their interactions with indigenous peoples.
* Evaluate the impact of Christian missionary efforts on indigenous populations in the context of European exploration and conquest, using historical reasoning to connect these effects to broader patterns of colonization.
* Explain how religious motivations influenced specific European explorations and conquests in the New World, including how the Protestant Reformation created religious competition and affected the timing of English and French colonization efforts.
* Identify key European nations involved in the exploration and conquest of the New World and describe their motivations related to spreading Christianity.
* Use maps to identify territories claimed by European nations under the motivation of spreading Christianity and explain how these claims were justified or challenged by other powers.

Assessment Boundaries:
* Assessment should focus on religious motivations for European exploration and conquest of the New World, including the role of papal authority in legitimizing territorial claims, the Treaty of Tordesillas, the influence of the Reconquista on Spanish exploration, and how the Protestant Reformation affected the timing of various nations' colonization efforts. Students should understand how religious zeal intersected with other motivations, recognize key religious events that facilitated exploration, and identify how European powers justified their claims through Christian missionary purposes.

Assessment should not include detailed analysis of missionary conversion methods, specific treatment of indigenous peoples, or in-depth examination of religious syncretism. Questions should avoid comprehensive economic analysis of colonial strategies, comparative settlement patterns, or detailed interpretation of historical maps and primary source documents beyond identifying stated religious motivations.

Common Misconceptions:
* Some students may not recognize how domestic religious events influenced the timing of colonization, particularly how the completion of the Reconquista freed Spanish resources for New World exploration and how the Protestant Reformation created religious competition while temporarily delaying English and French colonization efforts.
* Some students might incorrectly assume that all European powers approached religious conversion with the same intensity and methods, not recognizing that Catholic powers like Spain and Portugal often emphasized immediate conversion while Protestant nations sometimes had different priorities and approaches.
* Students may believe that religious motivations were entirely separate from economic and political goals, when in reality the desire to spread Christianity often intertwined with other motivations for European exploration and conquest.
* Students might misunderstand the significance of the Treaty of Tordesillas, viewing it merely as a political agreement rather than recognizing how papal authority provided religious legitimacy to Spanish and Portuguese territorial claims in the New World.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.3
Cluster Name: 2. European Exploration in the Americas
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: Unit 1: Learning Objective C
Standard Description: Explain the causes of exploration and conquest of the New World by various European nations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: KC-1.2.I.B
Standard Description: The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 101.0
Standard ID: KC-1.2.I.B+1
Standard Description: Explain how the Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary historical sources to identify claims about the impact of the Columbian Exchange on European agriculture and population.
* Define the Columbian Exchange as the widespread transfer of plants, animals, human populations, cultures, technologies, and diseases between the Old World and the New World, and evaluate its global ecological and cultural impacts.
* Explain the cause-and-effect relationship between the introduction of new crops from the Americas and demographic changes in European societies.
* Identify which new crops were brought from the Americas to Europe, Africa, and Asia during the Columbian Exchange and explain how these crops contributed to population growth and changes in food systems globally.
* Use statistical data to demonstrate the changes in European population growth following the introduction of new crops from the Americas, with an explanation of potential causal relationships.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying specific American crops (such as potatoes, corn/maize, tomatoes, and cacao) introduced to Europe through the Columbian Exchange and explaining how these crops contributed to European population growth through increased food security, nutritional benefits, and agricultural adaptability. Students should demonstrate understanding of the cause-and-effect relationship between these crop introductions and demographic changes in European societies, including the gradual nature of crop adoption and integration into European food systems. The assessment may include basic definition and components of the Columbian Exchange as context.

Assessments should not include statistical data on population changes, detailed ecological impacts of introduced species, or comprehensive information about crop dissemination patterns and geographic specifics. Questions requiring analysis of primary sources documenting indigenous experiences, detailed information about joint-stock companies, maritime technological advancements, or specific mechanisms of European economic transformation from feudalism to capitalism should be excluded.

Common Misconceptions:
* Some learners might think that all regions of Europe benefited equally from American crop introductions, not recognizing the significant regional variations in crop adoption, agricultural practices, and resulting population effects.
* Some students might believe that American crops like potatoes and maize were immediately accepted and integrated into European diets, not recognizing that there was often cultural resistance and a gradual process of adoption that took place over generations.
* Students may incorrectly assume that the introduction of American crops was the primary or only factor in European population growth, overlooking other important contributors such as changes in social structures, public health improvements, and political stability.
* Students might misunderstand the agricultural significance of American crops, focusing only on their nutritional content rather than recognizing how crops like potatoes could thrive in poor soil conditions and diverse climates where traditional European crops often failed, thereby expanding agricultural possibilities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 102.0
Standard ID: KC-1.2.I.B+2
Standard Description: Explain how the Columbian Exchange brought new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary documents describing European economic policies during the shift from feudalism to capitalism influenced by new wealth from the Americas.
* Compare the economic impacts of the influx of American mineral wealth on different European nations.
* Evaluate the significance of the Columbian Exchange's mineral wealth in altering European economic structures.
* Explain how the influx of mineral wealth affected the European transition from feudalism to capitalism, including its impacts on inflation and the transfer of wealth from landowners to merchants.
* Identify the new sources of mineral wealth brought to Europe by the Columbian Exchange.
* Utilize maps to identify the routes of mineral wealth transfer from the Americas to Europe and explain their historical significance.

Assessment Boundaries:
* Assessment should focus on how gold and silver from the Americas influenced Europe's economic transition from feudalism to capitalism during the Columbian Exchange period. Questions may address the impacts of this mineral wealth on European markets, inflation patterns, wealth transfer from landowners to merchants, and changes in economic structures and policies. Assessment may include general comparisons of how different European nations were affected and basic analysis of economic policies developed in response to this new wealth.

Assessment should not include detailed comparative data on specific economic indicators, precise statistics on wealth distribution, or geographical information about extraction and transportation routes. Questions addressing indigenous experiences, ecological impacts, maritime technologies, or population changes from American crop introductions are outside the scope of this standard. Assessments should avoid covering non-economic factors or detailed aspects of the transatlantic slave trade.

Common Misconceptions:
* Students might believe that new mineral wealth from the Americas benefited most Europeans equally, without recognizing that this wealth was concentrated among specific social groups like merchants and bankers while often disadvantaging others through inflation.
* Students might incorrectly assume that European economic transformation was driven primarily by gold and silver, without recognizing how other elements like joint-stock companies, new trade networks, and changing economic policies also contributed to the shift from feudalism to capitalism.
* Students might think the shift from feudalism to capitalism was a rapid and straightforward process directly caused by mineral wealth, rather than understanding it as a gradual transition involving multiple economic and social factors interacting with American gold and silver.
* Students might view the economic changes resulting from American mineral wealth as separate from social and cultural transformations, rather than understanding how these economic shifts were interconnected with broader changes in European society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: KC-1.2.I.C
Standard Description: Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 111.0
Standard ID: KC-1.2.I.C+1
Standard Description: Explain how improvements in maritime technology helped drive changes to economies in Europe and the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of maritime technology on European colonial expansion in the Americas, focusing on resource extraction and trade.
* Corroborate the economic changes driven by improvements in maritime technology through analysis of primary sources, such as trade maps and navigational charts from the era.
* Evaluate the significance of maritime advancements in the development of joint-stock companies and how this influenced economic activities in transatlantic trade.
* Explain the role of improved navigation and shipbuilding technologies in expanding trade networks established between Europe and the Americas.
* Identify key advancements in maritime technology during the period following 1492, such as the caravel, compass, and astrolabe, and describe how they facilitated economic exchanges between Europe and the Americas.
* Utilize statistical data in graphs or tables to explain the relationship between shipping technology improvements and economic growth in the Atlantic world.

Assessment Boundaries:
* Assessment should focus on major maritime technological advancements following 1492 (such as the caravel, compass, and astrolabe) and their direct impacts on economic developments in Europe and the Americas. Students should demonstrate understanding of how these technologies enabled expanded trade networks, facilitated resource extraction, contributed to the development of joint-stock companies, and influenced the transition from feudalism to capitalism. Basic analysis of trade maps and navigational charts may be included to illustrate trade relationships.

Assessment should not include statistical data correlating maritime improvements with economic growth, detailed information about specific trade routes, or comprehensive analysis of ecological impacts from the Columbian Exchange. Questions requiring in-depth knowledge of indigenous economic systems, demographic changes from epidemics, or comparative analysis of how mineral wealth affected various European economies differently should be avoided.

Common Misconceptions:
* Learners may perceive maritime technology as affecting only European economies through resource acquisition, without considering how these technologies transformed economies in the Americas through new trade relationships and resource extraction.
* Some students might assume that maritime technological innovations originated exclusively from Europe, not recognizing that many European maritime advancements incorporated knowledge and techniques from other cultures.
* Students might believe that improvements in maritime technology primarily involved larger or faster ships, overlooking navigational innovations like the compass and astrolabe that were essential for reliable trans-Atlantic voyages.
* Students might oversimplify the relationship between maritime technology and economic change, not recognizing that these technologies worked alongside other factors like joint-stock companies and political developments to drive economic transformations in both Europe and the Americas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 112.0
Standard ID: KC-1.2.I.C+2
Standard Description: Explain how more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of joint-stock companies on European trade practices and market expansion during the period of the Columbian Exchange.
* Define the concept of the Atlantic World as a network connecting Europe, Africa, and the Americas, and explain how the forced migration of enslaved peoples was integral to the economic systems that developed within it.
* Evaluate the historical significance of organized trade methods, such as the joint-stock company, in driving economic change during the period following 1492.
* Explain how the introduction of joint-stock companies influenced the economic interactions between Europe and the Americas.
* Identify key features of joint-stock companies and explain their roles in facilitating international trade in the early modern period.
* Use primary and secondary sources to compare how different European nations implemented joint-stock companies to further their colonial and economic ambitions.
* Utilize historical maps to identify regions significantly affected by the economic activities of joint-stock companies, and explain these impacts.

Assessment Boundaries:
* Assessments based on this standard should focus on how joint-stock companies functioned to pool resources and share risk, their role in financing colonial ventures, and their contributions to economic transformations in both Europe and the Americas during the Columbian Exchange period. Questions should address how these companies facilitated the shift from feudalism to capitalism, helped create the Atlantic World economic network, and changed the nature of colonization from primarily state-funded to private ventures.

Assessments should not include detailed comparisons of how different European nations structured their joint-stock companies, specific geographic information about trade routes, or comprehensive data on demographic changes resulting from these economic developments. Additionally, detailed information about pre-contact native economic systems, ecological impacts of introduced species, and specific maritime technological advancements falls outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners may think that economic changes in Europe and the Americas resulted primarily from improvements in maritime technology, without recognizing how joint-stock companies created new systems for organizing trade, managing risk, and mobilizing capital that were equally important to transatlantic economic development.
* Some students might assume that joint-stock companies functioned independently of government control, when many received their charters from monarchs, had specific political objectives alongside economic ones, and helped extend European political influence through economic means.
* Students may overlook how joint-stock companies contributed to transforming the Atlantic into an integrated economic network that depended on forced labor, incorrectly viewing these companies as purely commercial enterprises without recognizing their role in establishing plantation economies and facilitating the transport of enslaved peoples.
* Students might incorrectly believe that joint-stock companies were primarily a way for wealthy individuals to invest their money, rather than understanding these companies as organizational innovations that pooled resources from investors of varying wealth to fund risky colonial ventures that would have been impossible for individuals to finance alone.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: KC-1.2.II.A
Standard Description: Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 121.0
Standard ID: KC-1.2.II.A+1
Standard Description: Explain how Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Spanish military advantages, including steel weapons, armor, guns, and horses, contributed to the conquest of indigenous empires, and examine key events in the fall of the Aztec and Inca empires.
* Analyze primary and secondary accounts describing the effects of epidemics on native populations during Spanish conquest.
* Analyze the impact of epidemics on native societies following the Spanish conquest, using demographic data.
* Evaluate the historical significance of epidemics in altering the course of Spanish and Native American interactions.
* Identify the diseases introduced by the Spanish that led to widespread epidemics in native populations of the Americas.
* Utilize maps to trace the spread of epidemics across different regions of the Americas following Spanish exploration.

Assessment Boundaries:
* Assessments should focus on the specific European diseases (smallpox, measles, influenza) that spread during Spanish exploration and conquest (1498-1535), their devastating impact on immunologically vulnerable native populations, and how these epidemics facilitated Spanish conquest of indigenous peoples including the Aztec and Inca empires. Students should analyze how these epidemics, combined with Spanish military advantages (steel weapons, armor, guns, horses), contributed to key historical events such as the conquests led by Cortés and Pizarro, and evaluate the significance of disease in altering Spanish-Native American power dynamics.

Assessments should not include comprehensive demographic data showing population changes, detailed geographic patterns of disease spread, or statistical analysis of mortality rates across regions. Additionally, broader topics like the entire Columbian Exchange, European agricultural introductions, ecological impacts of introduced species, or later colonial periods beyond initial contact and conquest should be excluded.

Common Misconceptions:
* Some learners might assume that the devastating impact of these epidemics was limited to a single disease such as smallpox, rather than recognizing that multiple European diseases simultaneously affected native populations throughout the Americas.
* Some students might believe that Spanish conquest was achieved primarily through military superiority, underestimating how diseases like smallpox, measles, and influenza weakened indigenous populations and facilitated Spanish military victories.
* Students might focus solely on the immediate demographic decline caused by epidemics, overlooking how disease outbreaks disrupted social, political, and religious structures that further weakened native resistance to Spanish conquest in regions like the Aztec and Inca empires.
* Students might think that epidemics were intentionally spread by Spanish explorers and conquistadors as a conquest strategy, rather than understanding that disease transmission occurred largely through unintended contact due to the lack of immunity in indigenous populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 122.0
Standard ID: KC-1.2.II.A+2
Standard Description: Explain how Spanish exploration and conquest of the Americas were accompanied and furthered by the introduction of crops and animals not found in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source accounts of the experiences of indigenous societies with new crops and animals introduced by Spanish explorers.
* Analyze the influence of European agricultural practices on the economic systems of native societies following Spanish exploration.
* Describe how the introduction of European crops and animals facilitated Spanish conquest strategies in the Americas.
* Evaluate how Native Americans selectively adopted European technologies while maintaining cultural independence, and analyze the impact of European colonization on Native populations, including instances of enslavement and extinction.
* Evaluate the historical significance of Spanish-introduced species in the transformation of the environment in the Americas over time.
* Explain the impact of the introduction of new crops and animals on the indigenous populations of the Americas, considering both agricultural and societal changes, with particular attention to how horses transformed warfare, hunting, transportation, and power dynamics among Native American tribes, especially on the Great Plains.
* Identify and describe the types of crops and animals introduced to the Americas by Spanish explorers during their conquests.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying specific crops and animals introduced by Spanish explorers to the Americas and analyzing how these introductions both accompanied and facilitated Spanish conquest. Students should be able to explain immediate impacts of introduced species on indigenous societies, particularly how horses transformed warfare, hunting, and transportation capabilities of Native Americans. The assessment should emphasize the relationship between these biological introductions and Spanish conquest strategies.

Assessments should not include comprehensive ecological data across different American ecosystems, detailed pre-contact economic systems, or specific geographical patterns of species dissemination. Additionally, statistical demographic impacts of European diseases, detailed agricultural adaptations by specific indigenous groups, and long-term environmental consequences beyond the conquest period fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that indigenous peoples were passive recipients of introduced species, rather than understanding how Native Americans actively and selectively adopted certain European introductions while maintaining cultural independence and adapting these new resources to their own purposes.
* Some students might believe that Spanish explorers deliberately introduced all crops and animals as part of a calculated conquest strategy, when many introductions occurred incidentally through trade, settlement, and agricultural practices without strategic intent.
* Some students might underestimate how horses specifically transformed power dynamics among Native American tribes by revolutionizing warfare, hunting, and transportation capabilities, particularly on the Great Plains.
* Students may incorrectly assume that introduced European crops and animals provided immediate and uniform benefits to indigenous populations, without recognizing how these introductions often disrupted existing ecosystems, agricultural systems, and social structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.4
Cluster Name: 3. Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: Unit 1: Learning Objective D
Standard Description: Explain causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: KC-1.2.II.B
Standard Description: In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 131.0
Standard ID: KC-1.2.II.B+1
Standard Description: Explain how the encomienda system allowed Spanish colonial economies to marshal Native American labor to support plantation-based agriculture and extract precious metals and other resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the encomienda system impacted Native American communities and labor, including population decline due to overwork and disease, and explain how this led to increased reliance on enslaved African labor.
* Corroborate the role of the encomienda system using primary source documents detailing its implementation and effects.
* Evaluate the significance of the encomienda system in the broader context of Spanish colonial economic strategies.
* Explain how the Spanish Crown and the Catholic Church collaborated in using the encomienda system and missions to convert Native Americans to Christianity, intertwining religious and political control.
* Explain the relationship between the encomienda system and Spanish agricultural and mining activities.
* Identify patterns of change and continuity in Spanish colonial labor systems by comparing the encomienda system to other labor practices of the time.
* Identify the key components of the encomienda system, including the exchange of forced labor for supposed protection and Christian instruction, and describe how it was utilized by Spanish colonial economies.

Assessment Boundaries:
* Assessments based on this standard should focus on the fundamental structure of the encomienda system (forced labor for protection/religious instruction), its economic functions in supporting Spanish agriculture and mining operations, and its consequences for Native American labor and populations. Students should demonstrate understanding of how this system enabled resource extraction, contributed to Spain's wealth through gold and silver mining, and how Native population decline under this system led to increased reliance on enslaved African labor.

Assessments should not include the geographic distribution of the encomienda system within Spanish America or detailed mapping of where it was most intensively applied. Questions about the colonial caste system through historical documents, specific conditions experienced by enslaved Africans, West African participation in the slave trade, or comparative patterns of labor distribution across Spanish territories should be excluded from assessment.

Common Misconceptions:
* Some students might incorrectly assume that the encomienda system was primarily designed for religious conversion purposes, rather than understanding its fundamental economic role in resource extraction and agricultural production that generated wealth for Spain.
* Some students might think that the encomienda system was identical to chattel slavery, without recognizing its distinct structure as a labor system that nominally offered protection and religious instruction to Native Americans in exchange for their labor and tribute.
* Students may believe that the encomienda system had minimal impact on Native American populations, not recognizing how the harsh exploitation contributed to significant population decline through overwork and increased vulnerability to disease.
* Students may not recognize the connection between the encomienda system's impact on Native American populations and Spain's subsequent increased reliance on enslaved African labor, seeing these as entirely separate historical developments rather than causally related.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: KC-1.2.II.C
Standard Description: European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 141.0
Standard ID: KC-1.2.II.C+1
Standard Description: Explain how European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Portuguese establishment of successful sugar plantations in Brazil in the early 1500s created a model of large-scale agricultural production using enslaved African labor that influenced other European colonies.
* Analyze the impact of European and African partnerships on the development of the transatlantic slave trade, including its significant expansion after 1550 due to the establishment of sugar plantations in Brazil and the Caribbean.
* Evaluate the historical significance of the alliances between European traders and West African groups in the context of the global slave trade.
* Explain the ways in which West African groups contributed to the establishment of European trading networks through their involvement in slavery.
* Identify how European traders aligned with some West African groups to extract enslaved labor for the Americas.
* Use primary source documents to examine the roles and motivations of West African groups in the slave trade.

Assessment Boundaries:
* Assessments based on this standard should focus on the partnership dynamics between European traders and some West African groups who practiced slavery, the connection between the expansion of the slave trade after 1550 and the establishment of sugar plantations in Brazil and the Caribbean, and how the Portuguese model of plantation agriculture influenced other European colonies. Students should be able to explain the general patterns of interaction that facilitated the transatlantic slave trade and the economic drivers that increased demand for enslaved African labor in the Americas.

Assessments should not include detailed analysis of specific methods and roles of West African participants, comprehensive dynamics of West African-European alliances, or specific conditions experienced by enslaved Africans in the colonies. Geographic distribution patterns of enslaved labor within the Spanish Empire, detailed knowledge of goods exchanged, or the long-term consequences of the slave trade on African communities should also be excluded.

Common Misconceptions:
* Some students might think that the demand for enslaved African labor remained constant throughout the colonial period, not recognizing that the slave trade expanded significantly after 1550 due to the establishment of sugar plantations in Brazil and the Caribbean.
* Students may misunderstand the Portuguese influence, failing to recognize that Portugal's successful sugar plantation model in early 1500s Brazil established a template for large-scale agricultural production using enslaved African labor that other European colonies later adopted.
* Students might believe that European traders captured most enslaved Africans directly, rather than understanding that Europeans often partnered with some West African groups who already practiced forms of slavery to procure captives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 142.0
Standard ID: KC-1.2.II.C+2
Standard Description: Explain how the Spanish imported enslaved Africans to labor in plantation agriculture and mining.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand how African labor was integral to the economic strategies of the Spanish Empire.
* Analyze the impact of the use of enslaved African labor on the social and economic structures of the Spanish colonies.
* Describe the conditions faced by enslaved Africans working in Spanish colonial plantations and mines, and explain the impact on African communities.
* Explain the historical significance of African labor in the Spanish Empire's development, its connection to the broader Atlantic slave trade, and how the Spanish adoption of enslaved African labor was influenced by the Portuguese plantation model.
* Explain the process by which enslaved Africans were brought to Spanish colonies, including the brutal conditions and high mortality rates of the Middle Passage, and how this influenced the development of colonial economies.
* Identify the economic motivations that led the Spanish to import enslaved Africans for labor in plantation agriculture and mining.
* Utilize maps to identify key regions in the Spanish Empire where enslaved African labor was most heavily concentrated in agricultural and mining sectors.

Assessment Boundaries:
* Assessment should focus on the economic reasons the Spanish imported enslaved Africans for plantation agriculture and mining, including the decline of Indigenous populations under the encomienda system and the influence of the Portuguese plantation model. Students should demonstrate understanding of the general process of the transatlantic slave trade as it relates to Spanish colonies, the role of enslaved Africans within the Spanish caste system, and the economic impact of enslaved African labor on Spanish colonial wealth extraction.

Assessment should not include detailed geographic distribution of enslaved labor within the Spanish Empire, specific living and working conditions experienced by enslaved Africans, comprehensive examination of West African participation in the slave trade, or detailed analysis of West African-European alliances. Questions about cultural integration processes or specific legal codes beyond labor context should also be excluded.

Common Misconceptions:
* Some students may believe that the Spanish developed their system of enslaved labor independently, without recognizing how they adapted the Portuguese plantation model that had already established the use of enslaved African labor for sugar production.
* Some students may underestimate the economic significance of enslaved African labor, viewing it as supplementary rather than fundamental to Spanish colonial wealth extraction from plantation agriculture and mining operations.
* Students might assume that enslaved Africans in Spanish colonies primarily worked in a single economic sector, not recognizing their critical roles across multiple industries including sugar and tobacco plantations, gold and silver mining, and other labor-intensive activities.
* Students might incorrectly believe that the Spanish relied primarily on Indigenous labor throughout their colonial period, not recognizing how the decline of Native populations due to disease and harsh treatment led to increased importation of enslaved Africans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: KC-1.2.II.D
Standard Description: The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 151.0
Standard ID: KC-1.2.II.D+1
Standard Description: Explain how the Spanish developed a caste system that incorporated and carefully defined the status of the diverse population of Europeans, Africans, and Native Americans in their empire.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Spanish caste system on the social hierarchy and interactions between Europeans, Africans, and Native Americans, including the extensive cultural and racial mixing that resulted in a diverse colonial society with complex social dynamics.
* Explain how the Spanish caste system (casta) categorized individuals based on their racial heritage, placing pure-blooded Spaniards (Peninsulares) at the top, mixed-race individuals (like Mestizos and Mulattos) in the middle, and Native Americans and Africans at the bottom.
* Explain how the Spanish caste system influenced economic opportunities and limitations for different racial groups.
* Identify the historical context and motivations behind the development of the Spanish caste system.
* Identify the key elements and characteristics of the Spanish caste system developed during their colonial rule in the Americas.
* Utilize historical documents to examine the viewpoints of European colonizers and indigenous populations regarding the caste system.

Assessment Boundaries:
* Assessments based on this standard should focus on the structure, implementation, and impact of the Spanish colonial caste system, including specific categories (peninsulares, criollos, mestizos, mulattoes, indigenous peoples, Africans), their relative status, and how this system influenced social dynamics and economic opportunities. Students should demonstrate understanding of the historical context and motivations for the caste system's development, the factors that determined one's position in the hierarchy, and how the system maintained Spanish control over diverse populations.

Assessments should not include detailed geographic distribution of the encomienda system, analysis of historical documents presenting multiple perspectives on the caste system, or specific conditions experienced by enslaved Africans in Spanish colonies. Additionally, detailed knowledge of West African participation in the slave trade, African-European alliances, and geographic patterns of enslaved labor distribution within the Spanish Empire should be excluded from assessment.

Common Misconceptions:
* Learners may think the caste system was determined exclusively by racial ancestry, overlooking how other factors such as wealth, occupation, cultural practices, dress, language, and social connections also influenced an individual's effective position in colonial society.
* Some students might assume the caste system was consistently enforced through formal legal codes throughout Spanish America, when in reality implementation varied by region and time period, with considerable gaps between official policy and everyday practice.
* Students might believe the Spanish caste system was a rigid structure with absolute boundaries, when in practice it often allowed for flexibility based on wealth, personal connections, and individual circumstances that could sometimes enable social mobility.
* Students might incorrectly believe that individuals passively accepted their assigned status in the caste hierarchy, rather than recognizing how people of different backgrounds actively navigated, negotiated, and sometimes challenged these classifications to improve their social and economic positions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.5
Cluster Name: 4. Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: Unit 1: Learning Objective E
Standard Description: Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: KC-1.2.III
Standard Description: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 161.0
Standard ID: KC-1.2.III+1+F
Standard Description: Explain how and why, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding religion.

Key Concepts:
*None specified*

Learning Objectives:
* Contrast the approaches of different European missionary groups, such as French Jesuits who learned Native American languages and lived among indigenous communities, and assess the effectiveness and impact of these varying strategies.
* Evaluate the historical significance of religious conflicts in shaping early interactions between Europeans and Native Americans.
* Examine how specific religious institutions, such as the Spanish mission system, implemented European religious worldviews and the resulting Native American responses, including resistance and adaptation.
* Explain how differing religious beliefs led to misunderstandings or conflict between European colonizers and Native American societies.
* Identify key religious worldviews held by Europeans and Native Americans during their initial interactions.
* Use primary source documents to interpret how religious beliefs influenced specific interactions between European explorers and Native Americans.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing and contrasting European and Native American religious worldviews, including European institutionalized Christianity versus Native American nature-integrated spirituality. Questions should address specific examples of religious interaction such as missionary efforts (including Spanish missions and French Jesuit approaches), European attempts at conversion, and Native American religious responses including adaptation and resistance to Christianity. Assessments may include interpretation of primary source excerpts that illustrate these divergent religious perspectives.

Assessments should not include broader cultural exchanges unrelated to religion, military tactics of resistance, diplomatic negotiations, or economic relationships between Europeans and Native Americans. Questions about visual representations of power, specific inter-tribal alliances, or detailed outcomes regarding territorial control are outside the scope of this standard. Assessment should avoid generalizing all European or all Native American religious practices as uniform.

Common Misconceptions:
* Some students might assume that Native Americans who adopted Christianity completely abandoned their traditional spiritual beliefs, rather than understanding that many indigenous converts incorporated Christian elements into existing belief systems or practiced a syncretic form of spirituality.
* Students may incorrectly believe that Europeans viewed Native American spirituality exclusively as pagan superstition, without recognizing that some European religious figures were curious about, documented, or even incorporated elements of indigenous spiritual practices into their understanding of religious expression.
* Students may think that European missionaries approached Native American conversion uniformly, not recognizing that different groups like Spanish Franciscans and French Jesuits employed varying strategies ranging from forced conversion to learning indigenous languages and adapting Christian teachings to local contexts.
* Students might believe that Native American spiritual practices were primarily concerned with appeasing unpredictable gods, without recognizing the complex spiritual systems that often emphasized harmony with nature, reciprocal relationships with spiritual forces, and integration of spirituality into daily life.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 162.0
Standard ID: KC-1.2.III+2+F
Standard Description: Explain how and why, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding gender roles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how European perceptions of gender roles clashed with those of Native American societies.
* Describe how the divergent gender roles played a role in shaping power dynamics and governance structures within inter-tribal and European-Native American relations.
* Evaluate the impact of these divergent gender roles on the broader cultural and social exchanges between Europeans and Native Americans.
* Explain the significance of gender roles in both European and Native American societies and how these roles influenced interactions between the two groups.
* Identify traditional European and Native American gender roles as they were understood during the period of early contact.
* Use primary source passages to explain how Native American gender roles were documented and interpreted by European observers.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing and contrasting gender roles in European and Native American societies during the period of 1491-1607, including: matrilineal versus patrilineal structures, differences in division of labor, varied conceptions of leadership and authority based on gender, and how European observers documented and interpreted Native American gender practices. Questions should examine how these divergent worldviews regarding gender influenced social interactions, mutual perceptions, and cultural misunderstandings between the two groups.

Assessments should not include Native American leadership roles specifically in economic negotiations or diplomatic contexts, broader cultural exchanges beyond gender-related elements, visual representations of power dynamics, or developments outside the 1491-1607 time frame. Questions about resistance strategies, territorial outcomes, inter-tribal alliances for political purposes, and regional variations in Native American diplomatic approaches are outside the scope of this standard.

Common Misconceptions:
* Some students might assume that gender roles in both societies were primarily shaped by religious beliefs, rather than understanding how economic practices, family structures, and broader social organization significantly influenced gender systems.
* Some students might think that Native American gender roles mirrored European gender roles, overlooking how many Native American societies featured more flexible gender systems and often included roles for women in leadership and community decision-making that differed from European practices.
* Students may believe that European views on gender roles were simply imposed on Native Americans without resistance or negotiation, not recognizing that many Native American societies maintained their traditional gender systems despite European influence.
* Students might incorrectly perceive gender roles as fixed and unchanging during this period, when in reality these roles could evolve through cultural contact, intermarriage patterns, and adaptation to changing circumstances in both European and Native American communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 163.0
Standard ID: KC-1.2.III+3+F
Standard Description: Explain how and why, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding family.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast family migration patterns and intermarriage practices among different European colonizing groups (English, Spanish, French) and analyze how these patterns influenced relationships with Native American populations.
* Corroborate primary and secondary sources to compare family role perceptions by Europeans and Native Americans, noting similarities and differences.
* Evaluate the historical significance of divergent family concepts in shaping early relationships between Europeans and Native Americans.
* Explain the significance of divergent family worldviews between Europeans and Native Americans on their interactions.
* Identify the different family structures and values held by Europeans and Native Americans during the period 1491 to 1607.
* Utilize visual sources (e.g., paintings, sketches) to interpret and explain the representation of family roles among Europeans and Native Americans.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing and contrasting European and Native American family structures, kinship systems, gender roles within families, and marriage practices during the period 1491-1607. Questions should address how these differences in family worldviews affected interactions between the groups and how family migration patterns and intermarriage practices varied among different European colonizing groups (English, Spanish, French). The assessment should include interpretation of relevant primary sources and visual representations that specifically depict family roles and structures.

Assessments should not include broader cultural exchanges unrelated to family structures, diplomatic negotiations, military confrontations, or economic systems beyond those directly impacting family organization. Questions about visual representations should be limited to family structures and roles, avoiding analysis of political power dynamics, symbols of authority, or territorial control. General discussions of religious beliefs or gender roles outside family contexts should be excluded.

Common Misconceptions:
* Learners may believe that European patriarchal family systems and Native American matrilineal systems never influenced each other, overlooking how prolonged contact in some regions led to adaptations in family practices, particularly in frontier settlements and through intermarriage.
* Some students might incorrectly view different patterns of family migration and intermarriage among European colonizing groups as insignificant, not recognizing how these differences significantly shaped relationships with Native American populations and affected cultural integration.
* Students might assume that European and Native American family structures were static and uniform across all groups, not recognizing the diversity of family organizations within both European colonizing groups and among different Native American societies.
* Students might misunderstand how Europeans and Native Americans perceived each other's family structures, potentially assuming that cultural misunderstandings about family roles and relationships were minor factors in their interactions rather than fundamental sources of conflict and misinterpretation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 164.0
Standard ID: KC-1.2.III+4+F
Standard Description: Explain how and why, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding land use.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents that illustrate differing European and Native American attitudes toward land use.
* Compare the European and Native American worldviews on land use and analyze the resulting conflicts or cooperation.
* Evaluate the impact of these divergent land use perspectives on subsequent European-Native American relations.
* Explain the significance of divergent European and Native American views on land use in shaping their interactions.
* Identify key perspectives of Europeans and Native Americans regarding land use during their early interactions.
* Interpret maps or territorial documents to understand European and Native American territorial claims and land use strategies.

Assessment Boundaries:
* Assessment should focus on comparing and contrasting European concepts of private property and individual land ownership with Native American views of land as a communal resource with spiritual significance. Students should analyze how these fundamentally different worldviews led to misunderstandings and conflicts during interactions between these groups. Assessment may include interpretation of general statements about land use from historical sources that illustrate these divergent perspectives.

Assessment should not include specific examples of treaty negotiations, military resistance, or detailed outcomes regarding territorial control and sovereignty. Questions about cultural exchange, visual representations of power dynamics, or primary sources expressing worldviews on power relationships outside the specific context of land use should be avoided. Detailed analysis of regional variations in either European or Native American approaches to land use falls outside the scope of this standard.

Common Misconceptions:
* Learners may incorrectly assume that either European or Native American perspectives on land use were uniform across all groups, rather than recognizing variations within each broader cultural tradition.
* Some students might believe that Native Americans had no systematic approach to land management, overlooking their sophisticated stewardship practices and intentional environmental modification techniques.
* Students might think that Europeans and Native Americans primarily disagreed about the monetary value of land, rather than understanding they held fundamentally different worldviews about whether land could be individually owned versus communally held.
* Students might think that misunderstandings about land use were simply due to language barriers or tactical deception, rather than recognizing that they stemmed from deeply rooted, divergent cultural frameworks regarding humanity's relationship with the natural world.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 165.0
Standard ID: KC-1.2.III+5+F
Standard Description: Explain how and why, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as treaties or narratives, to identify differing assertions of power from European and Native American perspectives.
* Analyze the impact of these divergent worldviews on interactions and relationships between European colonizers and Native American societies.
* Compare divergent European and Native American worldviews on power using primary accounts from historical figures or observers of the time.
* Evaluate the historical significance of divergent power dynamics in shaping the outcomes of European-Native American encounters.
* Explain how Europeans' and Native Americans' assertions of power reflected their respective cultural and societal norms.
* Identify the differing concepts of power held by Europeans and Native Americans during their interactions.
* Interpret political cartoons and visual media of the era to understand contemporary portrayals of power struggles between Native Americans and Europeans.
* Utilize maps to identify key regions where power conflicts between Europeans and Native Americans were particularly significant, and explain the reasons behind these conflicts.

Assessment Boundaries:
* Assessments based on this standard should focus on conceptual differences in how Europeans and Native Americans understood and expressed power, including differing views on centralized versus communal authority, religious power structures, land ownership as a basis of power, and gender roles in governing. Students should demonstrate understanding of how these divergent worldviews were philosophically grounded in each culture's broader values and how these differences in power conception shaped their interactions. Assessment questions should explore how Europeans' hierarchical, patriarchal, and institutionalized power structures contrasted with Native Americans' often more communal, spiritually-integrated, and sometimes matrilineal conceptions of authority.

Assessments should not include specific diplomatic negotiations, military tactics, resistance strategies, or economic systems beyond the conceptual level. Questions addressing specific territorial outcomes, inter-tribal alliances, regional variations in Native American governance, or cultural exchanges of power symbols should be avoided. Additionally, analysis of specific primary source documents or visual representations of power should remain outside assessment scope, though general references to types of sources may be included.

Common Misconceptions:
* Learners may believe that gender structures were unrelated to power dynamics, overlooking how European patriarchal systems contrasted with some Native American societies' more flexible gender roles and matrilineal structures, creating fundamentally different conceptions of social and political authority.
* Some students might incorrectly assume that differing views on land ownership were peripheral to power conflicts, not recognizing that Europeans' concept of individual property rights fundamentally clashed with many Native American societies' views of land as a communal resource that couldn't be permanently owned.
* Some students might think Europeans had a uniform approach to power relations with Native Americans, not recognizing that Spanish colonizers often relied on forced labor systems while French colonists frequently established trade partnerships and military alliances, reflecting different conceptions of colonial authority.
* Students may believe that religious authority was separate from political power, when for many Europeans, religious institutions and doctrines were integral to justifying and exercising colonial power, while for many Native Americans, spiritual authority was often inseparable from political and environmental relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: KC-1.2.III.A
Standard Description: Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other's culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 171.0
Standard ID: KC-1.2.III.A+1
Standard Description: Explain how and why mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Native American perspectives toward Europeans evolved from initial openness to increasing wariness and resistance as colonial exploitation and demands intensified.
* Analyze how mutual misunderstandings influenced trade dynamics between Europeans and Native Americans during the period.
* Discuss the impact of these misunderstandings on the relationships and perceptions between European and Native American societies.
* Evaluate the role of mutual misunderstandings in shaping cultural exchanges and adaptations between the two groups.
* Explain the reasons behind mutual misunderstandings between Europeans and Native Americans during trade and their early interactions.
* Identify the key mutual misunderstandings between Europeans and Native Americans during their early interactions.
* Utilize primary source documents to identify the perspectives of Europeans and Native Americans during these early interactions.

Assessment Boundaries:
* Assessments should focus on the mutual misunderstandings between Europeans and Native Americans regarding fundamental concepts like property rights, religious beliefs, gender roles, and social customs during their early interactions and trade. Questions should examine how these conceptual differences shaped initial perceptions, communication challenges, and evolving attitudes between both groups, including the transition of Native American perspectives from initial openness to increasing wariness. Assessments may include analysis of how different European colonial approaches (Spanish, French, English) influenced the nature of misunderstandings.

Assessments should not include Native American economic and diplomatic strategies beyond direct trade interactions with Europeans, such as negotiations, inter-tribal alliances, or sovereignty outcomes. Questions should avoid detailed analysis of specific cultural elements adopted by either group, visual representations of power dynamics, or military tactics and resistance efforts. The focus should remain on the misunderstandings themselves rather than long-term cultural adaptations or political consequences.

Common Misconceptions:
* Some students might assume that trade relationships between Europeans and Native Americans were initially based on mutual understanding and equal benefit, not recognizing that differing concepts of exchange, property, and value often led to exploitation and growing distrust.
* Some students might think that misunderstandings between Europeans and Native Americans were primarily linguistic barriers rather than fundamental differences in worldviews regarding concepts like land ownership, spirituality, and social organization.
* Students may believe that European approaches to Native American interactions were uniform across different colonial powers, overlooking how Spanish, French, and English colonizers developed distinct patterns of interaction based on their own cultural, economic, and religious objectives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 172.0
Standard ID: KC-1.2.III.A+2
Standard Description: Explain how and why, over time, Europeans and Native Americans adopted some useful aspects of each other's culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the fur trade between Native Americans and Europeans, particularly the French, transformed indigenous societies through access to manufactured goods and created mutual dependencies that shaped colonial relationships.
* Analyze how trade interactions influenced cultural exchanges and mutual adoption of aspects between Europeans and Native Americans.
* Evaluate the cultural contributions of enslaved Africans to early colonial societies, including agricultural knowledge, musical traditions, and performance styles, and their long-term influence on the development of American culture.
* Explain the limitations and challenges in the process of cultural adoption between Europeans and Native Americans, using evidence from historical interactions.
* Explain the reasons and processes behind the adoption of cultural traits between Europeans and Native Americans over time.
* Identify the cultural aspects adopted by Europeans from Native Americans and vice versa during their interactions.
* Utilize primary and secondary sources to analyze the mutual cultural adoption between Europeans and Native Americans, highlighting both adaptations and resistances.

Assessment Boundaries:
* Assessments based on this standard should focus on the general patterns and motivations for cultural exchange between Europeans and Native Americans, including the roles of trade (particularly the fur trade), agriculture, and technology in facilitating mutual adoption of cultural elements. Students should demonstrate understanding of how different European approaches to colonization affected cultural adoption patterns and how enslaved Africans contributed to early colonial cultural development. The assessment should emphasize the complexity, limitations, and selective nature of cultural adoption between these groups.

Assessments should not include specific diplomatic negotiations, military resistance strategies, detailed economic systems beyond trade interactions, or visual representations of power dynamics. Additionally, analysis of primary accounts expressing worldviews on power, regional variations in approaches to cultural exchange, and specific outcomes regarding territorial control or sovereignty falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might incorrectly assume that cultural exchanges happened rapidly and without resistance, when in reality, the adoption of new practices often occurred gradually, selectively, and sometimes in response to necessity rather than preference.
* Some students might overlook the contributions of enslaved Africans to colonial cultural development, particularly in areas such as agricultural knowledge, musical traditions, and performance styles that significantly influenced early American culture.
* Some students might think cultural exchange between Europeans and Native Americans was one-sided or uniformly imposed, overlooking how both groups selectively adopted elements they found useful while maintaining core aspects of their own cultural identities.
* Students may believe that cultural adoption patterns were identical across all European colonial powers, missing how Spanish, French, and English colonizers established different relationships with Native Americans that affected the nature and extent of cultural exchange.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: KC-1.2.III.B
Standard Description: As European encroachments on Native Americans' lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 181.0
Standard ID: KC-1.2.III.B+1
Standard Description: Explain how and why, as European encroachments on Native Americans' lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty through diplomatic negotiations and military resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how diplomatic efforts and military resistance by Native Americans evolved over time as European demands on their labor and land increased.
* Analyze maps depicting changes in territorial control to explain how military resistance and diplomatic negotiations impacted Native American sovereignty.
* Analyze specific strategies such as forming alliances, migrating westward, and reorganizing political structures that Native American societies employed to defend their cultures and sovereignty against European encroachments.
* Evaluate the effectiveness of military resistance strategies employed by Native American societies in countering European encroachments.
* Explain the reasons behind native peoples' use of diplomatic negotiations as a strategy to maintain political sovereignty in response to European encroachments.
* Identify key examples of military resistance employed by native societies in defending their lands from European intrusions.
* Utilize primary sources, such as treaties or agreements, to analyze the negotiation tactics used by Native American leaders in diplomatic efforts.

Assessment Boundaries:
* Assessments based on this standard should focus on general patterns and broad strategies Native Americans employed to maintain sovereignty, including diplomatic negotiations, military resistance, political restructuring, and westward migration in response to European encroachment. Students should be able to analyze broad trends in territorial control changes and demonstrate understanding of how Native American responses evolved from initial openness to increasing resistance as European demands intensified.

Assessments should not include specific examples of negotiations, detailed military tactics, case studies of particular tribes (such as the Iroquois Confederacy), or specific outcomes regarding territorial control. Additionally, cultural exchanges between Europeans and Native Americans, economic systems beyond European trade, leadership roles, and visual representations of power dynamics fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that diplomatic negotiation represented surrender or weakness, rather than recognizing it as a deliberate strategy many Native American groups employed to maintain political sovereignty while adapting to changing circumstances.
* Some students might incorrectly assume that Native Americans lacked agency in their interactions with Europeans, without recognizing the diverse strategies different groups employed including migration, political reorganization, selective adaptation, and various forms of resistance to defend their cultures and sovereignty.
* Some students might think that Native American responses to European encroachment were primarily reactive and defensive, overlooking how many Native groups proactively reorganized their political structures and formed strategic alliances to protect their sovereignty.
* There's a possibility that students might view Native American responses to European presence as unchanging, missing how these approaches often evolved from initial openness and cooperation to increasing resistance as European demands on land and labor intensified.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 182.0
Standard ID: KC-1.2.III.B+2
Standard Description: Explain how and why, as European encroachments on Native Americans' lands and demands on their labor increased, native peoples sought to defend and maintain their economic prosperity through diplomatic negotiations and military resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of diplomatic negotiations used by Native Americans to sustain their economies.
* Evaluate the military tactics employed by Native Americans in response to European economic pressures.
* Explain how Native American strategies were developed to defend economic prosperity against European demands.
* Identify and describe the diverse roles of Native American leaders in pursuing economic prosperity.
* Identify key events of European encroachments on Native American lands that led to economic negotiations and military resistance.
* Use primary source accounts to analyze the responses of Native American communities to European encroachments.

Assessment Boundaries:
* Assessments based on this standard should focus on the general causes of European encroachments on Native American lands and labor, the broad categories of Native American responses (diplomatic and military), and how these responses were motivated by economic considerations. Students should demonstrate understanding of how Native Americans exercised agency in protecting their economic interests when faced with European pressures, and how these relationships evolved over time from initial contact to increased resistance.

Assessments should not include specific examples of negotiations, detailed military tactics, or regional variations in Native American responses. Questions about cultural exchanges between Europeans and Native Americans, visual representations of power dynamics, economic systems beyond European trade, or specific leadership roles in diplomatic contexts should be avoided. Additionally, detailed outcomes regarding territorial control and sovereignty fall outside the scope of this standard.

Common Misconceptions:
* Students might perceive Native Americans as lacking economic agency in their interactions with Europeans, rather than recognizing how they made strategic decisions to maintain economic prosperity when faced with encroachments.
* Students might separate Native American economic concerns from other motivations, overlooking how efforts to defend economic prosperity were often interconnected with protecting political sovereignty, religious beliefs, and cultural practices.
* Students might underestimate the diversity of Native American responses to European encroachments, failing to recognize how different groups employed varying combinations of diplomatic negotiation and military resistance based on their specific circumstances.
* Students might view European-Native American relationships as static rather than understanding how these interactions evolved from initial trade partnerships to increasing resistance as European demands intensified.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 183.0
Standard ID: KC-1.2.III.B+3
Standard Description: Explain how and why, as European encroachments on Native Americans' lands and demands on their labor increased, native peoples sought to defend and maintain their religious beliefs through diplomatic negotiations and military resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of European demands on Native American labor on their religious practices and beliefs.
* Describe changes in Native American religious beliefs as a result of European encroachments and interactions.
* Evaluate the effectiveness of Native American strategies in preserving their religious beliefs against European pressures.
* Explain how Native Americans used military resistance to protect their religious beliefs.
* Identify examples of diplomatic negotiations used by Native Americans to defend their religious beliefs against European encroachments.
* Use primary source accounts to assess how native religious beliefs influenced diplomatic or military strategies.

Assessment Boundaries:
* Assessments based on this standard should focus on how Native Americans defended their religious beliefs in response to European encroachments and labor demands, examining the religious worldview differences between Native Americans and Europeans, the relationship between labor systems and religious practices, and general strategies for preserving spiritual traditions. Students should demonstrate understanding of how religious motivations influenced both diplomatic and military responses without focusing on specific tactical details.

Assessments should not include specific examples of tribal negotiations, detailed military tactics, regional variations in approaches, or outcomes regarding territorial control and sovereignty. Questions about cultural exchange elements not directly related to religious beliefs, economic systems beyond their impact on religious practices, and visual representations of power dynamics should be excluded from assessment.

Common Misconceptions:
* Learners may believe that Native American religious beliefs remained static throughout European contact, not recognizing that indigenous spiritual practices often evolved and adapted while maintaining core elements as a response to colonial pressures.
* Some students might misunderstand Native American spiritual worldviews as being similar to European religious structures, not recognizing that indigenous spirituality was typically integrated with daily life and natural surroundings rather than centered on institutional authority and written doctrine like European Christianity.
* Some students might think that European encroachments primarily affected Native Americans' political and economic systems, underestimating how deeply these pressures threatened indigenous spiritual practices and religious beliefs that were often intertwined with land use and community structures.
* Students might incorrectly assume that European missionary efforts and Native American religious resistance were separate from labor systems, overlooking how forced labor practices like the encomienda system directly impacted religious practices and motivated spiritual resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 184.0
Standard ID: KC-1.2.III.B+4
Standard Description: Explain how and why, as European encroachments on Native Americans' lands and demands on their labor increased, native peoples sought to defend and maintain their concepts of gender relations through diplomatic negotiations and military resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources for evidence of native perspectives on gender relations amid European encroachments.
* Analyze the reasons why native peoples’ resistance strategies emphasized concepts of gender relations against European encroachments.
* Analyze the role of military resistance in defending native concepts of gender relations during European encroachments on their lands.
* Evaluate the historical significance of native resistance in maintaining gender relations within the broader context of European colonization.
* Explain how diplomatic negotiations by native peoples were influenced by their concepts of gender relations in response to European pressures.
* Identify the various ways in which native peoples defended their concepts of gender relations amid increasing European demands on their lands and labor.

Assessment Boundaries:
* Assessments based on this standard should focus on conceptual understanding of how Native American gender relations differed from European models and why these differences were defended through diplomatic and military resistance. Students should demonstrate understanding of the reasons native peoples emphasized gender relations in their resistance efforts and the historical significance of these efforts within the context of European colonization. Assessments may include analysis of primary sources that reveal native perspectives on gender relations amid increasing European encroachments.

Assessments should not include specific examples of negotiations, military tactics, economic systems beyond European trade, leadership roles in economic contexts, inter-tribal alliances, or outcomes regarding territorial control and sovereignty. Additionally, cultural exchange elements, visual representations of power dynamics, and specific regional variations in resistance approaches should be excluded from assessment questions.

Common Misconceptions:
* Some students might incorrectly assume that efforts to maintain traditional gender relations were separate from broader resistance to European encroachment, failing to see how gender concepts were integrated into diplomatic negotiations and military resistance.
* Some students might think that Native American gender systems were similar to European patriarchal structures, missing the diversity and complexity of Native American gender relations that often included more flexible roles and sometimes matrilineal family structures.
* Students may believe that Native American gender relations remained static in response to European contact, rather than recognizing how these societies actively adapted and developed specific resistance strategies to preserve their gender systems amid changing circumstances.
* Students might think that women played minimal roles in resistance efforts, overlooking how many Native American societies included women in their diplomatic and military strategies to defend cultural practices and sovereignty against European pressures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: KC-1.2.III.C
Standard Description: Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 191.0
Standard ID: KC-1.2.III.C+1
Standard Description: Explain how and why extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to identify arguments and positions held by European leaders regarding the treatment of Native Americans and Africans.
* Analyze the contributions of specific European advocates for Native rights, such as Bartolomé de Las Casas, and their influence on policies like the New Laws of 1542, evaluating their effectiveness and implementation.
* Assess how cultural and religious influences shaped European leaders' perspectives and decisions regarding the treatment of non-Europeans.
* Compare the perspectives of various European groups (e.g., religious versus political) on the treatment of non-Europeans.
* Corroborate the information found in primary sources with secondary academic interpretations to develop a nuanced understanding of the debates over the treatment of Native Americans and Africans.
* Explain the motivations behind and justifications for European religious and political leaders' debates over the treatment of non-Europeans.
* Identify key European religious and political figures involved in the debate over the treatment of Native Americans and Africans during the period of extended contact.
* Use maps and visuals to trace the interactions and contact zones between Europeans, Native Americans, and Africans that led to these debates, providing context for the varying European perspectives.

Assessment Boundaries:
* Assessments based on this standard should focus on the range of perspectives among European religious and political leaders regarding the treatment of Native Americans and Africans during the period of extended contact. This includes examining the religious, cultural, racial, and economic justifications for different treatment approaches; analyzing specific European advocates like Bartolomé de Las Casas; and evaluating policies such as the New Laws of 1542. Assessments should require understanding the varying positions within and between different European groups on these issues.

Assessments should not include Native American resistance strategies, diplomatic negotiations, or military tactics. They should also exclude cultural exchanges between Europeans and Native Americans, visual representations of power dynamics, and the long-term outcomes regarding territorial control and sovereignty. Questions about specific cultural elements adopted between groups or interpretations of primary accounts expressing worldviews on power are outside the scope of this standard.

Common Misconceptions:
* Learners might believe that European justifications for different treatment of Native Americans and Africans remained static throughout the colonial period, rather than understanding how these justifications evolved from primarily religious arguments to include racial theories over time.
* Some students might think that European religious and political leaders held consistent positions based solely on their affiliations, rather than recognizing that individual leaders often had complex views influenced by a mixture of religious, political, economic, and cultural factors.
* Some students might think that economic motivations played only a minor role in European debates about non-European treatment, not recognizing the significant tension between economic interests (like labor needs) and moral or religious considerations that shaped these discussions.
* Students may incorrectly assume that European debates about the treatment of non-Europeans were primarily theoretical discussions with little practical impact, overlooking how these debates influenced specific policies like the New Laws of 1542 and actual colonial practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 192.0
Standard ID: KC-1.2.III.C+2
Standard Description: Explain how and why extended contact with Native Americans and Africans fostered evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a map showing the diffusion of European cultural and religious institutions in the Americas to explain their role in subjugation strategies.
* Analyze specific religious, pseudo-scientific, and cultural justifications Europeans developed for enslaving Africans, including biblical interpretations and theories of biological inferiority, and compare them to justifications used for the subjugation of Native Americans.
* Assess the role of the Columbian Exchange in transforming European attitudes towards Africans and Native Americans.
* Compare and contrast specific labor systems (such as the Spanish encomienda) with alternative approaches (such as French trade partnerships) to illustrate different European strategies for interacting with and exploiting Native American populations.
* Compare primary sources from the period to identify differing European rationales for subjugating non-Europeans.
* Evaluate the impact of European justifications for subjugation on Native American and African societies.
* Explain the historical context that led to the debates among European leaders on the treatment of non-Europeans.

Assessment Boundaries:
* Assessment should focus on analyzing the evolving religious (biblical interpretations), cultural (civilizing missions), and racial/pseudo-scientific (theories of biological inferiority) justifications Europeans developed for subjugating Native Americans and Africans during colonization. Students should be able to compare different European approaches (such as Spanish encomienda versus French trade partnerships), explain the historical contexts of debates among European leaders regarding non-European treatment, and evaluate how these justifications impacted subjugated populations.

Assessments should not include Native American resistance strategies, economic systems beyond European trade contexts, or leadership roles in diplomatic negotiations. Questions should avoid analyzing specific cultural elements exchanged between Europeans and Native Americans, interpretation of primary accounts expressing Native American worldviews on power, or detailed outcomes regarding territorial control and sovereignty. The focus should remain on European justifications rather than indigenous responses.

Common Misconceptions:
* Some learners might overlook the significant differences between various European powers' approaches to subjugation, such as the distinctions between Spanish forced labor systems and French trade partnerships with Native American populations.
* Some students might incorrectly assume that European justifications for subjugation were static and unchanging, rather than recognizing how these justifications evolved over time in response to extended contact, economic interests, and internal European debates.
* Students may mistakenly view religious justifications as entirely separate from economic motivations, not recognizing the complex interplay between spiritual beliefs, cultural attitudes, and material interests in European colonial practices.
* Students might misinterpret European debates about the treatment of Native Americans and Africans as reflecting modern humanitarian concerns, rather than understanding these discussions within their historical context of competing religious interpretations, imperial strategies, and evolving racial theories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.6
Cluster Name: 5. Cultural Interactions Between Europeans, Native Americans,and Africans
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: Unit 1: Learning Objective F
Standard Description: Explain how and why European and Native American perspectives of others developed and changed in the period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: KC-1.1.I
Standard Description: Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 201.0
Standard ID: KC-1.1.I+1+G
Standard Description: Explain how different native societies developed distinct and increasingly complex societies by adapting to and transforming their environments through innovations in agriculture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how agricultural innovations led to food surpluses, population growth, urbanization, and the development of complex social and political structures in pre-European native societies.
* Evaluate the impact of specific agricultural practices on the regional development of native societies in North America.
* Explain how agricultural advancements contributed to environmental adaptation and complexity in native societies.
* Identify agricultural innovations by native societies pre-European contact and their role in societal development.
* Use primary and secondary sources to assess the significance of agricultural innovations in native societal transformation.
* Utilize geographic data to analyze the distribution and adaptation of agricultural methods by native societies.

Assessment Boundaries:
* Assessment should focus on agricultural innovations developed by different native societies before European contact, including specific regional adaptations such as the Three Sisters (corn, beans, squash) in Eastern Woodlands, terraced farming in the Southwest, chinampas in Mesoamerica, and irrigated farming techniques. Questions should examine how these agricultural innovations contributed to food surpluses, population growth, urbanization, and the development of more complex societies, while considering the geographic contexts that influenced these developments.

Assessment should not include detailed analysis of social structures unless directly connected to agricultural innovations. Questions about European agricultural methods, comparative analysis between Native and European practices, environmental sustainability of practices, or developments after European contact fall outside this standard's scope. The political organization of native societies should only be assessed as it relates to agricultural innovation.

Common Misconceptions:
* Some students may perceive pre-Columbian agricultural systems as primitive or simple, rather than recognizing the sophisticated knowledge of plant genetics, soil conditions, seasonal patterns, and ecological relationships that informed native agricultural innovations.
* Some students may think that agricultural practices were uniform across geographic regions, overlooking how different native societies developed distinct techniques (such as chinampas, terrace farming, or companion planting) based on regional environmental conditions.
* Students might believe that agricultural innovations among native societies emerged primarily as responses to scarcity rather than as sophisticated adaptations that transformed environments and enabled population growth and urbanization.
* Students might underestimate the connection between agricultural innovations and the development of social complexity, not recognizing how food surpluses enabled specialization, trade networks, and the growth of more complex political structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 202.0
Standard ID: KC-1.1.I+2+G
Standard Description: Explain how different native societies developed distinct and increasingly complex societies by adapting to and transforming their environments through innovations in resource use.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the introduction of European horses transformed Native American societies on the Great Plains, including changes in warfare, hunting, transportation, and power dynamics among indigenous groups.
* Describe the relationship between resource use innovations and environmental transformation by native societies.
* Evaluate the significance of resource use innovations in shaping distinct native societies before European contact.
* Explain how specific innovations in resource use contributed to the development of complex native societies.
* Identify the innovations in resource use that enabled different native societies to adapt to their environments.
* Utilize maps to identify regions where significant innovations in resource use occurred, explaining geographical and environmental factors that contributed to these innovations.

Assessment Boundaries:
* Assessments should focus on specific innovations in resource use that different Native American societies developed to adapt to their regional environments, such as irrigation systems, agricultural techniques, hunting methods, and fishery management. Students should be able to explain how these innovations contributed to societal complexity, including food surplus production, population growth, and the development of distinct cultural practices. Assessments may include the analysis of maps showing geographical distributions of innovations and the evaluation of how the post-contact introduction of horses transformed resource use patterns among Plains societies.

Assessments should not include broader social structure innovations unless directly linked to resource use and environmental adaptation. Environmental sustainability impacts, European social/religious/political changes resulting from colonization, mercantilism, and power dynamics between Europeans and Native Americans are outside the scope of this standard and should be excluded from assessments.

Common Misconceptions:
* Some students might believe that agriculture was the primary mode of subsistence for most Native American societies, overlooking the diverse and sophisticated innovations in hunting, fishing, and forest management that many societies used to develop complex civilizations.
* Some students might incorrectly assume that significant technological innovations in resource use emerged only after European contact, overlooking the sophisticated pre-contact innovations in tools, farming techniques, water management, and hunting methods developed independently by native societies.
* Students may have the misconception that native societies had minimal impact on their environments, when many actively transformed their surroundings through innovative land management practices, controlled burning, irrigation systems, and other deliberate environmental modifications.
* Students may overgeneralize resource use strategies across different Native American societies, not recognizing how specific environmental conditions in various regions led to distinct innovations and adaptations that shaped unique cultural practices and social organizations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: KC-1.2.I
Standard Description: European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 212.0
Standard ID: KC-1.2.I+2+G
Standard Description: Explain how European expansion into the Western Hemisphere generated intense religious competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the religious competition stemming from colonization efforts in the Western Hemisphere led to significant changes within European societies, notably in terms of religious reform movements or shifts in political power.
* Assess primary source accounts from European explorers, missionaries, and officials to determine the emphasis on religious objectives and priorities during their expansionist activities.
* Compare the religious impacts of different European powers' colonization efforts on the native and African populations in the Americas.
* Evaluate the religious strategies employed by European nations in the Americas and examine how these strategies impacted religious conflicts or alliances within Europe.
* Explain how religious competition between European powers such as Spain, England, and France influenced their colonization strategies and interactions with native populations.
* Identify the key religious motivations that drove European nations to expand into the Western Hemisphere during the period 1491 to 1607, and explain how these religious motivations often reinforced and complemented economic interests.
* Utilize historical maps to identify areas of European religious influence and expansion in the Western Hemisphere and explain the significance of these territories in their respective countries' religious histories.

Assessment Boundaries:
* Assessment should focus on examining how expansion into the Western Hemisphere intensified existing religious tensions between European powers such as Spain, England, and France, and generated specific religious changes within European societies between 1491-1607. Questions may address how religious motivations drove colonization efforts, how different European powers used religion in their colonization strategies, and how religious competition in the Americas influenced European religious practices, authority structures, and ideologies. Primary source analysis may include religious justifications for expansion and evidence of religious objectives in colonial ventures.

Assessments should not include broader social changes in European societies unrelated to religion, detailed analysis of Native American religious practices, or political and economic competition unless directly connected to religious dynamics. The assessment should avoid comprehensive coverage of European reform movements, focusing instead on religious changes specifically linked to Western Hemisphere expansion. General discussions of mercantilism, territorial disputes, or governance systems that lack clear religious dimensions should be excluded.

Common Misconceptions:
* Learners may believe that religious competition in the Western Hemisphere developed only between different Christian denominations, overlooking the complex intra-faith conflicts within Catholicism and Protestantism, as well as interactions with indigenous belief systems that influenced European religious thinking.
* Some students might assume that European religious competition in the Americas was a new phenomenon, rather than recognizing that colonization intensified existing religious tensions and rivalries that had already been developing within Europe.
* Students may misinterpret the religious changes in European societies as solely driven by missionary experiences in the Americas, without appreciating how these changes interacted with concurrent internal European religious developments such as the Reformation and Counter-Reformation.
* Students might incorrectly view religious and economic motivations for European expansion as separate or competing factors, rather than understanding how religious objectives often complemented and reinforced economic interests in colonization efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 213.0
Standard ID: KC-1.2.I+3+G
Standard Description: Explain how European expansion into the Western Hemisphere generated intense political competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how advancements in navigation technologies and maritime techniques, such as the astrolabe and improved charts, served as necessary preconditions for successful European political expansion into the Western Hemisphere.
* Analyze maps from the period to identify the territorial changes in European empires and explain the political implications of these changes
* Analyze the impact of European expansion on the balance of power within Europe, focusing on the political alliances and rivalries that developed.
* Evaluate the historical significance of the treaties and agreements between European powers concerning territorial claims in the Americas.
* Explain the political changes within European societies that resulted from the competition for colonization in the Americas.
* Use primary sources, such as political treatises or government documents, to explain how European leaders justified their expansionist policies.

Assessment Boundaries:
* Assessments based on this standard should focus on how European expansion into the Western Hemisphere (1491-1607) generated political competition between European powers, including territorial rivalries, diplomatic treaties, and shifts in the balance of power. Questions should address the role of navigation technologies as preconditions for expansion, how European leaders justified their expansionist policies, and how territorial claims in the Americas affected political relationships between European nations. Maps and primary source documents may be used to evaluate understanding of changing political dynamics among European powers.

Assessments should not include social, religious, or economic changes within European societies resulting from colonization. Questions should avoid topics related to mercantilism as an economic system, internal political structures within individual European countries, and power dynamics between Europeans and Native Americans. Additionally, environmental impacts and Native American social innovations fall outside the scope of this standard.

Common Misconceptions:
* Some students might confuse the political competition between European powers (such as Spain, Portugal, England, and France) with the political changes that occurred within those societies, focusing on internal developments rather than international rivalries.
* Students may underestimate how advancements in navigation technologies and maritime techniques directly enabled political competition by allowing different European powers to project their influence across the Atlantic.
* Students might assume that treaties and formal agreements between European powers regarding American territorial claims accurately reflected actual control of territories, without recognizing the significant gaps between diplomatic documents and the realities of colonial possession.
* Students might believe that European expansion into the Western Hemisphere was driven primarily by one dominant motivation, overlooking how political ambitions, economic interests, and religious justifications often reinforced each other in complex ways.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 214.0
Standard ID: KC-1.2.I+4+G
Standard Description: Explain how European expansion into the Western Hemisphere generated intense economic competition and changes within European societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source texts that discuss the economic rationale for European expansion and the resulting societal changes.
* Analyze the impact of European economic strategies on societal changes within European countries during the era of expansion.
* Evaluate the significance of mercantilism and trade routes in shaping European economic policies and colonial strategies.
* Explain how economic competition between European powers accelerated exploration and colonization efforts in the Americas.
* Identify the key economic motivations behind European exploration and expansion into the Western Hemisphere.
* Use maps and trade diagrams to identify areas of intense economic interest for European powers in the Western Hemisphere.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic motivations driving European exploration and expansion into the Western Hemisphere (1491-1607), the nature of economic competition between European powers, and the specific economic changes that occurred within European societies as a direct result. Questions may include analysis of maps, trade diagrams, primary and secondary sources that illustrate economic interests, resource competition, and trade developments during this period. Assessments should emphasize how new resources, trade routes, and wealth acquisition transformed European economic systems and priorities.

Assessments should not include broader social, religious, or political changes within European societies unless directly connected to economic factors. Questions about mercantilism as a comprehensive economic theory, Native American societies and their innovations, environmental impacts, or power dynamics between Europeans and Native Americans fall outside the scope of this standard and should be avoided. Additionally, assessments should not cover time periods beyond 1607.

Common Misconceptions:
* Some students might incorrectly view the economic changes within European societies resulting from Western Hemisphere expansion as immediate and uniform across all European powers, when these changes varied significantly between nations and evolved gradually over time.
* Some students might think that European expansion was primarily motivated by religious objectives, overlooking how economic factors such as the pursuit of gold, silver, new trade routes, and valuable resources were fundamental drivers of exploration and colonization.
* Students may believe that economic competition between European powers in the Western Hemisphere was relatively limited, not recognizing the intense rivalries that developed as nations competed for access to valuable resources and trade opportunities.
* Students may underestimate how the introduction of new agricultural products and resources from the Americas through the Columbian Exchange transformed European economies, believing that precious metals were the only economically significant imports from the Western Hemisphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: KC-1.2.II
Standard Description: The Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 221.0
Standard ID: KC-1.2.II+1+G
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how European disease exposure led to catastrophic population declines among Native Americans, facilitating Spanish conquest and establishment of colonial control over vast territories.
* Analyze statistical data to describe demographic changes in European populations as a result of the Columbian Exchange.
* Evaluate the long-term demographic impacts of the Spanish Empire's encomienda system on indigenous populations and explain how labor shortages led to the importation of enslaved Africans.
* Explain the role of the Columbian Exchange in altering the demographics of the Americas and Europe.
* Identify the demographic changes that occurred as a result of the Columbian Exchange and the development of the Spanish Empire.
* Utilize maps to identify regions most affected by demographic changes from the Spanish Empire and Columbian Exchange.

Assessment Boundaries:
* Assessments based on this standard should focus on specific demographic shifts resulting from the Columbian Exchange and Spanish Empire development, including: Native American population decline due to disease and overwork; the importation of enslaved Africans to address labor shortages; European migration patterns to the Americas; and European population growth related to new food crops. Questions should address both the mechanisms of these demographic changes (disease transmission, forced migration, encomienda system) and their magnitude and geographic distribution in both the Americas and Europe during the early colonial period (1492-1607).

Assessments should not include broader social, political, or economic changes unless directly connected to demographic shifts. Questions about Native American resource management practices, European religious reforms, mercantilism, or power dynamics between colonizers and indigenous peoples beyond their demographic implications are outside the scope of this standard. Environmental impacts of the Columbian Exchange should only be assessed when directly relevant to population changes.

Common Misconceptions:
* Some students might misunderstand the relationship between Native American population decline and the African slave trade, not recognizing how labor shortages created by indigenous population collapse directly motivated European colonizers to import enslaved Africans as replacement workers.
* Students may think demographic changes affected only indigenous populations in the Americas, not recognizing how European populations experienced growth due to nutritional improvements from American crops like potatoes, corn, and tomatoes that increased food security and caloric intake.
* Students might believe that European warfare and violence were the primary causes of Native American population decline, overlooking how European diseases like smallpox, to which indigenous peoples had no immunity, caused much more significant demographic collapse.
* Students might perceive demographic changes as immediate events rather than processes, not understanding that Native American population decline occurred at different rates across regions and continued for generations, while the demographic impacts in Europe developed gradually as new crops and resources were integrated into societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 222.0
Standard ID: KC-1.2.II+2+G
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive economic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the influx of precious metals from the Americas affected European and global economies.
* Analyze primary and secondary sources to compare the economic transformations in Europe and the Americas due to the Columbian Exchange.
* Evaluate the economic consequences of the Spanish Empire's policies on indigenous economies in the Americas.
* Examine the development of plantation economies in the Spanish Empire and their reliance on forced labor.
* Explain the economic and ecological impact of the Columbian Exchange on European and American environments, including how European livestock altered American landscapes and how American crops revolutionized European agricultural systems.
* Identify the primary economic goods exchanged between the Old and New Worlds during the Columbian Exchange.
* Utilize maps to identify major trade routes developed during the Columbian Exchange and explain their significance in global trade.

Assessment Boundaries:
* Assessments should focus on the economic dimensions of the Columbian Exchange and Spanish Empire, including: trade in crops, animals, and goods between hemispheres; extraction and global circulation of precious metals; development of plantation economies and their labor requirements; changes to indigenous economic systems; and the establishment of new trade networks and economic relationships. Questions should emphasize how these exchanges created new economic dependencies, altered production systems, and transformed wealth distribution across the Atlantic world.

Assessments should not include environmental impacts unrelated to economic production, Native American social structures, European religious or political changes resulting from colonization, or detailed analysis of mercantilism as an economic theory. Questions about governance systems, territorial changes, or power dynamics between Europeans and Native Americans should be excluded unless directly tied to specific economic consequences.

Common Misconceptions:
* Learners might underestimate how indigenous economic systems were transformed by the Columbian Exchange, possibly believing that native economies simply disappeared rather than understanding how many communities adapted their economic practices while experiencing significant disruption and exploitation.
* Some students may think that precious metals extracted from the Americas primarily benefited Spain alone, not recognizing how this influx of silver and gold contributed to price inflation throughout Europe and fundamentally altered global trade networks, particularly with Asia.
* Students might believe that the economic impacts of the Columbian Exchange were immediate and uniform, when in reality economic transformations occurred gradually, with varying regional effects as new crops, livestock, and production systems were integrated into existing economies over decades.
* Students might incorrectly assume that plantation economies in the Spanish Empire emerged fully formed, rather than understanding how these developed incrementally through experimentation with different crops, labor systems, and market demands.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 223.0
Standard ID: KC-1.2.II+3+G
Standard Description: Explain how the Columbian Exchange and development of the Spanish Empire in the Western Hemisphere resulted in extensive social changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Columbian Exchange in altering social hierarchies and cultural practices within indigenous societies in the Americas.
* Compare the social impacts of the Spanish colonization in different regions within the Americas, utilizing maps and primary source accounts to support your analysis.
* Corroborate accounts from different types of sources (e.g., diaries, official documents, and illustrations) to analyze how social changes varied across different territories within the Spanish Empire.
* Describe the effects of the Columbian Exchange on gender roles within the native societies and how these roles were transformed by European and African influences.
* Evaluate the significance of the Mestizo class in bridging cultural exchanges between Europeans and Native Americans, as a consequence of the Spanish Empire's growth.
* Explain how the introduction of European social systems impacted Native American societies during the period of the Columbian Exchange and the Spanish Empire's expansion.
* Identify the social structures that emerged as a result of the Columbian Exchange and the development of the Spanish Empire in the Western Hemisphere.
* Interpret statistical data on population changes due to the Columbian Exchange to explain the social impacts on both Native and European communities in the Americas.
* Use illustrations or paintings from the period to identify and explain the depiction of social changes and interactions imposed by the Spanish colonizers on Native American societies.

Assessment Boundaries:
* Assessments based on this standard should focus on specific social changes resulting from the Columbian Exchange and Spanish Empire development, including the formation of new social hierarchies (casta system), emergence of the mestizo population, transformation of gender roles and family structures, impact of Christian missionary efforts on indigenous social organization, and effects of disease on Native American societies. Students should analyze how these elements altered social relationships, cultural practices, and population dynamics within the Western Hemisphere during Spanish colonization.

Assessments should not include environmental impacts of resource management, pre-existing Native American social innovations, social or political changes within European societies, religious competition in Europe, mercantilism as an economic theory, or broader power dynamics and governance systems between Europeans and Native Americans. Additionally, explorations of agricultural innovations, resource management techniques, and territorial changes fall outside the scope of this standard.

Common Misconceptions:
* Learners might misunderstand the role of religion in social transformation, potentially viewing religious conversion only as spiritual change rather than recognizing how it reorganized indigenous communities, altered social practices, and redefined authority structures.
* Some students may oversimplify the complex racial and social hierarchies that emerged, such as the intricate casta system, which created numerous social classifications beyond a simple European-Native American divide.
* Students may incorrectly assume that social changes occurred uniformly across different regions of the Spanish Empire, rather than recognizing how geographic factors, indigenous population density, and resource availability created varied social dynamics in different colonial territories.
* Students might view the Columbian Exchange as a balanced or mutually beneficial process, overlooking how disease transmission and forced labor systems disproportionately disrupted and transformed Native American social structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: KC-1.2.III
Standard Description: In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 231.0
Standard ID: KC-1.2.III+1+C
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to identify divergent religious worldviews expressed by European and Native American leaders during the early encounters.
* Describe the religious practices of Native American societies and how these practices differed from those of European settlers.
* Evaluate the impact of divergent religious beliefs on the relationships between European settlers and Native American societies.
* Explain how European religious beliefs influenced their interactions with Native American societies.
* Identify key religious beliefs held by both European settlers and Native American societies prior to their encounters.
* Use historical reasoning to explain how religious divergence during initial encounters influenced later socio-political dynamics between Europeans and Native Americans.
* Utilize images or artistic depictions from the period to identify and discuss representations of religious beliefs and practices of both groups.

Assessment Boundaries:
* Assessment should focus on students' ability to identify and explain specific examples of divergent religious worldviews between Europeans and Native Americans during their encounters from 1491-1607. Students should demonstrate understanding of key religious beliefs and practices of both groups, analyze primary sources and visual representations that illustrate religious differences, and evaluate how these divergent perspectives influenced their interactions and relationships. Assessment may include examination of missionary efforts, religious conversion attempts, syncretism, resistance to conversion, and how religious beliefs shaped approaches to governance within indigenous communities.

Assessment should not include broader social changes in European societies resulting from colonization, religious competition or reform movements within Europe, or non-religious aspects of European-Native American interactions such as economic exchanges or political alliances. Additionally, general power dynamics, governance systems, and territorial changes between Europeans and Native Americans that extend beyond religious contexts should be excluded from assessment.

Common Misconceptions:
* Some students might view Native American responses to European Christianity as binary (either complete rejection or full acceptance), missing the complex spectrum of responses that included selective incorporation of Christian elements into indigenous belief systems, strategic conversion, and various forms of religious resistance.
* Students may believe that European religious approaches to Native Americans were consistent across different European powers and time periods, overlooking how Catholic, Protestant, and various missionary orders employed different conversion strategies and theological frameworks.
* Students might incorrectly assume that religious differences were the primary or sole basis for conflict between Europeans and Native Americans, not recognizing how religious worldviews intertwined with and sometimes masked economic interests, territorial expansion, and political control.
* Students might think that Native American spiritual practices were uniformly animistic or nature-centered, rather than recognizing the diverse and complex religious systems that varied significantly across different indigenous societies and regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 232.0
Standard ID: KC-1.2.III+2+C
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding gender roles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify differing perspectives on gender roles between Europeans and Native Americans.
* Compare and contrast European and Native American gender roles during the initial periods of contact.
* Explain how European interpretations of Native American gender roles influenced colonial policies and interactions.
* Explain the impact of divergent gender roles on the socio-political relationships between Native American tribes and European settlers.
* Identify and describe the gender roles prevalent in European and Native American societies before their interactions began.
* Utilize visual aids, such as images and art from the period, to illustrate how gender roles were depicted differently in European and Native American cultures.

Assessment Boundaries:
* Assessments should focus on comparing European and Native American gender roles before contact and during interactions, emphasizing how these divergent worldviews influenced cross-cultural perceptions and relationships. Questions should address how both groups asserted their distinct understandings of gender through primary sources, visual artifacts, and documented interactions, with attention to the diversity of gender roles among different Native American societies and European colonial groups. Students should analyze how European interpretations of Native American gender roles shaped colonial policies and interactions, and how Native Americans maintained or adapted their gender-based practices.

Assessments should not include broader social structure innovations in Native American societies or European social changes resulting from Western Hemisphere expansion unless directly tied to gender roles. Questions should avoid focusing on religious competition, political changes within European societies, mercantilism, or power dynamics and governance systems beyond how they specifically relate to gender roles and their assertion during cross-cultural interactions.

Common Misconceptions:
* Students might believe that Native American gender roles were uniform across all indigenous groups, missing the significant variations in women's political authority, labor divisions, and spiritual roles that existed among different Native American nations and communities.
* Students might incorrectly assume that European and Native American gender roles were similar, overlooking significant differences such as the matrilineal practices in many Native American societies compared to the predominantly patriarchal structures in European societies.
* Students might think that European interpretations of Native American gender roles were based solely on objective observation, rather than recognizing how these interpretations were filtered through European cultural biases and often used to justify colonial policies and attitudes toward indigenous peoples.
* Students might underestimate the economic and political influence held by women in many Native American societies, incorrectly assuming that Native American women's status paralleled the more restricted roles of European women during the same period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 233.0
Standard ID: KC-1.2.III+3+C
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding family.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources or accounts that highlight differences in family roles and responsibilities among European and Native American cultures.
* Compare the impact of divergent family worldviews on social organization within European and Native American communities.
* Evaluate in primary and secondary sources how family structures affected the power dynamics and social hierarchy within Native American tribes and European settler societies.
* Explain how European patriarchal family systems contrasted with Native American matrilineal or clan-based family structures.
* Identify the divergent family structures and roles between European settlers and Native American societies during their interactions from 1491 to 1607.
* Utilize graphical data or maps to explain variations in family structures among different Native American tribes and compare these to European norms.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing specific family structures, kinship systems, gender roles within families, child-rearing practices, and inheritance patterns between European and Native American societies from 1491 to 1607. Students should analyze primary and secondary sources that illustrate these divergent family worldviews, including variations among different Native American tribes such as matrilineal systems of the Iroquois compared to European patriarchal structures. Assessment items may include how these family structures influenced social relationships and identity formation within their respective communities.

Assessments should not include broader social structure innovations unrelated to family, environmental adaptations, governance systems, or territorial changes between Europeans and Native Americans. Questions about religious practices, economic systems like mercantilism, or political alliances should be excluded unless directly connected to family structures and roles. European social class changes resulting from colonization are outside the scope of this standard.

Common Misconceptions:
* Learners might misunderstand the resilience of Native American family structures, assuming these systems disappeared quickly upon European contact rather than recognizing how many indigenous communities maintained and adapted their family organizations despite colonial pressures.
* Some students may believe that Native American family structures were uniform across different tribes and regions, not recognizing the diversity of kinship systems ranging from matrilineal Iroquois practices to different arrangements among Algonquian, Pueblo, or other indigenous groups.
* Students may incorrectly view family structure differences as simply cultural curiosities rather than understanding how these divergent family systems profoundly shaped inheritance practices, gender roles, child-rearing approaches, and social organization in both European and Native American societies.
* Students might incorrectly assume that European and Native American societies shared similar views on family organization, overlooking how many Native American groups organized around matrilineal or clan-based kinship systems while European societies typically followed patriarchal models.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 234.0
Standard ID: KC-1.2.III+4+C
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding land use.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare the perspectives on land use expressed by European colonizers and Native American leaders.
* Analyze the impact of European land acquisition methods on the traditional land use practices of Native American tribes.
* Evaluate the historical significance of differing land use philosophies in shaping the interactions and outcomes between Europeans and Native American societies.
* Explain how divergent worldviews regarding land use led to conflicts and negotiations between European settlers and Native American populations.
* Identify the primary differences in land use perceptions between European colonizers and Native American societies during the period of initial contact.
* Utilize maps to identify regions of conflict and negotiation regarding land use, and explain how these geographical contexts influenced interactions between Europeans and Native Americans.

Assessment Boundaries:
* Assessment should focus on the fundamental differences in land use perspectives between European colonizers and Native American societies during the period 1491-1607, including contrasting views of land as commodity versus communal resource, differing concepts of ownership and stewardship, and specific examples of how these divergent worldviews manifested in early interactions. Questions may address how these differences led to misunderstandings, conflicts, and attempts at negotiation, as well as how primary source evidence reveals these contrasting perspectives.

Assessment should not include detailed analysis of environmental impacts of Native American resource management practices, social structure innovations in either European or Native American societies, or governance systems and territorial changes resulting from colonization. Questions about mercantilism, European religious or political changes, or comparative analysis across different Native American societies unrelated to land use perspectives should be avoided.

Common Misconceptions:
* Some students might attribute land conflicts primarily to European greed or technological advantage, rather than recognizing how divergent worldviews regarding the spiritual significance, proper use, and concept of ownership of land created fundamental incompatibilities that made conflict likely even with good intentions on both sides.
* Some students might believe that Europeans and Native Americans simply misunderstood each other about land use, not recognizing that they held fundamentally different conceptual frameworks where Europeans often viewed land as private property to be owned and improved, while many Native American groups typically conceived of land as a communal resource with usage rights rather than exclusive ownership.
* Students may incorrectly assume that perspectives on land use were uniform within European or Native American societies, overlooking how different European colonial powers (Spanish, English, French) approached land acquisition differently, and how various Native American nations had distinct relationships with their territories based on their cultural practices, subsistence patterns, and environmental contexts.
* Students might believe that negotiations over land between Europeans and Native Americans were meaningless formalities, not recognizing that both groups often made sincere attempts to reconcile their different perspectives through treaties, land purchases, and other agreements, though these were frequently undermined by cultural misunderstandings about what such arrangements actually meant to each party.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 235.0
Standard ID: KC-1.2.III+5+C
Standard Description: Explain how, in their interactions, Europeans and Native Americans asserted divergent worldviews regarding power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the contrasting perspectives on land ownership and power between European colonizers and Native American societies.
* Compare primary sources depicting European and Native American interactions to discern differing power structures and impacts.
* Corroborate perspectives from multiple secondary sources to construct a nuanced understanding of power relations between Europeans and Native Americans.
* Evaluate the influence of European colonization patterns on Native American notions of power and governance.
* Explain how the Encomienda System exemplified the European approach to power and dominance in the New World.
* Identify the distinct power dynamics that characterized the interactions between European settlers and Native Americans.
* Utilize maps to illustrate the territorial changes resulting from European and Native American power conflicts, and discuss the implications of these changes.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing European and Native American conceptual understandings of power, including hierarchical versus consensus-based authority, views on land ownership as they relate to power, and specific examples like the Encomienda System that demonstrate European approaches to power. Students should analyze primary and secondary sources that illustrate these contrasting worldviews and how they manifested in initial interactions between these groups. Assessment should emphasize conceptual understanding of power structures rather than comprehensive historical narratives.

Assessments should not include broader territorial changes, governance systems, or political arrangements that fall under forbidden topics. Questions about environmental impacts, social structures unrelated to power concepts, European internal political changes, mercantilism, or religious competitions within Europe should be excluded. Additionally, comprehensive analysis of specific treaties, alliances, or territorial disputes falls outside the scope of this standard.

Common Misconceptions:
* Some students might assume that European concepts of power based on written law, divine right, and hierarchical authority were readily understood by Native Americans, when many indigenous groups conceptualized power through different frameworks involving reciprocal relationships, spiritual authority, and consensus.
* Some students might oversimplify the Encomienda System as primarily an economic arrangement, missing how it embodied European worldviews about power that included rights to control labor, impose religious authority, and establish hierarchical relationships that differed fundamentally from many Native American concepts of leadership.
* Students might incorrectly believe that Native American societies operated without formal concepts of power and authority, overlooking the complex leadership systems that often balanced individual autonomy with collective decision-making processes.
* Students might mistakenly interpret Native American resistance to European power structures as merely military conflicts, rather than recognizing how this resistance often represented fundamental differences in worldviews about legitimate authority and proper relationships between leaders and communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 1
Unit Name: Period 1: 1491-1607
Cluster ID: AP USH Topic 1.7
Cluster Name: 6. Causation in the Period 1
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: Unit 1: Learning Objective G
Standard Description: Explain the effects of the development of transatlantic voyages from 1491 to 1607.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: KC-2.1.I
Standard Description: Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 241.0
Standard ID: KC-2.1.I+1+A
Standard Description: Explain the Spanish colonizers' economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify the Spanish economic strategies and their implications for colonial governance.
* Analyze the relationship between Spanish labor systems and their effects on the social development within the colonies.
* Evaluate the impact of Spanish land use goals on their relationships with native populations.
* Explain how Spanish imperial goals involving land and labor influenced the political structures of their colonies.
* Identify the key economic goals of Spanish colonizers involved in the establishment of colonies in North America.
* Use maps to explain the Spanish territorial ambitions and their influences on colonial politics.

Assessment Boundaries:
* Assessments should focus on the Spanish colonizers' specific methods and objectives related to land and labor, and how these influenced societal and political structures in their colonies. This involves examining the encomienda and mission systems, as well as the interactions with Native populations through policies of conversion and subjugation. Avoid including broader topics outside this scope such as later colonial conflicts or British colonial practices.

Common Misconceptions:
* Some students may assume that the Spanish colonies developed similar social and political structures as other European colonies, failing to acknowledge the unique impacts of Spanish imperial goals, such as incorporating both enslaved and free Africans into their colonial society.
* Students might incorrectly believe that Spanish colonizers integrated native populations equally into colonial society, not realizing the hierarchical, oppressive systems implemented to exploit native labor.
* Students often misconceive that the Spanish colonization efforts were mainly driven by religious motives, such as converting indigenous peoples, neglecting to recognize that extracting wealth from the land was a primary economic goal.
* There is a misconception that the Spanish settlers immediately established harmonious relationships with native populations, without understanding that Spanish colonization often involved subjugation and forced labor systems like encomienda.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 242.0
Standard ID: KC-2.1.I+2+A
Standard Description: Explain the French colonizers' economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationships between French colonizers and native populations and how these interactions were influenced by the French economic and imperial goals.
* Evaluate the historical significance of the French colonial strategies and their impact on native populations in the Americas.
* Explain how the economic and imperial goals of the French shaped their social and political development in North America.
* Identify the French colonizers' economic and imperial goals involving land and labor in North America during the colonial period.
* Utilize primary sources to explain the French approach to land and labor in their colonies and its implications for their relationships with native populations.

Assessment Boundaries:
* The assessment should focus on the analysis of the French colonizers' economic and imperial strategies centered around land acquisition and labor utilization in North America. Emphasize their reliance on the fur trade, alliances, and interactions with Native American tribes, such as forming economic partnerships or engaging in diplomatic arrangements. Assess specific examples like the fur trade dynamics or alliances with tribes. Avoid aspects outside direct economic and imperial interactions with Native American populations or broader colonial conflicts unrelated to French pursuits in North America during this period.

Common Misconceptions:
* Some students incorrectly believe that French interactions with Native populations were purely exploitative, ignoring the diplomatic alliances and intermarriages that were crucial to their colonial strategy.
* Students may think that the French colonial economy relied heavily on plantation labor like the British, rather than understanding the dependence on the fur trade and trade networks established through cooperation with Native Americans.
* Students often misconceive that French colonizers operated extensive settlement operations similar to the English, not recognizing that the French focused more on trade alliances and maintained fewer settlements.
* There is a common misunderstanding that the French aimed primarily to conquer and colonize vast areas of North America, rather than focusing on controlling the fur trade and forming alliances with Native American tribes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 243.0
Standard ID: KC-2.1.I+3+A
Standard Description: Explain the Dutch colonizers' economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Dutch economic activities impacted relationships with native populations, using primary source excerpts to support interpretations.
* Assess the influence of Dutch labor practices on the development of local colonial societies and their interactions with indigenous peoples.
* Compare and contrast the economic strategies of Dutch colonizers with those of other European powers using visual aids such as maps and graphs.
* Evaluate the long-term social and political effects of Dutch colonization practices on their colonies in North America through secondary source analysis.
* Explain how the Dutch imperial goals shaped their social and political structures within their colonies.
* Identify the Dutch economic goals involving land and labor that influenced their colonization tactics in North America.
* Use historical maps to identify key Dutch colonial settlements and explain the significance of their locations concerning trade and resource distribution.

Assessment Boundaries:
* Assessment should focus on how the Dutch established their colonies with an emphasis on trade and alliances, particularly through the fur trade, and their interactions with native populations. Evaluate specific economic policies, such as the patroon system, and their relations with American Indian tribes, like the Iroquois, to illustrate their socio-political impact. Avoid assessing broader aspects of colonial competition unrelated to their specific land and labor goals or generic European colonization traits shared with other nations.

Common Misconceptions:
* A common misunderstanding is that the Dutch colonies were similar to those of Spain or France in terms of their reliance on Native American labor, without recognizing that Dutch strategies heavily relied on trade, particularly in furs, and strategic alliances with Native populations.
* Students may incorrectly believe that the Dutch colonial efforts were as substantial or population-dense as British or Spanish colonies, not understanding that the Dutch typically involved fewer European settlers and focused on strategic small settlements.
* Students often misconceive that the Dutch primarily sought to establish large settlements like the British, rather than focusing on trade and economic outposts, which reflected their primary goals of commerce and profit through trade alliances.
* There is often a misconception that the Dutch neglected interactions with Native Americans, whereas they actually engaged in extensive trade and sometimes intermarriages to secure economic and diplomatic relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 244.0
Standard ID: KC-2.1.I+4+A
Standard Description: Explain the British colonizers' economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps to identify changes in land use due to British policies and their effects on native relations.
* Analyze the evolution of relationships between British colonizers and native populations due to land and labor policies.
* Evaluate the impact of British land and labor goals on the development of colonial social hierarchies.
* Explain how British economic goals related to land and labor use influenced social and political developments in the colonies.
* Identify the British economic and imperial goals involving land and labor in their colonies from 1607 to 1754.
* Utilize primary and secondary source passages to explain British colonizers' approaches toward land acquisition and labor.

Assessment Boundaries:
* Focus the assessment on the specific economic and imperial goals of British colonizers in terms of land acquisition, agricultural development, and labor practices. Examples could include the use of indentured servants and the transition to African slavery, as well as the impact of these practices on social hierarchies and relationships with Native American populations, such as conflicts over land and resources. Avoid broader or more generalized topics that extend beyond these specific aspects, such as detailed comparisons with other European colonizers or unintended social changes in the colonies not directly tied to land and labor.

Common Misconceptions:
* Many students wrongly assume that the British colonizers had harmonious and cooperative relationships with Native American populations throughout, not recognizing that these interactions often involved conflict over land and resources.
* Some students believe that the British colonizers uniformly practiced and accepted slavery from the beginning, without understanding the evolution and varying practices of labor systems, including indentured servitude, which played a significant role initially.
* Students often mistakenly believe that all British colonizers primarily focused on finding gold and other precious metals, overlooking their actual emphasis on agriculture and settlement as drivers of economic development.
* There is a common misconception that the land acquired and settled by the British colonizers was mostly uninhabited, ignoring the fact that this land was taken from Native American populations, who were directly impacted.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: KC-2.1.II
Standard Description: In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 251.0
Standard ID: KC-2.1.II+1+A
Standard Description: Explain how the regional differences among early British colonies that developed along the Atlantic coast in the 17th century reflected various environmental factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that describe the interactions between British settlers and their natural environments, focusing on factors such as soil fertility, climate, and resources.
* Compare the adaptation strategies employed by the New England, Middle, and Southern colonies in response to their distinct environmental conditions, including the use of natural resources.
* Describe the environmental advantages or disadvantages faced by settlers in the New England, Middle, and Southern colonies and analyze their implications on settlement patterns.
* Evaluate the impact of environmental factors on the regional development of agricultural systems in the British colonies, using maps to illustrate geographical differences.
* Explain how the climate and geography of the New England, Middle, and Southern colonies influenced their economic and social structures.
* Identify the environmental factors that impacted the development of different British colonial regions along the Atlantic coast in the 17th century.

Assessment Boundaries:
* Assessment should focus on comparing and contrasting specific examples of how regional environmental factors such as climate, soil fertility, and access to water sources influenced settlement patterns and economic activities in different British colonies, such as the Chesapeake, New England, and Southern Colonies. Avoid tangential topics such as social or cultural differences that do not directly relate to environmental conditions.

Common Misconceptions:
* Many students might wrongly assume that the economic activities were solely influenced by the colonists' preferences, overlooking the crucial role of environmental resources and constraints in shaping industries and agriculture in different regions.
* Some students could mistakenly think that the Chesapeake and Southern colonies' reliance on plantation agriculture was a choice rather than a necessity driven by the long growing seasons and fertile soils of these areas.
* Students may believe that all early British colonies along the Atlantic coast had similar environmental conditions, not recognizing the significant differences in climate and geography that influenced settlement and development patterns.
* There is a misconception that New England's economy could have thrived on agriculture alone, not understanding how the rocky soil and harsh climate necessitated a mix of commerce and small-scale farming.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 252.0
Standard ID: KC-2.1.II+2+A
Standard Description: Explain how the regional differences among early British colonies that developed along the Atlantic coast in the 17th century reflected various economic factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source materials, such as colonial charters or economic transactions, to identify claims and arguments about regional economic practices.
* Analyze the economic motivations behind the establishment of different British colonies and how these motivations led to regional differences.
* Assess how economic interdependence and competition among different colonial regions influenced their development.
* Compare economic policies or labor systems in two distinct early British colonial regions to explain their economic differences.
* Evaluate the impact of economic factors on the social structures and labor systems within the early British colonies along the Atlantic coast.
* Explain how the broader global economic context influenced specific regional economic developments in early British colonies.
* Explain how the natural resources available in different regions influenced the economic development of early British colonies along the Atlantic coast.
* Identify the key economic activities of the early British colonies in the 17th century along the Atlantic coast, focusing on how these economic activities varied regionally.
* Interpret maps or documents from the 17th-century British colonies to describe how geographic factors contributed to regional economic differences.
* Use data from trade records or economic transactions to illustrate regional economic differences among early British colonies.

Assessment Boundaries:
* Assessment should focus on analyzing how specific economic factors contributed to the regional differences among early British colonies along the Atlantic coast. This may include examining the impact of natural resources on the economic activities such as agriculture in the Southern colonies, fishing and shipbuilding in the New England colonies, and trade and commerce in the Middle colonies. Avoid including broader cultural or environmental aspects unless they directly relate to the economic development.

Common Misconceptions:
* A frequent misunderstanding is that all British colonies developed in isolation from the economic trends of the larger Atlantic world, missing the significant influence of transatlantic trade patterns that impacted regional economic differences.
* Students might believe that economic factors were completely independent of other influences like cultural or environmental conditions, not understanding how these factors collectively shaped the colonies differently.
* Students often mistakenly assume that the economies of all British colonies were based solely on agriculture, not recognizing the economic diversity across different regions, such as the commercial economy in New England and the plantation economy in the Southern colonies.
* There is a common misconception that the Northern colonies had little to no economic ties or interactions with the Southern colonies, overlooking the complex interdependence through trade of goods like tobacco from the South with manufactured goods from the North.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 253.0
Standard ID: KC-2.1.II+3+A
Standard Description: Explain how the regional differences among early British colonies that developed along the Atlantic coast in the 17th century reflected various cultural factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impacts of demographic factors, such as the presence of diverse immigrant groups, on the cultural development of the Middle Colonies.
* Apply historical reasoning to explain how English cultural values were adapted to fit the New World environment in the British colonies.
* Assess the role of educational institutions and practices in shaping the distinct cultural identities of the British colonies.
* Compare cultural festivals, traditions, and customs across the New England, Middle, and Southern colonies to determine how these practices reflected regional cultural differences.
* Evaluate how interactions with American Indians and African slaves contributed to the cultural diversity of the British colonies.
* Explain how religious beliefs influenced the cultural characteristics of different British colonies, such as the Puritans in New England and the Anglicans in the Southern colonies.
* Identify key cultural factors that contributed to regional differences among early British colonies along the Atlantic coast in the 17th century.
* Use primary source documents to identify cultural expressions, such as art, literature, and architecture, in various British colonial regions and analyze their significance.

Assessment Boundaries:
* Assessments should specifically target the analysis of cultural differences reflecting the settlement patterns and governance in the early British colonies of New England, the Middle Colonies, and the Southern Colonies. Focus on cultural factors such as religious practices, community structures, and social norms, which influenced the development of each region. Avoid assessments on purely economic or demographic differences, which are covered in other standards.

Common Misconceptions:
* A common misunderstanding is that the religious practices and cultural norms of one colony were applicable to others; students may not recognize how geography and settlement patterns contributed to distinct cultural evolutions, such as the development of town meetings in New England versus a focus on plantations in the Southern colonies.
* Students often believe that cultural influences in the colonies were uniform, not appreciating the significant role that distinct cultural groups (like Puritans in New England or Quakers in the Middle Colonies) played in shaping different colonial societies.
* There is a misconception that the early British colonies lacked cultural diversity, overlooking the impact of a diverse range of European immigrants who brought different religious practices and customs, thus contributing to regional cultural variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 254.0
Standard ID: KC-2.1.II+4+A
Standard Description: Explain how the regional differences among early British colonies that developed along the Atlantic coast in the 17th century reflected various demographic factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary documents to identify varying demographic pressures and their influence on regional differences.
* Analyze the role of demographic shifts in shaping the social and economic structures of different colonial regions in the 17th century.
* Evaluate the impact of diverse demographic influences on the cultural characteristics of distinct early British colonial regions.
* Explain how demographic factors such as population growth and migration patterns contributed to the regional development of early British colonies.
* Identify the demographic factors that influenced the development of regional differences among early British colonies along the Atlantic coast in the 17th century.
* Utilize census data or population distribution maps to identify demographic trends and their effects on specific colonial areas.

Assessment Boundaries:
* Focus the assessment on students identifying and explaining specific demographic factors such as population density, ethnic diversity, or immigration patterns that led to differences among regions in early British colonies along the Atlantic coast in the 17th century. Use case studies or examples from various colonies to illustrate these demographic impacts. Avoid broader discussions on economic or cultural factors unless they directly relate to demographic aspects.

Common Misconceptions:
* Some students falsely believe that demographic changes occurred uniformly across all colonies without considering regional variations and specific historical circumstances that influenced migration and settlement.
* Students may mistakenly assume that all British colonies had similar demographic compositions and fail to recognize the significant differences among the northern, middle, and southern colonies in terms of ethnicity, religion, and class structure.
* Students often overlook the influence of immigration patterns on demographic makeup, assuming that native British people were the sole settlers of these colonies, while ignoring the presence of other European groups and the African diaspora.
* There is a common misconception that demographic differences did not play a substantial role in shaping the social, economic, and political structures of colonies, whereas these factors were indeed influential.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: KC-2.1.III
Standard Description: Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 261.0
Standard ID: KC-2.1.III+1+A
Standard Description: Explain how competition over resources between European rivals and American Indians encouraged industry and trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical records to assess how the pursuit of resources led to the establishment of specific industries in colonial North America.
* Describe the ways in which trade relationships were influenced and reshaped by competition over resources among European settlers and American Indians.
* Evaluate the impact of resource-driven competition on the development of trade networks between Europeans and American Indians using primary and secondary sources.
* Explain how economic competition and resource demands contributed to conflicts between European powers and American Indian societies.
* Identify the key resources that were points of competition between European powers and American Indians and explain how these competitions drove industrial development.
* Interpret maps of colonial North America to identify areas of resource-based conflict and industry development, explaining the geographical factors that influenced these dynamics.

Assessment Boundaries:
* Assess the ability to identify and analyze specific historical examples that illustrate how the competition over resources led to developments in industry and trade. This could include the impact of fur trade alliances between the French and various Native American tribes, or the rise of the tobacco economy spurred by British colonists. Avoid broader political conflicts or military strategies unrelated to trade.

Common Misconceptions:
* It is a misconception that competition over resources only led to conflicts and not cooperation. The truth is that competition also encouraged trade and industry, fostering mutually beneficial relationships between European settlers and American Indian groups at times.
* Some students might erroneously think that the industry and trade developed purely from European innovations, ignoring how European settlers learned and integrated indigenous knowledge and practices related to resources and trade.
* Students often mistakenly believe the competition over resources only benefited Europeans economically, overlooking the fact that many American Indian tribes also engaged in trade to expand their networks and acquire European goods.
* There is a common misconception that this period saw only a linear progression toward industrialization, ignoring the complexities and setbacks in industry development due to the fluctuating alliances and conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 262.0
Standard ID: KC-2.1.III+2+A
Standard Description: Explain how competition over resources between European rivals and American Indians led to conflict in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify claims about conflicts resulting from resource competition between European settlers and American Indians.
* Describe the role of specific economic activities as a cause of conflict between European colonizers and American Indian societies.
* Evaluate the historical significance of resource-related conflicts in shaping early colonial policies and American Indian alliances.
* Explain the impact of European competition over resources on the relationships with American Indian groups during the colonization period.
* Explain the influence of geographic location on the resource-based conflicts between European powers and American Indians.
* Identify the key resources that were sources of competition between European powers and American Indians and how these led to conflicts.

Assessment Boundaries:
* Limit the assessment to specific events where competition over resources led directly to conflict between European powers and American Indians. Focus on scenarios such as territorial disputes or trade confrontations that escalated into military engagement or political strife in North America between 1607 and 1754. Avoid extending the scope to broader geopolitical strategies or European conflicts not directly linked to American Indian relations.

Common Misconceptions:
* Some students may incorrectly assume that American Indian groups did not engage in competitive or strategic relationships with Europeans, failing to recognize that many tribes attempted to leverage these relationships for their own advantage.
* Students might mistakenly believe that conflicts between Europeans and American Indians were only about land, neglecting the significance of other resources like fur, timber, and minerals that were also causes of contention.
* Students often overlook the fact that resource competition also led to inter-tribal conflicts among Native American groups, as European alliances sometimes pitted tribes against each other.
* There is a common misconception that European technology or military might was the sole factor in overcoming Native resistance, when in fact, alliances and cooperation among certain tribes and European factions were crucial.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: KC-2.2.I
Standard Description: Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 271.0
Standard ID: KC-2.2.I+1+A
Standard Description: Explain how Transatlantic commercial exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the cultural impacts of transatlantic trade on colonial societies, detailing how such exchanges brought cultural assimilation or divergence within the colonies.
* Correlate the development of colonial economic policies and practices with changes in political ideologies as a result of transatlantic commerce.
* Examine statistical data on commodities exchanged between the colonies and Britain to infer the economic factors that contributed to evolving colonial attitudes.
* Explain how participation in transatlantic commercial exchanges affected the political attitudes of British colonists, tying them more closely to Britain.
* Identify key transatlantic commercial exchanges between the British colonies and Great Britain during 1607 to 1754 that influenced political and cultural evolutions in the colonies.
* Use primary source documents to evaluate how commercial ties with Britain influenced colonial perspectives on identity and unity among different colonies.

Assessment Boundaries:
* Assessment should specifically examine the effects of transatlantic commercial exchanges on political and cultural attitudes in the British colonies. Include detailed analysis of trade patterns, product exchanges, and their influence on colonial economies and social structures, such as how the mercantile system strengthened ties and sense of interdependence with Britain, potentially setting the stage for later tensions. Avoid broader discussions of religious, philosophical, or political exchanges that are not directly linked to commerce.

Common Misconceptions:
* It's a common misunderstanding that all colonial regions equally benefited from Transatlantic commerce, without acknowledging the regional disparities and how these disparities influenced different colonial attitudes towards British economic policies.
* Some students may incorrectly assume that economic exchanges with Britain strengthened colonial loyalty to the Crown without realizing that these ties simultaneously sowed seeds of resistance due to the colonies' growing expectations for autonomy in managing their economic affairs.
* Students often mistakenly believe that the economic ties between the British colonies and Great Britain were unidirectional, failing to recognize that the colonies also played a significant role in shaping economic policies and practices within the empire.
* There is a common misconception that the colonies operated in isolation from each other economically. Students might not appreciate the extent to which intercolonial trade and commerce fostered a sense of shared economic interests and cultural identity among colonists.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 272.0
Standard ID: KC-2.2.I+2+A
Standard Description: Explain how Transatlantic religious exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religious exchanges in shaping cultural attitudes among different colonial communities and their connections to Britain.
* Compare colonial reactions to religious exchanges by analyzing sermons, pamphlets, and other religious texts from British colonies.
* Evaluate the long-term effects of Transatlantic religious exchanges on the colonial pursuit of independence and unity.
* Examine how specific religious developments led to the formation of new colonial alliances and divisions during the period 1607 to 1754.
* Explain how Transatlantic religious exchanges contributed to the evolution of political attitudes among colonists, with particular emphasis on governance and resistance to British control.
* Identify key religious movements that emerged from Transatlantic exchanges and describe their impact on colonial societies in North America.
* Interpret primary source documents from the period to evaluate the influence of religious discourse on colonial political life.
* Utilize maps to trace the spread of significant religious movements across the colonies and discuss their regional impacts.

Assessment Boundaries:
* Assessment should focus on the analysis of specific religious movements and events that illustrate how transatlantic religious exchanges influenced political and cultural attitudes. Key examples may include the spread of Protestant evangelicalism, the influence of the religious revivalism of the Great Awakening, and how these movements fostered a sense of identity connected to Britain while encouraging emerging colonial distinctiveness. Avoid broader assessments of unrelated political exchanges or cultural shifts not tied directly to religious influences during this period.

Common Misconceptions:
* A common misconception is that religious exchanges were purely about religion, not recognizing their role in influencing broader cultural and political institutions within the colonies.
* Students may misconceive that the religious exchanges between the colonies and Britain were one-directional, focusing solely on how Britain influenced the colonies. In reality, the colonies also influenced religious practices and thoughts in Britain, creating a bidirectional exchange.
* Students might believe that the religious exchanges were uniform across all colonies, failing to appreciate the different religious contexts and denominations present in the colonies that influenced varied outcomes in political and cultural attitudes.
* There is often a misunderstanding that religious exchanges only reinforced British dominance, whereas in fact, these exchanges also fostered religious diversity and autonomy within the colonies, which sometimes led to resistance against British control.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 273.0
Standard ID: KC-2.2.I+3+A
Standard Description: Explain how Transatlantic philosophical exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Transatlantic philosophical exchanges on colonial unity and identity.
* Discuss how philosophical exchanges with Britain influenced colonial resistance to British control.
* Evaluate secondary sources that discuss the influence of European philosophical movements on colonial attitudes toward Britain and each other.
* Explain how Enlightenment ideas contributed to changing political attitudes in the colonies during this period.
* Identify the key Transatlantic philosophical ideas that influenced the political and cultural development of the British colonies.
* Interpret excerpts from primary sources, such as writings by Enlightenment thinkers, to assess their influence on colonial political and cultural evolution.

Assessment Boundaries:
* The assessment should focus on analyzing key philosophical exchanges between the British colonies and Britain, highlighting influences such as the Enlightenment's impact on colonial political thought and social structures. Students should be able to identify specific examples of these exchanges, such as the influence of John Locke's ideas on colonial self-government or the spread of Enlightenment principles through print culture. Avoid broader generalizations or unrelated aspects of colonial life that are not directly tied to transatlantic philosophical exchanges during this period.

Common Misconceptions:
* A common misconception is that the British colonies operated in complete isolation in terms of philosophical thought from Britain, overlooking the substantial influence of Enlightenment ideas crossing the Atlantic and shaping colonial attitudes towards governance and individual rights.
* Some students may erroneously believe that philosophical influences were uniform across all colonies, failing to realize that the reception and impact of ideas varied significantly based on regional distinctions, such as economic focus and demography.
* Students often misunderstand that all philosophical exchanges exclusively supported the colonial push towards independence, not recognizing that many ideas also reinforced colonial dependence on Britain through shared cultural and intellectual ties.
* There is a misconception that only formal, written philosophical texts influenced colonial thought, ignoring other forms of exchange, like trade interactions and migration, which also carried philosophical ideas that shaped political and cultural attitudes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 274.0
Standard ID: KC-2.2.I+4+A
Standard Description: Explain how Transatlantic political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of transatlantic political exchanges on cultural attitudes in the colonies.
* Describe the relationship between political exchanges and colonial unity against British control.
* Evaluate how political exchanges created both stronger ties and resistance between the colonies and Britain.
* Explain how these political exchanges influenced the evolving political attitudes in the colonies.
* Identify key political exchanges between the British colonies and Great Britain during this period.
* Use primary source documents to analyze colonial responses to transatlantic political changes.

Assessment Boundaries:
* Assessment should focus on analyzing the specific types of Transatlantic political exchanges that shaped colonial political culture and attitudes, such as the impact of British parliamentary acts and governance models transmitted through imperial oversight. Ensure students evaluate the mechanisms through which these political exchanges were transmitted and manifested in colonial practices and alignments with British principles. Avoid focusing on unrelated social or economic exchanges, maintaining a focus on political interconnections until 1754.

Common Misconceptions:
* A common misconception is that colonial resistance to British policies developed only from local experiences and not from awareness of British political struggles and philosophies.
* Students might not understand that political ties between Britain and the colonies were not just top-down impositions but involved reciprocal exchanges that influenced colonial political cultures.
* Students often mistakenly believe that the political relationship between the colonies and Britain was monolithic, failing to see the diversity of political ideologies and practices within the colonies.
* There might be a misunderstanding that the colonies were politically isolated from one another, ignoring the shared experiences and communications that linked them politically and culturally to Britain and each other.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: KC-2.2.II
Standard Description: Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 281.0
Standard ID: KC-2.2.II+1+A
Standard Description: Explain how the English colonies, like other European empires in the Americas that participated in the Atlantic slave trade, developed a system of slavery that reflected the specific economic characteristics of those colonies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Atlantic slave trade on the economic structures of the English colonies.
* Compare the system of slavery in the English colonies with that of other European empires in the Americas, focusing on economic motives.
* Describe how specific cash crops cultivated in English colonies influenced the development of their slavery systems.
* Examine statistical data related to the importation of enslaved individuals to the English colonies and explain its economic significance.
* Explain how the economic demands of the English colonies contributed to the establishment and expansion of slavery.
* Identify the key economic characteristics of different English colonies that influenced their development of slavery systems.
* Using primary source documents, analyze how economic factors were used to justify the establishment and perpetuation of slavery in the English colonies.
* Utilize maps to identify regions within the English colonies where slavery was predominant and explain the economic reasons for this distribution.

Assessment Boundaries:
* Focus the assessment on the analysis of how different economic characteristics influenced the development of slavery systems in the English colonies. This includes the examination of economic factors specific to varied types of colonial economies such as plantation versus non-plantation systems, crop production demands, and the economic role of slave labor in these territories. Avoid assessing on broader issues involving demographic or geographic influences unless directly tied to economic factors.

Common Misconceptions:
* A common misunderstanding is that slavery in the English colonies was solely about labor needs without acknowledging the influence of European economic models and mercantilism.
* Some students might believe that economic factors alone led to the system of slavery, overlooking the demographic and geographic factors that also influenced its development.
* Students might incorrectly assume that all English colonies relied equally on slave labor for economic prosperity, disregarding the variations in economic dependence and roles that slavery played in different colonies.
* There is often a misconception that slavery developed uniformly across all English colonies, failing to recognize that the economic necessity for slaves varied greatly with each colony's industrial and agricultural needs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 282.0
Standard ID: KC-2.2.II+2+A
Standard Description: Explain how the English colonies, like other European empires in the Americas that participated in the Atlantic slave trade, developed a system of slavery that reflected the specific demographic characteristics of those colonies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between demographic trends in the English colonies and the economic reliance on slavery.
* Compare demographic aspects of slavery in English colonies with those in other European empires participating in the Atlantic slave trade.
* Evaluate the significance of demographic factors in shaping distinct regional variations within colonial slavery systems.
* Explain how the demographic makeup of a specific English colony contributed to the adoption and growth of slavery.
* Identify the demographic characteristics of the English colonies that were influential in the development of slavery systems.
* Interpret data tables or maps depicting demographic distributions to infer their impact on the development of slavery in the English colonies.
* Utilize primary source accounts of demographic changes (such as census data or settlers’ letters) to explain shifts in slavery systems in the colonies.

Assessment Boundaries:
* Focus assessments on the demographic characteristics that shaped the systems of slavery in the English colonies, such as population distribution, ratios of enslaved to free people, and ethnic compositions in different regions. Encourage students to analyze how these demographics influenced labor systems, social hierarchies, and local laws in places like the Chesapeake, Carolina Low Country, and Northern colonies. Avoid delving into economic or geographic factors unless they directly relate to the demographic aspects being studied.

Common Misconceptions:
* Some students can mistakenly generalize that the demographic characteristics of English colonies were similar across the Atlantic, not realizing the regional variations that impacted how slavery was implemented and developed
* Students might erroneously believe that slavery in the English colonies was uniform across all regions, not acknowledging the demographic differences that led to varying levels of reliance on enslaved labor.
* Students often think that slavery was solely a result of economic need and fail to recognize that demographic factors, such as population density and native population decline, also played significant roles in shaping slavery systems in different colonies.
* There can be a misconception that the demographic factors in the colonies solely consisted of population size and distribution, overlooking other critical demographic aspects like ethnic composition and immigration patterns that influenced the system of slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 283.0
Standard ID: KC-2.2.II+3+A
Standard Description: Explain how the English colonies, like other European empires in the Americas that participated in the Atlantic slave trade, developed a system of slavery that reflected the specific geographic characteristics of those colonies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps showing geographic features of the English colonies to determine how these facilitated or hindered the development of slavery systems.
* Compare how geographic features in distinct colonies (e.g., climate, soil fertility, access to waterways) affected the nature and scale of slavery in those regions.
* Describe how specific geographic regions contributed to varying degrees of reliance on enslaved labor across the English colonies.
* Evaluate the relationship between geographic variation and the social structures that emerged in colonies with different slavery systems.
* Explain the role of geography in shaping the economic reasons behind the adoption of different types of slavery systems in English colonies.
* Identify the geographic characteristics of different English colonies that influenced the development of their systems of slavery.

Assessment Boundaries:
* Assessment should focus on analyzing the geographical variations that influenced how slavery was practiced across different regions of the English colonies. This includes examining factors such as the geography of the Southern colonies which favored plantation agriculture, and the corresponding development of a system of slavery adapted to these environmental factors. Avoid peripheral focus on demographic or economic variations, which are addressed in separate standards.

Common Misconceptions:
* Many students mistakenly believe that all English colonies were equally reliant on slavery, not recognizing that geographic differences led to varying levels of dependence on enslaved labor.
* Students often assume that the system of slavery in the English colonies was uniformly applied, without considering that geographic characteristics such as climate and soil fertility influenced the type of agriculture and, consequently, the reliance on slave labor.
* There is a misconception that economic factors were the sole determinants of the slavery system, ignoring how geographic features of the colonies also played a major role in shaping these systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.1
Cluster Name: Contextualizing Period 2
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: Unit 2: Learning Objective A
Standard Description: Explain the context for the colonization of North America from 1607 to 1754.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: KC-2.1.I.A
Standard Description: Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 291.0
Standard ID: KC-2.1.I.A+1
Standard Description: Explain how and why Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religious conversion in Spanish efforts to control and integrate native societies within the colonies.
* Compare the subjugation of native populations by the Spanish with similar practices by other European powers during the same period.
* Evaluate how Spanish colonial institutions, including transferred municipal councils and legal codes, were designed to exploit both native populations and land resources.
* Explain the economic motivations behind Spanish colonial policies that led to the subjugation of native populations, particularly the pursuit of gold and silver in Mexico and Peru, which motivated other European powers to pursue colonization.
* Identify the specific methods utilized by the Spanish to extract wealth from the land and subjugate native populations.
* Use primary sources to identify and explain the perspective of the Spanish towards native populations in relation to resource extraction.

Assessment Boundaries:
* Assessments based on this standard should focus on Spanish institutions designed for wealth extraction and native subjugation, including the encomienda system, transferred municipal councils, and legal codes. Students should demonstrate understanding of economic motivations behind these institutions, particularly the pursuit of gold and silver, and explain how religious conversion served as a mechanism of control. Assessments may include interpretation of primary sources that illustrate Spanish perspectives on resource extraction and native populations.

	Assessments should not include comparative analyses between Spanish, English, French, or Dutch colonial experiences or detailed examination of agricultural practices. Questions about specific experiences of enslaved or free Africans, quantitative population data, geographic details of colonies, or mechanisms for European land acquisition from Native Americans should be excluded. Additionally, discussions of trade relationships with other European powers or later colonial conflicts fall outside the scope of this standard.

Common Misconceptions:
* Learners might incorrectly assume that Spanish subjugation methods were consistent across all regions and contexts, without recognizing how strategies often varied based on local conditions, native populations, and available resources.
* Some students may believe that Spanish colonial institutions were entirely new creations developed in the Americas, rather than understanding how Spain transferred and adapted existing municipal councils, legal codes, and church structures to facilitate resource extraction.
* Students may not recognize the central role of the Spanish Crown in directing colonization efforts through the Council of the Indies, potentially believing that Spanish colonization was primarily driven by independent explorers or private companies similar to other European powers.
* Students might think that Spanish colonization was primarily motivated by religious conversion, rather than recognizing how economic interests in gold and silver drove the development of institutions for controlling native populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 292.0
Standard ID: KC-2.1.I.A+2
Standard Description: Explain how and why Spanish efforts to extract wealth from the land led them to develop institutions based on converting native populations to Christianity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as missionary narratives or colonial decrees, to understand the methods used by the Spanish to convert indigenous populations.
* Compare Spanish missionary efforts with those of other European colonizers in terms of their approach to religious conversion.
* Evaluate the impact of religious conversion efforts on native societies in terms of cultural and social changes.
* Explain the relationship between the Spanish goal of wealth extraction and the establishment of missionary institutions aimed at converting native populations.
* Identify major strategies employed by the Spanish in converting native populations to Christianity as part of their colonial institutions.

Assessment Boundaries:
* Assessments based on this standard should focus on how Spanish colonizers established missions and other religious institutions to convert native populations to Christianity as a direct component of their economic strategies for extracting wealth from the Americas. Students should explain the relationship between Spanish imperial economic objectives and the development of these conversion-focused institutions, including their methods of operation and administrative functions in controlling indigenous labor and resources. Assessments may include the varied responses of native populations to conversion efforts as they relate to Spanish institutional development.

	Assessments should not include comparative analyses of religious policies across different European colonial powers or detailed geographic information about specific mission locations. Additionally, assessment items should avoid broader themes of social incorporation or cultural practices of indigenous and African peoples unless directly connected to religious conversion institutions and their economic purpose. Primary source analysis should be limited to materials that directly demonstrate the relationship between conversion institutions and wealth extraction goals.

Common Misconceptions:
* Learners might assume that native populations uniformly accepted Spanish religious conversion efforts, not recognizing the diverse range of responses including adaptation, resistance, and selective adoption of Christian practices that influenced how Spanish conversion institutions developed and operated.
* Some students may think that religious conversion institutions operated separately from economic systems, rather than understanding that missions and other religious institutions often functioned as administrative centers that organized native labor and resource production for Spanish economic gain.
* Students might incorrectly believe that Spanish efforts to convert native populations to Christianity were primarily motivated by religious concerns, overlooking how these conversion efforts were strategically designed to facilitate control over indigenous labor and resources for wealth extraction.
* Students might incorrectly view Spanish religious conversion as a completed process with clear outcomes, rather than understanding it as an ongoing institutional strategy that evolved in response to challenges, resistance, and the practical needs of maintaining economic control over territories and populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 293.0
Standard ID: KC-2.1.I.A+3
Standard Description: Explain how and why Spanish efforts to extract wealth from the land led them to incorporate native populations, along with enslaved and free Africans, into Spanish colonial society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic objectives driven by wealth extraction influenced Spanish interactions with native populations and African individuals, including the Crown's direct control through the Council of the Indies.
* Analyze primary source documents such as legal codes or edicts to identify Spanish strategies for integrating diverse populations into their society during this period.
* Compare the experiences of native populations and enslaved/free Africans under Spanish colonial policies, analyzing similarities and differences.
* Evaluate the impact of the encomienda system on the incorporation of native populations and its consequences in colonial Spanish society.
* Explain the role of religious conversion in integrating native populations and enslaved Africans into Spanish colonial society.
* Identify the methods used by the Spanish to incorporate native populations into colonial society and explain their purposes.

Assessment Boundaries:
* Assessment should focus on Spanish institutions and systems developed for wealth extraction through the incorporation of native populations and Africans into colonial society, including the encomienda system, missions, and the Crown's direct control through the Council of the Indies. Students should understand how economic objectives motivated both forced labor systems and religious conversion efforts, as well as how Spanish legal codes and governance structures were transferred to facilitate control and resource extraction.

	Assessment should not include comparative analyses of experiences across different colonial powers or regions, nor specifics of land acquisition mechanisms from Native Americans. Evaluations of agricultural practices, settlement patterns, population data, and geographic information about French and Dutch colonies are outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students might incorrectly assume that native populations were incorporated into Spanish colonial society through primarily voluntary means, rather than through systems of subjugation and coercion developed to extract wealth from the land.
* Some students might think that Spanish colonization primarily relied on enslaved Africans for labor, overlooking how native populations were incorporated into the colonial economy through systems like encomienda for wealth extraction purposes.
* Students may believe that religious conversion efforts were separate from economic motivations, rather than understanding how conversion served as a tool to incorporate native populations into labor systems that supported Spanish wealth extraction.
* Students might misunderstand the governance of Spanish colonies, believing they operated independently when in fact the Spanish Crown directly controlled colonization efforts through the Council of the Indies specifically to manage wealth extraction from the Americas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: KC-2.1.I.B
Standard Description: French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 301.0
Standard ID: KC-2.1.I.B+1
Standard Description: Explain how and why French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances to build economic and diplomatic relationships and acquire furs and other products for export to Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of fur trading on French and Dutch colonial strategies and their interactions with American Indian groups.
* Describe the diplomatic relationships formed between French and Dutch colonists and American Indian societies, focusing on how these relationships facilitated economic exchanges.
* Evaluate the effectiveness of the limited European presence in French and Dutch colonies in terms of sustaining economic and diplomatic relationships.
* Explain the economic motivations behind the French and Dutch reliance on trade alliances and intermarriages with American Indian communities.
* Identify the trade alliances and intermarriage practices employed by French and Dutch colonial efforts in North America.
* Utilize maps to identify key regions where French and Dutch trade alliances were concentrated, including New Netherland and New Amsterdam, and discuss the geographical and organizational factors that supported these interactions.

Assessment Boundaries:
* Assessments based on this standard should focus on the limited European presence in French and Dutch colonial efforts and how these powers relied on trade alliances and intermarriage with American Indians to establish economic and diplomatic relationships. Questions should address the economic motivations for these strategies, particularly regarding the fur trade and other export products, as well as how these relationships functioned between 1607 and 1754. The assessment should evaluate understanding of the mutual benefits and negotiations involved in these alliances.

	Assessments should not include detailed geographic information about French and Dutch colonies beyond general references to waterway-based trade networks. Questions should avoid comparative analyses with Spanish or English colonial approaches, specific population data, or detailed examination of religious factors in French and Dutch colonization. Additionally, analyses of specific colonial policies influencing migration patterns or settlement falls outside the scope of this standard.

Common Misconceptions:
* Learners might underestimate the strategic importance of intermarriage between Europeans and American Indians, not recognizing how these unions created economic, cultural, and diplomatic connections that supported colonial trade networks.
* Some students may think that trade alliances between Europeans and American Indians primarily benefited European interests, overlooking the mutual advantages and negotiated nature of these relationships.
* Students may assume that French and Dutch colonial efforts focused exclusively on the fur trade, without appreciating the diversity of products exchanged and exported to Europe through these trade alliances.
* Students might incorrectly believe that French and Dutch colonial efforts involved large settler populations comparable to English colonies, rather than recognizing their emphasis on limited European presence focused on trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 302.0
Standard ID: KC-2.1.I.B+2
Standard Description: Explain how and why French and Dutch colonial efforts involved relatively few Europeans and relied on intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and geopolitical motivations behind French and Dutch reliance on trade alliances and fur acquisition, including Dutch efforts to challenge Spanish and Portuguese commercial dominance.
* Compare the French and Dutch approaches to forming alliances with American Indians, how these were driven by their unique colonial goals, and how Dutch religious tolerance and social diversity influenced their colonial interactions.
* Evaluate how the limited number of European settlers influenced the diplomatic strategies of French and Dutch colonial efforts.
* Explain how the geographic distribution of French and Dutch colonies influenced their trade practices and interactions with American Indian tribes.
* Explain the role of intermarriage in the development of economic and diplomatic relationships between French and Dutch colonists and American Indians, including the emergence of Métis communities that served as cultural and commercial intermediaries.
* Identify the strategies used by French and Dutch settlers to establish and maintain trade alliances with American Indians.
* Utilize primary source accounts to explain the interactions and relationships between French/Dutch settlers and American Indians, focusing on trade and intermarriage.

Assessment Boundaries:
* Assessment should focus on explaining why French and Dutch colonial efforts involved relatively few European settlers compared to other colonial powers, and how they relied on intermarriage and trade alliances with American Indians to build economic and diplomatic relationships. Questions should address the economic importance of the fur trade, the emergence of Métis communities as cultural and commercial intermediaries, and how limited European presence shaped diplomatic strategies with Native American groups. The assessment should also include the motivations behind French and Dutch approaches, including Dutch efforts to challenge Spanish and Portuguese commercial dominance.

	Assessment should not include specific geographic information about French and Dutch colonies or quantitative population data comparing colonial regions. Questions should avoid primary source analysis, detailed comparison with Spanish or English colonial approaches, or specific religious and agricultural practices beyond their relevance to trade relationships and alliance-building with Native Americans.

Common Misconceptions:
* Some students may incorrectly believe that French and Dutch colonizers had minimal interest in territorial claims, when in fact their approach of establishing trading networks with limited European settlement reflected different colonial strategies rather than absence of territorial ambitions.
* Some students may think that intermarriage between Europeans and Native Americans served purely personal purposes, overlooking how these marriages often functioned as strategic diplomatic tools that created kinship networks to facilitate trade relationships and political alliances.
* Students might assume that Métis communities were merely byproducts of intermarriage, rather than recognizing their important role as cultural brokers and commercial intermediaries who facilitated trade and diplomatic relations between European colonizers and Native American tribes.
* Students might believe that French and Dutch colonial efforts were primarily military conquests similar to some Spanish campaigns, rather than understanding how these powers typically established trading posts and alliances focused on commercial exchange with Native American groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: KC-2.1.I.C
Standard Description: English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 311.0
Standard ID: KC-2.1.I.C+1
Standard Description: Explain how and why English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all seeking social mobility.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how religious freedom in English colonies served as a compelling factor for migration and its relation to social mobility.
* Analyze primary sources such as advertisements and pamphlets that promoted migration to the colonies to understand the lure of social mobility.
* Compare accounts of British and European migrants regarding their motivations for resettlement in English colonies.
* Discuss how the acquisition of land in the colonies provided opportunities for economic prosperity and enhanced social status for migrants.
* Evaluate the impact of English colonial policies on the migration patterns of British and other European settlers.
* Explain the role of economic opportunities in English colonies in attracting European migrants seeking improved living conditions and social mobility.
* Identify key factors that motivated British and other European migrants to settle in English colonies, emphasizing the pursuit of social mobility.
* Use population data from the period to discuss trends in migration to the English colonies and the pursuit of social goals.

Assessment Boundaries:
* Assessments based on this standard should focus on the various factors that motivated British and other European migrants to seek social mobility in English colonies, including economic opportunities, religious freedom, land ownership prospects, and improved living conditions. Questions should address the comparative nature of English colonization in attracting more male and female migrants than other European powers, and how these settlers envisioned achieving social mobility in the colonies. Students should be able to explain connections between motivating factors and the pursuit of enhanced social status.

	Assessments should not include quantitative population data, specific colonial policies (such as details of joint-stock companies or the headright system), or primary source accounts from individual migrants. Questions should avoid comparative analyses of religious freedom policies across colonies, specific examples of religious persecution in Europe, or detailed mechanisms of land acquisition from Native Americans.

Common Misconceptions:
* Learners might fail to recognize the connection between land ownership in the colonies and social mobility, potentially viewing these as separate motivations rather than understanding how property ownership directly enhanced social status in ways less accessible in Europe.
* Some students may believe that migrants to English colonies were primarily from impoverished backgrounds, when in fact they represented diverse socioeconomic classes including middle-class individuals seeking to enhance their social standing.
* Some students might incorrectly assume that the motivations of migrants to English colonies were identical to those migrating to French or Dutch colonies, not recognizing that English colonization distinctively emphasized permanent settlement and agricultural development that attracted families seeking long-term social advancement.
* Students might incorrectly assume that economic opportunity was the only significant factor motivating migration to English colonies, overlooking how religious freedom, social stability, and personal autonomy contributed to the pursuit of social mobility.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 312.0
Standard ID: KC-2.1.I.C+2
Standard Description: Explain how and why English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all seeking economic prosperity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify the claims made about economic benefits by settlers in the English colonies between 1607 and 1754.
* Compare the economic pull factors of English colonies with those of other European colonial powers in the Americas during the same period.
* Discuss how the economic motivations of migrants influenced the policies and practices of the English colonial governments from 1607 to 1754, including the role of joint-stock companies in financing and organizing colonization efforts.
* Evaluate the impact of land availability and agricultural opportunities on the settlement patterns of British colonists seeking economic advancement.
* Explain how economic opportunities in English colonies influenced European migration patterns between 1607 to 1754.
* Identify the motivations for British and other European migrants to move to English colonies in pursuit of economic prosperity during 1607 to 1754.

Assessment Boundaries:
* Assessments based on this standard should focus on the general economic factors that attracted British and other European migrants to English colonies between 1607-1754, including the opportunities for land ownership, agricultural development, and social mobility. Questions should address the role of joint-stock companies in financing colonization, how economic conditions in England motivated migration, and how English colonization patterns compared broadly with other European colonial efforts in attracting settlers. 

	Assessments should not include specific economic policies, regulations, or quantitative population data. Questions should avoid regional variations in agricultural practices or settlement patterns, specific promotional materials used to attract settlers, and detailed geographic information about any colonies. Religious motivations should only be assessed in general terms as they relate to the broader economic attractions of English colonization.

Common Misconceptions:
* Some students might not recognize the significance of joint-stock companies in financing English colonization efforts, mistakenly assuming that English colonization was primarily funded directly by the Crown like Spanish colonization.
* Some students might think that economic prosperity was the primary motivation for all English colonists, overlooking how factors like social mobility and improved living conditions worked alongside economic opportunities to attract migrants to the colonies.
* Students might believe that economic opportunities in the American colonies were similarly accessible to migrants regardless of their social standing, gender, or economic resources, when in fact experiences varied considerably based on these factors.
* Students might incorrectly assume that land ownership opportunities were equally important in French, Dutch, and English colonization efforts, when in fact the prospect of land ownership was a particularly strong draw for English colonists compared to the trade-focused models of other European powers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 313.0
Standard ID: KC-2.1.I.C+3
Standard Description: Explain how and why English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all seeking religious freedom.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how religious freedom incentives were used to attract settlers to English colonies and how these shaped colonial societies.
* Discuss the influence of specific religions and religious movements in promoting migration to English colonies for religious freedom.
* Evaluate the historical significance of religious freedom as a motivation in the context of English colonization compared to other factors such as economic prosperity or social mobility.
* Explain the role of religious persecution in Europe as a driving factor for British and other European migrants seeking new opportunities in English colonies.
* Identify the motivations behind English colonization efforts with regard to the pursuit of religious freedom.
* Use maps to identify the regions in English colonies that were settled primarily for religious reasons and explain the migration patterns related to these settlements.
* Use primary sources such as letters, diaries, or settlement charters to assess the emphasis on religious freedom as expressed by migrants or colonial leaders.

Assessment Boundaries:
* Assessments based on this standard should focus on the general concept of religious freedom as a motivation for English colonization, including its appeal to both British and other European migrants. Questions should address the relative importance of religious freedom alongside other motivations such as economic opportunity and social mobility, and how religious motivations varied among different migrant groups. Students should understand the general concept of religious persecution in Europe as a push factor without specific historical examples.

	Assessments should not include specific examples of religious persecution in Europe, detailed migration patterns of religious groups, comparative analysis of religious freedom policies across different colonies, or primary source analysis of religious motivations. Questions should avoid examining specific economic policies, geographic distribution of religious settlements, or quantitative population data showing migration patterns.

Common Misconceptions:
* Some students might incorrectly assume that religious motivations for migration remained constant throughout the colonial period, when in reality the importance of religious factors varied among different groups and changed over time.
* Some students might think that religious freedom was either the primary or an insignificant motivation for migration to English colonies, not recognizing that it was one of several important factors alongside economic opportunity, social mobility, and improved living conditions.
* Students may believe that religious freedom in the English colonies meant the same thing as modern concepts of religious tolerance, rather than understanding that it often meant freedom for specific denominations while other faiths might face restrictions.
* Students might misunderstand the relationship between religious freedom in the colonies and established churches in England, not recognizing that many migrants sought freedom from the authority of established churches rather than freedom to practice any religion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 314.0
Standard ID: KC-2.1.I.C+4
Standard Description: Explain how and why English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all seeking improved living conditions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of agricultural opportunities in the English colonies in attracting British and European migrants.
* Evaluate the impact of English colonial policies on the movement and settlement of British and European migrants.
* Explain how social mobility, economic prosperity, and religious freedom motivated British and European migration to the English colonies.
* Identify the specific reasons English colonization attracted large numbers of British and European migrants seeking improved living conditions.
* Utilize primary source accounts, such as letters and diaries, to examine the individual motivations for migration to the English colonies.

Assessment Boundaries:
* Assessments based on this standard should focus on the social, economic, and religious factors that motivated British and European migrants to seek improved living conditions in English colonies. Questions should address how the promise of social mobility, economic prosperity, religious freedom, and agricultural opportunities attracted comparatively large numbers of male and female migrants. Assessments should emphasize the general patterns and motivations rather than specific demographic data or individual accounts.

	Assessments should not include specific colonial policies (like joint-stock companies or the headright system), quantitative population data, primary source accounts of migrant experiences, or detailed comparisons of agricultural practices across regions. Questions about specific geographic information about colonies, mechanisms of land acquisition from Native Americans, or detailed analysis of religious persecution in Europe should also be excluded.

Common Misconceptions:
* Learners may believe that motivations for migration to English colonies were uniform across all migrants, rather than recognizing the complex interplay of different factors including economic opportunity, religious freedom, social mobility, and agricultural prospects that attracted diverse groups.
* Some students may think that migrants to English colonies experienced immediate improvements in their living conditions, overlooking the significant hardships and challenges many faced upon arrival before establishing themselves.
* Students might believe that religious freedom was the only significant motivator for English colonization, when in fact many migrants were primarily attracted by economic opportunities, social mobility, and generally improved living conditions.
* Students might incorrectly assume that English colonization attracted primarily male migrants for economic purposes, when in fact English colonies uniquely attracted significant numbers of both male and female migrants compared to other European colonization efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 315.0
Standard ID: KC-2.1.I.C+5
Standard Description: Explain how and why European migrant colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic prosperity, social mobility, and improved living conditions influenced European colonists to settle separately from Native Americans.
* Describe the process by which land was acquired from Native Americans for European agricultural use.
* Discuss the agricultural patterns and technology of European colonists and how these facilitated separation from Native American communities.
* Evaluate the significance of social and cultural factors in the decision-making of European colonists regarding settlement and agriculture.
* Explain the impact of imperial goals on the agricultural strategies of European colonists and their interactions with Native Americans.
* Explain the relationship between European agricultural practices and the separation of European colonists from Native American lands.
* Identify the factors that influenced European migrants to focus on agriculture in the colonial period.

Assessment Boundaries:
* Assessments based on this standard should focus on the general reasons why European (primarily English) migrant colonists chose to focus on agriculture in the Americas, including economic opportunity, social mobility, religious freedom, and improved living conditions. Questions should address how these motivations influenced colonists to establish separate settlements on land taken from Native Americans, and the broad patterns of agricultural development that resulted from these settlements. The assessment should emphasize the connection between agricultural focus and the pattern of separate living from Native American communities.

	Assessments should not include detailed comparisons between different European colonial powers' approaches, specific mechanisms or legal justifications for land acquisition from Native Americans, or regional variations in agricultural practices across different colonies. Additionally, primary source analysis, specific colonial policies, and quantitative population data fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that the separation between European colonists and Native Americans was primarily due to mutual preference, rather than understanding how economic interests in agricultural land and cultural differences contributed to this separation.
* Some students might think that European colonists typically shared agricultural lands and resources with Native Americans, rather than understanding that colonists generally established separate settlements on land taken from Native populations.
* Students may believe that European colonists primarily came to the Americas seeking to establish trading relationships with Native Americans, not recognizing that many (especially English) colonists were motivated by the desire for agricultural land ownership and permanent settlement.
* There's a possibility that students could misunderstand the relationship between agriculture and land acquisition, not recognizing how the European agricultural focus created a demand for land that led to displacement of Native Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.2
Cluster Name: 1. European Colonization
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: Unit 2: Learning Objective B
Standard Description: Explain how and why various European colonies developed and expanded from 1607 to 1754.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: KC-2.1.II.A
Standard Description: The Chesapeake and North Carolina colonies grew prosperous exporting tobacco-a labor intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 321.0
Standard ID: KC-2.1.II.A+1
Standard Description: Explain how the Chesapeake and North Carolina colonies grew prosperous by exporting tobacco, a labor-intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the transition from the use of indentured servants to enslaved Africans in tobacco cultivation and its impact on the socio-economic structure of these colonies.
* Compare the tobacco economies of the Chesapeake and North Carolina colonies with those of other regions engaged in different cash crops during the same period.
* Evaluate the significance of tobacco as a cash crop in shaping the social and economic development of the Chesapeake and North Carolina regions, including John Rolfe's introduction of a profitable tobacco strain around 1612.
* Explain how the cultivation and export of tobacco contributed to the economic prosperity of the Chesapeake and North Carolina colonies, including the Virginia Company's establishment of Jamestown in 1607 and the challenges faced by early settlers.
* Explain the broader historical context in which tobacco cultivation influenced trans-Atlantic trade and relations with England.
* Identify the labor systems used in the Chesapeake and North Carolina colonies for tobacco cultivation, including the role of indentured servants and enslaved Africans.
* Interpret maps showing the geographic distribution of tobacco plantations in the Chesapeake and North Carolina, discussing the environmental factors that supported tobacco farming.
* Utilize primary source accounts to describe the daily lives and conditions of laborers involved in tobacco cultivation in these colonies.

Assessment Boundaries:
* Assessments should focus on how tobacco cultivation contributed to the economic prosperity of the Chesapeake and North Carolina colonies, specifically addressing the transition from indentured servitude to enslaved African labor between the early 17th and early 18th centuries. Questions may cover John Rolfe's introduction of a profitable tobacco strain around 1612, the environmental factors that made these colonies suitable for tobacco cultivation, and how tobacco production shaped colonial social structures, including the development of plantation systems. Primary source analysis should focus on accounts describing labor conditions, economic impact, and legislative developments like the Headright System.

	Assessments should not include broader Atlantic trade networks, shipping routes, or global market connections beyond the specific export of tobacco from these colonies. Questions should avoid discussion of other colonial regions' economic systems (New England, Middle Colonies), cultural practices of enslaved Africans, or agricultural products not related to tobacco cultivation in the Chesapeake and North Carolina regions.

Common Misconceptions:
* Some students might assume that tobacco cultivation created relatively equal economic opportunities across the Chesapeake and North Carolina colonies, rather than understanding how it fostered the development of a stratified society with a wealthy planter elite who owned large plantations and controlled much of the economic and political power.
* Students may believe that environmental factors alone determined where tobacco was cultivated, without recognizing how access to waterways for transportation to export markets, availability of land through displacement of Native Americans, and proximity to colonial administrative centers also influenced plantation development in the Chesapeake and North Carolina regions.
* Students may think that enslaved Africans were the primary labor force from the beginning of tobacco cultivation, not recognizing that white indentured servants initially dominated the labor system before economic factors and increasing labor demands led to the gradual transition to enslaved African labor by the late 17th century.
* Students might believe that the Chesapeake and North Carolina colonies became prosperous immediately after settlement, overlooking the early struggles of Jamestown settlers and the critical role John Rolfe's introduction of a profitable tobacco strain played in establishing economic viability after 1612.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: KC-2.1.II.B
Standard Description: The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 331.0
Standard ID: KC-2.1.II.B+1
Standard Description: Explain how and why the New England colonies, initially settled by Puritans, developed around small towns with family farms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of agriculture and commerce in the economic development of the New England colonies and how these factors contributed to the formation of small towns.
* Corroborate and critique primary sources describing life in Puritan New England with secondary analyses to assess the development of their communities and economy.
* Evaluate the significance of community and religious values in shaping the lifestyle and settlement patterns in New England towns, including how dissenters like Roger Williams and Anne Hutchinson challenged orthodoxy and established new settlements promoting religious freedom.
* Explain how the Puritan religious and social structures influenced the formation and development of small towns and family farms in the New England colonies, including the Separatist Pilgrims who established Plymouth Colony in 1620 and created the Mayflower Compact.
* Identify the major environmental and socio-economic factors that contributed to the establishment and growth of small towns with family farms in the New England colonies, including John Winthrop's leadership in establishing the Massachusetts Bay Colony in 1630 as a 'city upon a hill' during the Great Migration.
* Use maps and other visual data to trace the geographical spread of small towns in the New England colonies and discuss how the geographical features influenced their development.

Assessment Boundaries:
* Assessment should focus on the religious, social, and environmental factors that influenced the development of New England's small towns with family farms. Questions should address how Puritan religious beliefs shaped community organization (including town meetings and church governance), the role of key leaders like John Winthrop and dissenters like Roger Williams and Anne Hutchinson, and how geographical features and climate influenced settlement patterns. Students should demonstrate understanding of the connection between Puritan social structures and the physical layout of New England towns.

	Assessment should not include detailed economic activities like fishing, shipbuilding, or maritime trade, specific agricultural products, or the integration of agriculture and commerce. Questions about Atlantic trade networks, cultural practices of enslaved Africans, or the development of middle colonies should be avoided. The assessment should focus on the initial settlement patterns rather than later economic developments.

Common Misconceptions:
* Students may think that New England towns were established as isolated, self-sufficient communities, not recognizing how interdependence, shared resources, and collective security concerns contributed to their clustered settlement patterns around central meeting houses.
* Students might assume that geographical features had minimal impact on New England settlement patterns, not recognizing how rocky soil and harsh winters influenced the development of small family farms rather than large plantations.
* Students might believe that Puritan settlements in New England developed primarily for economic opportunities, overlooking how religious motivations and the desire to create model Christian communities significantly shaped their town planning and social organization.
* Students might incorrectly view New England town governance as separate from religious organization, not understanding how Puritan beliefs directly shaped political structures, with many early communities limiting voting rights to male church members and requiring residents to live within walking distance of the meetinghouse.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 332.0
Standard ID: KC-2.1.II.B+2
Standard Description: Explain how and why the New England colonies, initially settled by Puritans, achieved a thriving mixed economy of agriculture and commerce.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of geography and climate on the agricultural and commercial activities of the New England colonies, including how rocky soil and harsh winters limited farming and encouraged diversification into maritime industries.
* Compare the economic model of the New England colonies with that of the other British colonial regions during the same period.
* Evaluate how the economic structures of agriculture and commerce were intertwined in the development of the New England colonies’ economy.
* Explain the role of the Puritan work ethic in shaping the economic practices in the New England colonies.
* Identify the elements of agriculture and commerce that contributed to the mixed economy of the New England colonies.
* Utilize maps and primary source documents to illustrate the integration of agriculture and commerce in New England's mixed economy.

Assessment Boundaries:
* Assessment should focus on students' understanding of how Puritan religious beliefs and work ethic influenced economic development in New England colonies, the general impact of geography and climate (rocky soil, harsh winters) on economic choices and adaptations, and the interrelationship between small-scale farming and commercial activities in creating a mixed economy. Students should demonstrate conceptual understanding of how New England's economic model broadly compared to other colonial regions without requiring detailed knowledge of specific economic activities or products.

	Assessment should not include specific details about agricultural products, commercial ventures (such as specific maritime industries), or detailed Atlantic trade networks and routes. Questions about middle colonies' cultural diversity, specific economic relationships between colonies and European markets, or detailed town development patterns should be avoided. Comparisons with other regions should remain general rather than requiring specific knowledge of other regions' economies.

Common Misconceptions:
* Some learners might assume that New England colonies relied primarily on large-scale farming operations similar to southern plantations, rather than recognizing the predominance of small family farms operating within a diversified economic framework.
* Some students might think that Puritan religious beliefs focused exclusively on spiritual matters rather than recognizing how Puritan values and work ethic contributed significantly to New England's economic development and diversification.
* Students may incorrectly believe that New England's challenging geography and climate (rocky soil and harsh winters) primarily limited economic opportunities, rather than understanding how these challenges encouraged economic diversification and adaptation.
* Students might mistakenly believe that Puritans viewed commerce and trade as worldly pursuits inconsistent with religious values, rather than understanding how many Puritans integrated religious beliefs with pragmatic economic activities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: KC-2.1.II.C
Standard Description: The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 341.0
Standard ID: KC-2.1.II.C+1
Standard Description: Explain the middle colonies' flourishing export economy based on cereal crops.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of geography and climate on the agricultural success and economic growth of cereal crops in the middle colonies.
* Compare the export economy of the middle colonies based on cereal crops to that of other colonial regions with different economic bases.
* Describe the role of diverse European immigrant communities in the development and expansion of the cereal crop economy in the middle colonies.
* Evaluate how the export economy influenced social and cultural diversity in the middle colonies.
* Explain the economic significance of cereal crops in the middle colonies’ trade with both European countries and other colonies.
* Identify the key cereal crops that were central to the export economy of the middle colonies.
* Use maps to illustrate the trade routes of the middle colonies’ cereal crops, identifying the primary destinations and their economic implications.
* Utilize primary source documents from the period to identify arguments regarding the economic debates or policies concerning the export of cereal crops.

Assessment Boundaries:
* Assessment should focus on the general characteristics of the middle colonies' flourishing export economy based on cereal crops, including the role of geographical features (soil fertility, moderate climate) in enabling agricultural success and economic growth. Students should demonstrate understanding of how this agricultural prosperity contributed to broader regional development, including urbanization and social diversity, without delving into specific cultural groups. The relationship between the cereal crop economy and the growth of port cities should also be assessed.

	Assessment should not include specific details about individual cereal crops grown, particular European or colonial trading partners, trade routes, or the volume and value of exports. Specific information about distinct cultural or religious groups in the middle colonies, detailed trade networks, shipping methods, or comparisons with New England's maritime economy should be avoided. Questions about economic policies, mercantilism, or detailed agricultural techniques also fall outside the scope of this standard.

Common Misconceptions:
* Some students might incorrectly assume that the middle colonies' cereal crop economy developed in isolation from other colonial regions, rather than understanding how they served as a breadbasket that complemented the economies of neighboring colonies.
* Some students might think that geographical factors played only a minor role in the middle colonies' agricultural success, overlooking how the fertile soil and moderate climate specifically benefited cereal crop production compared to other colonial regions.
* Students may believe that the middle colonies' export economy had limited influence on urbanization and settlement patterns, not recognizing how cereal crop production supported the growth of major trading centers like Philadelphia and New York.
* There's a possibility that students could misunderstand the relationship between the middle colonies' cereal crop economy and social diversity, not recognizing how agricultural prosperity attracted migrants and created distinctive settlement patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 342.0
Standard ID: KC-2.1.II.C+2
Standard Description: Explain how and why the middle colonies attracted a broad range of European migrants, leading to societies with greater religious diversity and tolerance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze images or illustrations depicting the diverse societies of the middle colonies to understand their cultural and religious dynamics.
* Analyze the role of religious tolerance in encouraging migration to the middle colonies, including Maryland's founding in 1632 by Lord Baltimore as a haven for Catholics and its 1649 Act of Toleration.
* Evaluate how the cultural diversity in the middle colonies influenced societal developments and religious practices, including William Penn's establishment of Pennsylvania in 1681 as a Quaker refuge with religious freedom.
* Explain how economic opportunities in the middle colonies contributed to attracting diverse European populations.
* Identify and describe claims about religious diversity found in primary sources from the middle colonies, including the distinctive beliefs of Separatists, Puritans, and Quakers and their influence on colonial development.
* Identify the factors that influenced the migration of Europeans to the middle colonies during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the general factors that attracted diverse European migrants to the middle colonies, including policies of religious tolerance and broad economic opportunities. Students should be able to explain the establishment of Maryland and Pennsylvania as examples of colonies founded with religious freedom principles, such as Maryland's 1649 Act of Toleration and William Penn's Quaker refuge. The assessment should emphasize how these factors contributed to creating societies with greater religious diversity compared to other colonies.

	Assessments should not include detailed information about specific cultural or religious groups, their distinctive practices, or settlement patterns. Additionally, specific details about the middle colonies' cereal crop economy (such as types of crops, trade partners, or economic impact), Atlantic trade networks, and cultural practices of enslaved Africans should be excluded from assessments.

Common Misconceptions:
* Some students might believe that economic opportunities were more important than religious freedom in attracting migrants to the middle colonies, overlooking the significant role that policies of religious tolerance played in migration decisions.
* Some students might think that diverse European populations in the middle colonies coexisted without social or cultural tensions, not recognizing the complex relationships and occasional conflicts between different religious and ethnic groups.
* Students might assume that religious tolerance in the middle colonies meant acceptance of all faiths, when in reality this tolerance was often limited to certain Christian denominations while excluding others.
* Students might incorrectly assume that all middle colonies implemented similar policies regarding religious tolerance, overlooking the variations in religious freedom laws and practices that existed among different proprietary and royal colonies in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: KC-2.1.II.D
Standard Description: The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 351.0
Standard ID: KC-2.1.II.D+1
Standard Description: Explain how and why the colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the geographic and environmental factors contributed to the economic reliance on enslaved African labor in the southern Atlantic coast and the British West Indies.
* Analyze maps and geographical data to explain how the environment influenced plantation agriculture in the southern Atlantic coast and the British West Indies, including South Carolina and Georgia's coastal lowlands that supported rice and indigo cultivation along strategic river locations.
* Describe the economic relationship between plantation economies and the broader Atlantic trade system.
* Evaluate the impact of plantation economies on the social and cultural development of colonies in the southern Atlantic coast and the British West Indies.
* Explain the role of long growing seasons in the establishment of plantation economies focused on staple crops in these regions.
* Identify the staple crops that sustained plantation economies in the southern Atlantic coast and the British West Indies.

Assessment Boundaries:
* Assessments should focus on how long growing seasons enabled the development of staple crop plantations in the southern Atlantic coast and British West Indies. Students should demonstrate understanding of specific crops (tobacco, rice, indigo) cultivated in different regions, how geographic features (coastal lowlands, river access) facilitated plantation agriculture, and the economic factors that led to the transition from indentured servitude to enslaved African labor. Assessments may include the demographic impact of plantation economies, where enslaved Africans often constituted majority populations.

	Assessments should not include detailed examination of Atlantic trade networks, specific trade routes, ports, or economic relationships between colonies and European markets. Questions about cultural and religious practices developed by enslaved Africans, the economic development of New England or Middle colonies, or specific cultural/religious groups in other colonial regions should be excluded.

Common Misconceptions:
* Learners might assume that all southern colonies and West Indies plantations grew the same staple crops, missing how regional variations in climate and soil conditions led to different agricultural specializations (tobacco in the Chesapeake, rice and indigo in South Carolina and Georgia).
* Some students may believe that plantation agriculture relied primarily on enslaved African labor from the beginning of colonization, not recognizing the gradual transition from indentured servitude to slavery that occurred by the early 1700s in response to changing economic conditions.
* Students may overlook how plantation economies created distinct demographic patterns in these regions, where in places like Barbados and South Carolina, enslaved Africans came to constitute the majority of the population, significantly influencing social structures and colonial development.
* Students might think that geographic conditions like long growing seasons alone determined the development of plantation economies, overlooking how labor systems, market demand for specific crops, and strategic locations near waterways were equally critical factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 352.0
Standard ID: KC-2.1.II.D+2
Standard Description: Explain how and why the colonies of the southern Atlantic coast and the British West Indies depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the demographic impact of a majority enslaved population on the southern colonies and the British West Indies.
* Evaluate the impact of geographic factors on the establishment of staple crop economies that required enslaved labor in these regions through the use of maps.
* Explain how the cultural and religious autonomy developed among enslaved Africans despite their conditions.
* Explain the economic and environmental reasons for the development of plantation economies based on staple crops in these regions.
* Identify the factors that contributed to the reliance on enslaved African labor in the southern Atlantic coast and the British West Indies.

Assessment Boundaries:
* Assessment tasks should focus on the economic, environmental, and geographic factors that established the reliance on enslaved African labor in the southern Atlantic coast and British West Indies plantation economies. Questions should address the transition from indentured servitude to slavery, the specific staple crops (tobacco, rice, indigo) that required intensive labor, the demographic impact creating African-majority populations in many areas, and how geographic features influenced plantation development. Students should demonstrate understanding of why these regions specifically developed labor systems dependent on enslaved Africans.

	Assessments should not include details about Atlantic trade networks, shipping routes, or mercantile policies. Questions should avoid covering the cultural and religious practices developed by enslaved Africans or their forms of resistance and community formation. Comparisons with New England and Middle Colonies economic systems should be limited to contextualizing the distinct nature of southern plantation economies rather than focusing on their specific development.

Common Misconceptions:
* Learners might assume that enslaved Africans constituted the majority population uniformly across all southern colonies and West Indies, when demographic patterns varied significantly by region, time period, and specific crop economies, with places like South Carolina and Barbados having African majorities while other areas had different population compositions.
* Some students may think that climate and growing seasons were the only factors determining where plantation economies developed, overlooking how geographic features like river access for transportation, soil quality, and proximity to shipping points influenced plantation location and crop selection.
* Students may incorrectly view the development of plantation slavery as primarily a response to labor shortages, without recognizing how economic profit motives, the decreasing availability of indentured servants, and the institutionalization of racial categories all contributed to the entrenchment of slavery in these regions.
* Students might incorrectly believe that the shift from indentured servitude to enslaved African labor in the southern colonies was sudden rather than a gradual transition influenced by changing economic conditions, labor demands, and evolving racial attitudes throughout the 17th century.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: KC-2.1.II.E
Standard Description: Distance and Britain's initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 361.0
Standard ID: KC-2.1.II.E+1
Standard Description: Explain why the distance from Britain and Britain's initially lax attention led the New England colonies to develop an unusually democratic system for the era, where power was centered in participatory town meetings that, in turn, elected members to their colonial legislatures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to understand the role of colonial legislatures in the New England colonies' democratic processes.
* Analyze the democratic nature of participatory town meetings in New England and their role in colonial governance, noting the initially theocratic character where only male church members could vote in colonies like Massachusetts Bay.
* Describe how the socio-political environment in New England led to the establishment of participatory town meetings, citing primary and secondary sources.
* Evaluate how New England's system of self-governance compared to other colonial regions, using maps to illustrate regional differences.
* Explain how the distance from Britain influenced the political development of the New England colonies.
* Identify the factors that contributed to Britain's initially lax attention to the New England colonies and how this allowed for the development of self-governing institutions.

Assessment Boundaries:
* Assessments based on this standard should focus on how geographic distance from Britain and initial lack of administrative oversight contributed to New England's development of participatory town meetings and representative colonial legislatures. Questions should evaluate students' understanding of the relationship between Britain's lax attention and the emergence of local self-governance, the structure and limitations of town meetings (including religious and property qualifications for participation), and how these institutions compared to the more hierarchical systems in other colonial regions. Students should analyze how practical necessity rather than intentional design led to these democratic innovations.

	Assessments should not include questions about New England's specific economic activities (fishing, shipbuilding, maritime trade), agricultural products, or commercial development patterns. Questions should avoid focusing on cultural or religious practices of specific groups in the middle colonies, Atlantic trade networks, or cultural practices of enslaved Africans, as these topics extend beyond the political frameworks that emerged from Britain's distant governance relationship with New England.

Common Misconceptions:
* Some students may confuse the religious motivations for founding New England colonies with the political structures that developed there, incorrectly assuming that democratic institutions were primarily created to advance religious goals rather than as a response to practical governance needs.
* Students might incorrectly believe that New England's democratic practices were deliberately established as a revolutionary break from British governance, rather than developing gradually due to practical necessity created by distance and limited oversight.
* Students might incorrectly generalize New England's town meeting system to all American colonies, not recognizing how different regions developed distinct governance systems, with southern colonies typically establishing more hierarchical structures dominated by wealthy planters.
* Students might think that participation in New England town meetings was open to all colonists, overlooking how voting rights were often restricted to male church members or property owners, reflecting the limited nature of colonial democracy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 362.0
Standard ID: KC-2.1.II.E+2
Standard Description: Explain why the distance from Britain and Britain's initially lax attention led to a system in the Southern colonies where elite planters exercised local authority and also dominated the elected assemblies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Britain's lax attention on the formation of self-governing institutions dominated by elite planters in the Southern colonies.
* Compare the governance systems of the Southern colonies to those of other British colonies, focusing on the influence of elite planters.
* Corroborate the role of elite planters by using primary and secondary source passages detailing political structures within the Southern colonies.
* Evaluate the long-term effects of elite political dominance in the Southern colonies on the overall governance of the British colony.
* Explain how the geographical distance from Britain influenced the administrative decisions made in the Southern colonies.
* Identify the historical and economic factors that enabled elite planters in the Southern colonies to exercise local authority.

Assessment Boundaries:
* Assessments based on this standard should focus on how geographical distance and Britain's initially lax colonial administration enabled elite planters in the Southern colonies to establish and dominate local governance systems and elected assemblies like the House of Burgesses. Questions should examine the economic foundations of planter authority, particularly how tobacco cultivation, plantation economies, and the shift from indentured servitude to enslaved labor contributed to the concentration of wealth and political power. Assessments should also explore how self-governing institutions in the Southern colonies balanced local elite control with limited British oversight.

	Assessments should not include detailed comparisons with governance systems in New England or Middle colonies unless directly contrasting with Southern colonial political structures. Discussions of Atlantic trade networks, specific cultural practices of enslaved Africans, or detailed economic patterns beyond their direct influence on planter political authority should be avoided. Questions about specific crops other than those supporting the planter economy in the Southern colonies are outside the assessment scope.

Common Misconceptions:
* Some students may believe that Britain had no influence at all in the Southern colonies, rather than understanding that Britain maintained ultimate colonial authority while allowing considerable local governance due to geographic distance and administrative priorities.
* Some students may incorrectly assume that political power in Southern colonies was distributed across social classes, rather than understanding how a relatively small group of wealthy landowners controlled both informal local authority and formal positions in elected assemblies.
* Students might incorrectly assume that Southern colonies had no democratic elements in their governance, when in fact they developed representative assemblies like the House of Burgesses that operated alongside planter authority but with restricted participation.
* Students might mistakenly separate the economic foundations of the Southern colonies from their political structures, not recognizing how tobacco cultivation and plantation agriculture created the wealth that enabled elite planters to dominate local governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 363.0
Standard ID: KC-2.1.II.E+3
Standard Description: Explain how and why distance and Britain's initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the participatory town meetings in the New England colonies functioned as a form of self-governance and contributed to democratic practices, comparing them with early representative assemblies like the House of Burgesses (1619) in Virginia.
* Analyze political maps of the period to track the spread and variations of self-governing institutions across different colonies, explaining the influence of geographic and political factors, including early constitutional documents like the Fundamental Orders of Connecticut (1639).
* Discuss the impact of Britain's "salutary neglect" on regional governance differences in the colonies by examining both primary and secondary sources.
* Evaluate the significance of elite planters’ role in Southern colonies and their influence on both local authority and elected assemblies in the development of self-governing structures.
* Explain why Britain's initially lax attention to the colonies allowed these self-governing institutions to develop with unusual democratic features for the era, noting the different structures in royal, charter, and proprietary colonies.
* Identify how the distance between Britain and its American colonies contributed to the establishment of self-governing institutions in the colonies.
* Use primary sources to compare the democratic features of colonial self-governing institutions with those of Britain during the same period, highlighting the differences and noting that voting rights were typically limited to white male property owners.

Assessment Boundaries:
* Assessments should focus on how geographic distance and limited British oversight enabled the development of colonial self-governing institutions with democratic features unusual for the 17th-18th centuries. Students should demonstrate understanding of regional governance variations, including New England town meetings, the House of Burgesses (1619), and planter-dominated Southern assemblies, as well as the democratic characteristics and limitations of these institutions compared to contemporaneous British governance structures.

	Assessments should not include specific details about economic systems driving regional development, the influence of diverse cultural and religious groups in the middle colonies, or developments in colonial governance after 1754. Questions about specific agricultural products, trade networks, or the cultural practices of specific groups including enslaved Africans should be avoided, as these topics fall outside this standard's focus on governance structures.

Common Misconceptions:
* Some students might incorrectly assume that colonial self-governing institutions operated with minimal British oversight throughout the colonial period, not recognizing that the Crown periodically attempted to assert control and that colonial autonomy had significant legal limitations.
* Students may misunderstand regional differences in colonial governance, possibly assuming that democratic practices were similarly structured throughout all colonies rather than recognizing the distinct differences between New England town meetings and the planter-dominated assemblies of the Southern colonies.
* Students might believe that Britain's initially lax attention to colonial governance was primarily a deliberate policy choice rather than a practical consequence of geographic distance, communication limitations, and administrative priorities of the era.
* Students might overestimate how democratic colonial institutions were by modern standards, potentially overlooking that voting rights were generally restricted to property-owning white males and that class hierarchies significantly influenced how these institutions functioned in practice.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.3
Cluster Name: 2. The Regions of British Colonies
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: Unit 2: Learning Objective C
Standard Description: Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: KC-2.1.III.A
Standard Description: An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 371.0
Standard ID: KC-2.1.III.A+1
Standard Description: Explain how the transatlantic trade led to an Atlantic economy in which goods were exchanged between Europe, Africa, and the Americas through extensive trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare different perspectives on the transatlantic trade's impact on European, African, and American societies.
* Analyze the impact of European colonial economic interests on the development of the Atlantic economy and how these economies relied on transatlantic trade.
* Evaluate the historical significance of the trade networks in the formation of an interconnected Atlantic economy.
* Explain the processes and mechanisms of trade that facilitated the exchange of goods and enslaved people across the transatlantic region.
* Identify the key commodities and resources exchanged within the transatlantic trade networks connecting Europe, Africa, and the Americas.
* The triangular trade system connected Europe, Africa, and the Americas, involving the exchange of rum from New England to Africa, enslaved Africans to the West Indies, and sugar and molasses back to New England, fueling colonial economies and the expansion of slavery.

Assessment Boundaries:
* Assessment should focus on analyzing the development and function of trade networks between Europe, Africa, and the Americas, including the key commodities exchanged, the economic structures (particularly mercantilism and the triangular trade), and how these exchanges contributed to an interconnected Atlantic economy. Students should demonstrate understanding of how European colonial economic interests shaped trade patterns, the role of different regions in supplying and receiving various goods, and the economic significance of these exchanges for all participating regions.

	Assessment should not include quantitative trade data, detailed cartographic analysis of trade routes, specific conflicts between colonial powers and indigenous peoples, or comprehensive analysis of colonial labor systems. Additionally, the assessment should avoid requiring detailed knowledge of disease spread patterns, specific primary source analysis from multiple perspectives, or the long-term political and social consequences of these trade systems beyond their economic impacts.

Common Misconceptions:
* Some students may view American Indians and Africans as passive participants in the Atlantic economy rather than recognizing how these groups actively traded, adapted to changing economic circumstances, and influenced the development of trade networks despite unequal power dynamics.
* Students might incorrectly assume that the transatlantic trade network consisted primarily of a single triangular trade pattern, overlooking the diverse and complex web of trade routes connecting different regions across the Atlantic world.
* Students might misunderstand mercantilism as simply free trade rather than an economic system where European powers implemented trade regulations designed to accumulate wealth through favorable trade balances and resource extraction from colonies.
* Students might think that European manufactured goods dominated transatlantic trade exchanges, potentially overlooking how raw materials, agricultural products, and human labor from Africa and the Americas were crucial components that fundamentally shaped the Atlantic economy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 372.0
Standard ID: KC-2.1.III.A+2
Standard Description: Explain how the transatlantic trade led to an Atlantic economy in which enslaved Africans and American Indians were exchanged between Europe, Africa, and the Americas through extensive trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data representing commodity export and import patterns to explain the economic priorities of European colonial powers.
* Analyze the impact of European colonial economies' focus on commodities and labor sources on the development of the Atlantic economy.
* Evaluate how the transatlantic trade fostered economic interdependence among Europe, Africa, and the Americas.
* Explain how the transatlantic trade routes facilitated the exchange of goods, enslaved Africans, and American Indians between Europe, Africa, and the Americas.
* Explain the socio-economic effects of the transatlantic trade on the societies in Africa, Europe, and the Americas, especially regarding labor systems.
* Identify the key components and participants of the transatlantic trade network that contributed to the formation of the Atlantic economy.
* The Middle Passage was the horrific transatlantic voyage that enslaved Africans endured to the Americas, characterized by overcrowded ships, brutal conditions, disease, and high mortality rates.
* Utilize primary source documents, such as trade agreements or logs from ships, to identify and describe the trade exchanges involved in the Atlantic economy.

Assessment Boundaries:
* Assessments based on this standard should focus on the development and structure of the Atlantic economy, including the triangular trade routes, mercantilism as an economic theory, and the Navigation Acts as policy implementations. Students should be able to explain how these trade networks facilitated the exchange of goods, enslaved Africans, and American Indians between Europe, Africa, and the Americas, and identify the economic motivations driving European colonial economies. The assessment should emphasize understanding how these interconnected trade relationships created economic interdependence among the participating regions.

	Assessments should not include detailed statistical data about trade volumes, specific primary source analysis methodologies, or comprehensive examinations of the long-term cultural impacts beyond economic structures. Additionally, detailed information about colonial conflicts, resistance movements, specific labor conditions, and comparative demographic impacts of disease should be avoided in assessments, as these extend beyond the scope of explaining the formation of the Atlantic economy.

Common Misconceptions:
* Some learners might view the Atlantic economy as primarily a system for exchanging conventional goods and commodities, failing to recognize how the forced movement of people (enslaved Africans and American Indians) was fundamentally integrated into its economic structure and operation.
* Some students might think the exchange of enslaved Africans was primarily orchestrated and executed by Europeans alone, overlooking the complex involvement and economic interests of various African traders, leaders, and kingdoms in the transatlantic slave trade.
* Students may believe that mercantilist policies like the Navigation Acts were consistently enforced throughout the colonial period, rather than recognizing that implementation often varied due to salutary neglect and the practical challenges of regulating trade across vast oceanic distances.
* Students might perceive American Indians as having minimal agency within transatlantic trade networks, rather than understanding how many indigenous groups actively participated in trade relationships, adapted economic practices, and strategically engaged with European goods and markets to pursue their own interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 373.0
Standard ID: KC-2.1.III.A+3
Standard Description: Explain how the transatlantic trade led European colonial economies to focus on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of enslaved Africans and American Indians in the labor systems developed to support the production and export of commodities.
* Describe the economic motivations behind the establishment of trade networks between Europe, Africa, and the Americas, and assess their impact on colonial economies.
* Evaluate primary and secondary sources to identify different perspectives on the economic benefits of the transatlantic trade to European colonial powers.
* Examine how changes in European demand for specific commodities over time affected colonial economic policies and practices.
* Explain how the demand for certain commodities in Europe influenced the economic strategies of European colonies in the Americas.
* Identify the main commodities involved in transatlantic trade that were valued in Europe and discuss their significance for European colonial economies.
* Using maps, trace the trade routes that linked Europe, Africa, and the Americas, and explain how these routes facilitated the exchange of goods and labor.

Assessment Boundaries:
* Assessments should focus on how transatlantic trade influenced European colonial economies to emphasize acquiring, producing, and exporting specific commodities (such as tobacco, sugar, and cotton) valued in European markets, and on the development of new labor systems to support this production. Questions may address mercantilist economic theory, trade regulations like the Navigation Acts, the triangular trade system connecting Europe, Africa, and the Americas, and the general impacts of these economic policies on colonial development and indigenous populations.

	Assessments should not include detailed statistical data about commodity production, specific conflicts between colonial authorities and colonists or between colonists and American Indians, or comprehensive analysis of multiple perspectives on the transatlantic trade's impacts. Questions should avoid detailed comparative information about colonial labor systems, specific resistance strategies, or methodologies for analyzing spatial relationships through historical maps and cartographic representations.

Common Misconceptions:
* Some learners may believe that the Navigation Acts and other trade regulations were consistently enforced throughout the colonial period, overlooking Britain's salutary neglect policy that allowed for significant colonial economic autonomy until the mid-18th century.
* Some students may assume that trade relationships between Europeans and American Indians were primarily beneficial for indigenous communities, without recognizing how these exchanges contributed to cultural disruption, new power hierarchies, and demographic collapse through the spread of European diseases.
* Students might incorrectly view the triangular trade system as a balanced commercial arrangement, missing how it fundamentally relied on human exploitation, particularly through the forced transportation of enslaved Africans via the Middle Passage.
* Students might think that commodities like sugar or tobacco inherently created wealth, without understanding how their value was determined by European demand, market conditions, and colonial production capabilities within the mercantilist economic system.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: KC-2.1.III.B
Standard Description: Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 381.0
Standard ID: KC-2.1.III.B+1
Standard Description: Explain why continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze demographic data and trade patterns using visual aids such as maps or graphs to explain changes in American Indian communities during this period.
* Analyze the cultural shifts that occurred in American Indian societies as a result of continuous trade with European settlers.
* Evaluate the role of trade with Europeans in stimulating both economic and cultural changes within American Indian communities over time.
* Explain how the introduction of European goods altered the existing trade networks and economies within American Indian communities.
* Explain the relationship between the increased flow of European goods and the subsequent cultural adaptations within American Indian societies.
* Native Americans traded valuable food supplies and animal furs to European colonists in exchange for metal tools, firearms, textiles, and alcohol, which created new power hierarchies among indigenous groups while fundamentally altering their material culture through increased reliance on manufactured goods.
* Use primary source accounts to identify and describe changes in American Indians' methods of acquiring goods due to European trade.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing how continuing trade with Europeans altered American Indian communities through changes in material culture, social structures, and economic practices. Students should demonstrate understanding of specific goods exchanged (such as furs, food, metal tools, firearms, textiles, and alcohol), how these goods transformed indigenous practices, and the development of new power hierarchies or dependencies within and between American Indian groups. Questions should emphasize bidirectional trade relationships and varied cultural adaptations across different indigenous communities.

	Assessments should not include quantitative data about trade volumes, detailed accounts of disease spread or demographic shifts, or specific examples of named conflicts between colonists and American Indians over land. Additionally, detailed primary source analysis, comparative labor systems information, statistical trade data, and comprehensive examination of British mercantile policies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may assume that trade with Europeans affected all American Indian communities in similar ways, without recognizing how geographic location, existing trade networks, and specific community needs led to diverse responses and varying degrees of cultural and economic change.
* Some students may believe that American Indian communities were passive recipients of European trade goods, rather than understanding how many communities actively negotiated trade terms and strategically incorporated European items into their existing cultural practices.
* Students might perceive trade relationships between Europeans and American Indians as static, when in reality these relationships evolved over time as communities adapted to changing circumstances and the increasing flow of goods.
* Students might underestimate how the introduction of certain European goods (like firearms, alcohol, and metal tools) could significantly transform traditional economic activities, social hierarchies, and cultural practices within American Indian societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 382.0
Standard ID: KC-2.1.III.B+2
Standard Description: Explain why continuing trade with Europeans spread epidemic diseases that caused radical demographic shifts in American Indian communities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the increased flow of goods from Europe altered the cultural dynamics of American Indian societies.
* Describe the process by which European contact and trade led to the spread of epidemic diseases among American Indian populations, causing demographic shifts.
* Examine the historical evidence to evaluate the role of transatlantic trade in the radical demographic changes among Native American communities.
* Explain how the continuation of trade with Europeans influenced the economic practices within American Indian communities.
* Identify the key goods that were exchanged between American Indian communities and Europeans during the continuation of transatlantic trade.
* Use maps and population data to assess the geographic spread and impact of diseases brought through European trade on Native American populations.

Assessment Boundaries:
* Assessments should focus on the causal relationship between European-American Indian trade interactions and the spread of epidemic diseases, including the types of goods exchanged (such as furs, food supplies, metal tools, textiles, and firearms), the increased frequency of contact through trade, and how these interactions facilitated disease transmission to populations lacking immunity. Students should demonstrate understanding of why continuing trade, rather than just initial contact, contributed to ongoing disease spread and substantial demographic decline in American Indian communities.

	Assessments should not include quantitative data or statistical analysis of population decline, detailed mapping of trade routes, or specific named conflicts between colonists and American Indians. Additionally, broader discussions of cultural impacts or economic changes beyond their direct relationship to disease transmission should be avoided, as should extended analysis of British mercantile policies or colonial labor systems.

Common Misconceptions:
* Learners might assume that disease outbreaks affected American Indian communities only during initial European contact, not recognizing that continuing trade relationships facilitated ongoing transmission of pathogens over extended periods.
* Some students may believe that American Indian populations had prior exposure to European diseases and therefore should have developed some level of immunity, rather than recognizing their biological vulnerability due to geographic isolation before contact.
* Students may perceive trade primarily as an exchange of material goods, without understanding how these commercial interactions created networks of human contact that served as pathways for the transmission of epidemic diseases.
* Students might think that disease transmission occurred primarily through deliberate actions by Europeans, rather than understanding that most epidemic diseases spread unintentionally through routine trade interactions and increased contact.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: KC-2.2.I.C
Standard Description: The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 391.0
Standard ID: KC-2.2.I.C+1
Standard Description: Explain how and why the British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims.

Key Concepts:
*None specified*

Learning Objectives:
* Compare map representations of British colonial boundaries and trade routes to understand the geographical implementation of imperial and mercantile policies.
* Evaluate the effectiveness of the British government's policies in achieving mercantilist aims and the resistance these policies faced from the colonies and American Indians.
* Explain the historical significance of the conflicts resulting from the imposition of British mercantilist policies in shaping colonial resistance and future governance of the colonies.
* Identify the key mercantilist economic aims that motivated the British government to create a hierarchical, imperial structure in its North American colonies.
* Mercantilism was an economic theory asserting that a nation's wealth and power were best served by increasing exports and accumulating precious metals in return, leading European powers to implement strict colonial trade regulations to maintain a favorable balance of trade.
* The Navigation Acts (1650-1673) were British laws designed to enforce mercantilist policies by restricting colonial trade to English ships and ports, requiring that certain goods only be exported to England and that imports pass through England first.
* Use primary source documents from the era to describe the British perspective on the mercantile system and how it justified the imperial structure in North America.

Assessment Boundaries:
* Assessments based on this standard should focus on the key mercantilist principles that motivated British colonial policies, the structural elements of Britain's hierarchical imperial system, and specific regulatory mechanisms like the Navigation Acts (1650-1673) used to enforce trade control. Students should be able to analyze how these policies reflected Britain's economic aims of acquiring resources, controlling markets, and maintaining a favorable balance of trade, as well as the challenges that led to erratic enforcement and policies like salutary neglect (pre-1763).

	Assessments should not include detailed information about specific conflicts between British authorities and colonists or between colonists and American Indians over mercantilist policies. Statistical trade data, primary source analysis, multiple perspectives on the transatlantic trade system, and developments after 1754 (including events leading to the American Revolution) fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might think that mercantilism primarily concerned the accumulation of gold and silver, rather than understanding it as a comprehensive economic theory focused on favorable trade balances, colonial resource extraction, and controlled markets that benefited the mother country.
* Some students might underestimate the role of colonial resistance in shaping how effectively Britain could implement its mercantilist policies, not recognizing how this resistance contributed to inconsistent enforcement of trade regulations.
* Students may believe that British control over colonial trade was consistently enforced throughout the colonial period, overlooking the period of salutary neglect (mid-1600s to 1763) when trade regulations were often loosely implemented.
* There's a possibility that students might view British imperial policies as primarily motivated by political control, rather than recognizing how economic objectives shaped Britain's attempts to create a hierarchical colonial structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 392.0
Standard ID: KC-2.2.I.C+2
Standard Description: Explain how and why conflicts with colonists and American Indians led to erratic enforcement of imperial policies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify perspectives on the British government's challenges in enforcing policies consistently across different colonies.
* Describe how conflicts involving land disputes and trade between colonists and American Indians disrupted British colonial administration and policy enforcement.
* Evaluate the relative significance of different colonial conflicts in shaping British imperial strategy and its enforcement inconsistencies.
* Identify key conflicts between British colonists and American Indians that contributed to the erratic enforcement of imperial policies.
* Salutary neglect was Britain's informal policy of lax enforcement of trade regulations in the American colonies from the mid-1600s to 1763, allowing for increased economic autonomy and flourishing colonial trade.
* The Glorious Revolution of 1688 established greater colonial self-governance in North America through the restoration of separate colonial charters and a shift toward constitutional monarchy.
* Use historical reasoning to explain the relationship between mercantilist policies and the resultant colonial resistance and conflict with American Indians that affected policy enforcement.

Assessment Boundaries:
* Assessments based on this standard should focus on the general patterns of erratic British imperial policy enforcement resulting from conflicts with colonists and American Indians during the colonial period. Students should be able to explain the concept of salutary neglect, analyze how tensions between competing interests complicated policy implementation, and describe how geographic, economic, and political factors affected British administrative capabilities. The assessment should emphasize the relationship between mercantilism, colonial resistance, conflicts with American Indians, and the resulting inconsistencies in imperial governance.

	Assessments should not include specific named conflicts, statistical data, or detailed primary source analysis about colonial-American Indian relations. Additionally, comprehensive discussions of specific resistance methods, labor systems, or transatlantic trade impacts fall outside the scope of this standard and should be avoided in assessments. Questions should focus on the causes and patterns of erratic enforcement rather than the specific details of individual conflicts or policies.

Common Misconceptions:
* Some students may think that economic factors like mercantilism were the only drivers of British colonial policy enforcement, overlooking how political factors, military considerations, diplomatic relations with American Indian nations, and colonial resistance complicated policy implementation.
* Some students might assume that salutary neglect was a deliberate, formal British policy rather than understanding it as an informal practice of limited enforcement that developed partly in response to the practical challenges of administering distant colonies amid various conflicts and competing interests.
* Students might believe that British imperial policies were consistently applied across all colonies, when in reality geographic distance, competing interests, and varying regional conflicts contributed to inconsistent enforcement patterns that differed among colonies.
* Students might underestimate how conflicts with American Indians influenced British imperial administration, failing to recognize that these conflicts often required substantial resources, shifted priorities, and forced British authorities to adapt their governance approaches in different colonial regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.4
Cluster Name: 3. Transatlantic Trade
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: Unit 2: Learning Objective D
Standard Description: Explain causes and effects of transatlantic trade over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: KC-2.1.III.C
Standard Description: Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 401.0
Standard ID: KC-2.1.III.C+1
Standard Description: Explain how and why interactions between European rivals and American Indian populations fostered both accommodation and conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as treaties or records of negotiations, to identify the dynamics of European and American Indian alliances and conflicts.
* Analyze the impact of alliances between European settlers and American Indian groups on the socio-political landscape of colonial America, including how Native Americans adapted by forming larger political units, such as confederacies, to better negotiate with and resist European encroachment.
* Describe the changes in the nature of alliances and conflicts between European colonizers and American Indian groups over the colonial period, including how European diseases devastated Native American populations and significantly weakened their ability to resist colonization.
* Evaluate how the European colonial practices of arming American Indian groups influenced intertribal relations and European-native conflicts.
* Explain how the evolving relationships between European and American Indian groups reflected broader geopolitical developments in colonial North America.
* Explain the role of European inter-colonial rivalries in shaping interactions with American Indian populations, including both accommodation and conflict.
* Identify the ways in which European colonial powers formed alliances with American Indian groups, highlighting the motivations behind these alliances.
* Use maps of colonial North America to compare the territorial strategies of French, Dutch, British, and Spanish colonies in relation to their interactions with American Indian groups.

Assessment Boundaries:
* Assessments based on this standard should focus on specific examples of both accommodation and conflict between European powers and American Indian populations, including specific events like Metacom's War, the Pueblo Revolt, and the formation of alliances such as the Covenant Chain. Students should be able to explain how European inter-colonial rivalries influenced Native American strategies, how Native Americans formed larger political units to negotiate with Europeans, and how various factors including disease impacted Native Americans' ability to resist colonization.

	Assessments should not include the economic aspects of European-Native American alliances (particularly fur trade and resource extraction), comparisons of different European colonial approaches, geographical and territorial details, or specific French colonial strategies. Additionally, analysis of primary sources, political cartoons, or maps related to European-Native American alliances falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might believe that European-Native American relationships remained static throughout the colonial period, rather than understanding that these relationships evolved over time as circumstances changed, with groups like the Wampanoag shifting from initial cooperation to resistance under Metacom's leadership.
* Some students may think that resistance efforts like the Pueblo Revolt (1680) or Metacom's War were uniformly unsuccessful, overlooking how some Native American resistance, such as the Pueblo Revolt, successfully expelled colonizers for significant periods and led to accommodations like the Spanish adoption of some American Indian cultural practices.
* Students may misunderstand the complex nature of Native American responses to European colonization, not recognizing that different tribes developed varied strategies based on their specific circumstances, with some groups like the Mohegans allying with colonists against rivals while others united to resist European expansion.
* Students might incorrectly believe that Native American groups were primarily passive victims of European colonization, rather than recognizing that many groups actively formed strategic alliances, created confederacies, and played European powers against each other to maintain autonomy and advance their own interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 403.0
Standard ID: KC-2.1.III.C+3
Standard Description: Explain how and why Dutch colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Dutch-American Indian alliances on the power dynamics between different American Indian groups and their relationships with other European colonies, including how these relationships evolved when England took over New Netherland in 1664, renamed it New York, and expanded its territorial claims.
* Assess how Dutch alliances with American Indian groups were perceived by rival European powers and analyze the implications for inter-colonial relations.
* Compare Dutch colonial policies regarding alliances with American Indian groups with those of other European colonies and assess the outcomes of these policies.
* Evaluate the historical significance of Dutch colonial interactions with American Indian groups and how these alliances affected regional conflicts.
* Explain the reasons for the Dutch colonies forming military alliances with American Indian groups, particularly focusing on economic and territorial strategies.
* Identify how Dutch colonies established alliances with specific American Indian groups, particularly with the Mohawk and other Iroquois nations, and describe how these relationships influenced their mutual objectives and significantly increased Iroquois power in the region.
* Use primary sources, such as treaties or trade documents, to identify the motivations behind Dutch alliances with American Indians and analyze how these documents highlight the changes in their interactions over time.
* Utilize maps to trace the geographical areas impacted by the Dutch-American Indian alliances and explain the strategic advantages for both parties in these regions.

Assessment Boundaries:
* Assessments should focus on the strategic military and political motivations behind Dutch-American Indian alliances, particularly with the Mohawk and other Iroquois nations, and how these relationships mutually benefited both parties and increased Iroquois regional power. Students should demonstrate understanding of how American Indian groups actively sought these alliances for their own purposes and how these relationships evolved after England's takeover of New Netherland in 1664. Assessment items should address the impact of these alliances on power dynamics between different American Indian groups and on regional conflicts.

	Assessments should not include questions about economic motivations such as fur trade or resource access, or comparative analyses of how different European powers approached Native American alliances. Questions about specific geographical details, chronological timelines, French-specific alliances, or analysis of primary sources related to these alliances should be avoided. Additionally, broader themes of colonization beyond Dutch-American Indian alliances fall outside the scope of this standard.

Common Misconceptions:
* Some students might think that Dutch-American Indian alliances ended completely when England took over New Netherland in 1664, rather than understanding that many of these relationships continued under English rule with adaptation.
* Students may misunderstand the power dynamics in these relationships, assuming European dominance rather than recognizing the considerable agency and influence of Native American groups like the Iroquois in negotiating alliance terms.
* Students might incorrectly believe that American Indian groups were passive recipients of Dutch alliances rather than active participants who sought these alliances for their own strategic purposes in conflicts with rival Native groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 404.0
Standard ID: KC-2.1.III.C+4
Standard Description: Explain how and why British colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to understand perspectives of British colonies in their alliances with American Indian groups.
* Analyze the motivations of American Indian groups in forming alliances with the British, especially against rival groups.
* Compare the roles of French, Dutch, and British alliances with American Indian groups using comparative analysis frameworks.
* Evaluate the impact of British-American Indian alliances on the broader geopolitical landscape in North America.
* Explain how British colonists armed American Indian groups and the implications of these actions on colonial-native relations.
* Identify and describe examples of conflicts that arose as a result of alliances between the British colonies and American Indian groups.
* Identify the reasons why British colonies sought alliances with specific American Indian groups, including the Covenant Chain diplomatic alliance with the Iroquois Confederacy that established trade relationships and military cooperation while allowing the Iroquois to maintain significant autonomy.
* Use maps to trace the geographical spread of British and American Indian alliances and conflicts over time.

Assessment Boundaries:
* Assessments should focus on the political and military motivations behind British-American Indian alliances, including the Covenant Chain with the Iroquois Confederacy, and how Native American groups actively sought these relationships to advance their interests against rival tribes. Questions should address how British colonists armed Native American allies, the strategic benefits these alliances provided to both parties, and specific conflicts that emerged from these relationships, such as Metacom's War. Students should be able to evaluate how these alliances affected inter-tribal dynamics and the broader competition between European powers in North America.

	Assessments should not include economic motivations like the fur trade or resource acquisition, comparative analysis of different European colonial approaches to Native alliances, or French-specific alliance information. Geographical details about territories, chronological timelines of alliance shifts, and technical analysis of primary sources should also be excluded from assessment questions.

Common Misconceptions:
* Some students might assume that smaller Native American tribes played minimal roles in alliance networks, when in fact tribes of various sizes formed important relationships with British colonists based on their strategic positions and specific capabilities.
* Some students might think that British-American Indian alliances were imposed primarily through coercion, overlooking how these relationships often involved complex negotiations where Native groups maintained significant autonomy and pursued their own strategic interests.
* Students may believe that alliances between British colonies and American Indian groups were merely temporary or opportunistic arrangements, rather than recognizing that some, like the Covenant Chain with the Iroquois, developed into long-term diplomatic relationships with established protocols and mutual obligations.
* Students may incorrectly believe that weapons provided by British colonists to Native American allies were used exclusively against European rivals, when these arms were also employed by Native groups to address inter-tribal conflicts, defend territories, and sometimes resist the very colonists who had armed them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 405.0
Standard ID: KC-2.1.III.C+5
Standard Description: Explain how and why Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon from the period depicting the alliances between Spanish colonists and American Indians, explaining the perspective and message conveyed.
* Analyze the impacts of Spanish alliances with American Indian groups on the dynamics of power among different indigenous groups.
* Compare the approaches of Spanish colonies in forming alliances with American Indian groups to those of other European colonizers.
* Critically assess the historical significance of Spanish alliances with American Indian groups in the context of European rivalry for control over North American territories.
* Evaluate primary source documents from the period to identify evidence of alliances between Spanish colonies and American Indian groups.
* Explain the strategic advantages that both Spanish colonists and American Indian groups sought by allying with each other against rival groups.
* Identify the specific motives that drove Spanish colonies to form alliances with American Indian groups.
* Use maps to identify the regions where Spanish alliances with American Indian groups were most prominent and explain the geographical factors that facilitated these partnerships.

Assessment Boundaries:
* Assessments based on this standard should focus on how Spanish colonies formed alliances with American Indian groups, examining the mutual strategic motivations, diplomatic negotiations, and power dynamics involved. Students should understand how these alliances shifted following events like the Pueblo Revolt, the ways American Indians actively sought and negotiated these relationships to advance their interests against rival groups, and how these alliances affected power balances among different indigenous communities.

	Assessments should not include economic motivations behind these alliances, comparative analysis of different European colonial powers' approaches, or specific geographical and chronological details about territories affected. Questions about analyzing primary sources for evidence of these alliances, while relevant to the learning objectives, should be avoided in favor of content-focused assessment.

Common Misconceptions:
* Some students might assume that Spanish-Native American alliances remained static throughout the colonial period, rather than understanding how events like the Pueblo Revolt led to significant shifts in how Spanish colonies approached accommodation and alliance-building with indigenous peoples.
* Some students might think that Spanish alliances with Native American groups were based solely on coercion or religious conversion efforts, not recognizing that mutual strategic benefits and political interests played significant roles in these relationships.
* Students may believe that Native Americans were passive recipients of Spanish alliance offers, rather than recognizing how indigenous groups actively sought, negotiated, and sometimes terminated alliances to advance their own interests against rival groups.
* Students might incorrectly view alliances primarily as relationships between Spanish colonists and individual Native American groups, without recognizing how these relationships transformed power dynamics, rivalries, and political structures among different indigenous communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: KC-2.1.III.E
Standard Description: British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom's War (King Philip's War) in New England.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 411.0
Standard ID: KC-2.1.III.E+1
Standard Description: Explain how British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom's War (King Philip's War) in New England.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of British colonial expansion on American Indian societies in New England in the context of Metacom's War.
* Assess the significance of Metacom's War in altering the political and social landscape of New England, including its high casualty rate and how it effectively ended major Native American resistance in the region.
* Explain the underlying causes of Metacom's War (King Philip's War) and how they relate to British and American Indian interactions.
* Identify key instances of British conflicts with American Indians over land, resources, and political boundaries that led to military confrontations, including Metacom's War and Bacon's Rebellion, the latter involving disputes over Native American policy but also encompassing broader social and political grievances.
* Utilize maps to trace the territories affected by British-American Indian conflicts and illustrate the progression of Metacom's War.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific causes, progression, and consequences of British conflicts with American Indians over land, resources, and political boundaries, with primary emphasis on Metacom's War (King Philip's War) in New England. Students should demonstrate understanding of how English encroachment on Wampanoag lands led to military confrontation, the key events during the conflict, and how the war altered the political and social landscape of New England. Assessments may also include limited content on Bacon's Rebellion as it relates to disputes over Native American policy.

	Assessments should not include comparative analysis of how different European powers approached Native American relations, economic motivations behind European-Native American alliances, or French-specific alliances with Native American groups. Questions should avoid focusing on geographical details of territories affected by European-Native American alliances or requiring students to analyze primary sources regarding these alliances. Broader British-Indian relations not directly connected to military confrontations should also be excluded.

Common Misconceptions:
* Learners might misinterpret Bacon's Rebellion as solely a conflict over Native American policy, without recognizing how it also encompassed broader colonial grievances about economic inequality and political representation while still involving significant disputes about British-Indian relations.
* Some students might think that Metacom immediately pursued conflict with English colonists, overlooking how he initially maintained peaceful relations before organizing resistance in response to increasing English encroachment on Wampanoag lands.
* Some students might view Native American responses to British colonization as uniform, not recognizing that different groups like the Wampanoag, Mohegans, and Pequots developed varied strategies ranging from military resistance to strategic alliance based on their specific circumstances and interests.
* Students may believe that conflicts like Metacom's War resulted only from cultural misunderstandings, rather than recognizing the deliberate policies and strategies employed by both British colonists and Native Americans regarding land ownership, resource usage, and territorial boundaries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: KC-2.1.III.F
Standard Description: American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 422.0
Standard ID: KC-2.1.III.F+2
Standard Description: Explain how and why the Pueblo Revolt led to an increase of Spanish accommodation of some aspects of American Indian culture in the Southwest.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the changes in Spanish colonial policies after the Pueblo Revolt reflect broader patterns of European colonial adaptation in response to indigenous resistance.
* Compare Spanish interactions with American Indians before and after the Pueblo Revolt to understand the shift in cultural accommodation.
* Evaluate the significance of the Pueblo Revolt in the context of Spanish colonial history and its implications for future interactions with American Indians.
* Explain the reasons behind the Spanish decision to accommodate aspects of American Indian culture following the Pueblo Revolt.
* Identify the key events of the Pueblo Revolt and the subsequent changes in Spanish policy towards American Indians in the Southwest, including how Pueblo peoples successfully expelled Spanish colonizers from New Mexico for over a decade.
* Use primary and secondary sources to analyze the shifts in Spanish policy and cultural practices in the Southwest following the Pueblo Revolt

Assessment Boundaries:
* Assessment should focus on student understanding of the Pueblo Revolt of 1680, including its causes, the decade of Pueblo independence, and subsequent changes in Spanish policies toward American Indians. Questions should address the specific accommodations Spanish authorities made regarding religious practices, land use, cultural traditions, and governance structures, as well as the strategic reasoning behind these accommodations following their return to the region. Students should be able to compare Spanish approaches before and after the Revolt to identify specific changes in colonial administration.

	Assessment should not include comparative analysis of how other European powers (Dutch, British, French) approached Native American alliances, nor economic motivations behind European-Native alliances broadly. Questions about geographical territories beyond the Southwest, French-specific alliance information, or general source analysis techniques unrelated to the Pueblo Revolt specifically are outside the scope of this standard.

Common Misconceptions:
* Some students may incorrectly believe that Spanish accommodation after the Revolt represented a genuine change in colonial attitudes, rather than a pragmatic strategic response to maintain regional control after experiencing effective indigenous resistance.
* Some students might mistakenly attribute Spanish accommodation solely to the Pueblo Revolt itself, without recognizing how the decade-long period of Pueblo independence and continued resistance from other indigenous groups influenced Spanish colonial policy in the Southwest.
* Students might misinterpret the Pueblo Revolt as primarily a religious conflict, rather than recognizing it as a comprehensive resistance against various Spanish practices including forced labor systems, religious conversion, and cultural suppression.
* Students might overestimate the extent of Spanish accommodation, not recognizing that while certain cultural and religious practices were permitted, Spanish authorities maintained fundamental colonial power structures and continued to pursue broader goals of cultural assimilation when possible.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.5
Cluster Name: 4. Interactions Between American Indians and Europeans
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: Unit 2: Learning Objective E
Standard Description: Explain how and why interactions between various European nations and American Indians changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: KC-2.2.II.A
Standard Description: All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 431.0
Standard ID: KC-2.2.II.A+1
Standard Description: Explain why the abundance of land caused all the British colonies to participate to varying degrees in the Atlantic slave trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources that illustrate the relationship between land availability and the rise of slavery in British colonial regions, including documents related to the 1619 arrival of the first Africans in Jamestown.
* Compare the role of the Atlantic slave trade in the economic development of the southern and northern British colonies.
* Evaluate the impact of the Atlantic slave trade on colonial societies' structures by integrating data from economic charts or maps showing land distribution.
* Explain how the geographic and climatic conditions in different British colonial regions influenced their degree of participation in the Atlantic slave trade.
* Identify the economic motivations behind the British colonies' participation in the Atlantic slave trade due to the abundance of land, including the role of the headright system in stimulating demand for labor.
* Use a political cartoon from the period to interpret contemporary colonial attitudes towards the abundant land’s effect on slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic relationship between land abundance and labor demand that led British colonies to participate in the Atlantic slave trade. Questions should address the economic motivations behind slavery adoption, including the headright system, labor shortages, transition from indentured servitude following events like Bacon's Rebellion (1676), and the varying degrees of slave trade participation across different colonial regions. Students should analyze how land abundance created specific economic conditions that incentivized participation in the slave trade.

	Assessments should not include detailed analysis of geographic or environmental factors of specific colonial regions, the specialized roles of enslaved people in port cities versus plantations, or the unique conditions of the West Indies plantation system. Questions about specific methodologies for analyzing primary sources, the development of racial caste systems, slave codes, or forms of resistance by enslaved people should be excluded as they extend beyond the economic causes of slave trade participation.

Common Misconceptions:
* Learners might misinterpret the relationship between the headright system and slavery, thinking the system was designed specifically to encourage slavery rather than understanding it as a land distribution policy that indirectly increased labor demand.
* Some students may believe that British colonies relied equally on enslaved labor, not recognizing the significant variations in slave trade participation between regions such as the limited use in New England farms compared to extensive use in southern plantations.
* Students might incorrectly assume that abundant land by itself necessitated enslaved labor, without recognizing that it was the combination of land availability, labor shortages, and growing European demand for colonial goods that drove participation in the Atlantic slave trade.
* Students might oversimplify the transition to slavery, overlooking how specific historical events like Bacon's Rebellion in 1676 influenced colonial planters to shift from indentured servants to enslaved Africans as a more controllable workforce.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 432.0
Standard ID: KC-2.2.II.A+2
Standard Description: Explain why a growing European demand for colonial goods caused all the British colonies to participate to varying degrees in the Atlantic slave trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that describe the economic impacts of the Atlantic slave trade on different British colonial regions, focusing on how these impacts varied depending on the region's economic focus and reliance on slavery.
* Compare and contrast the social and economic effects of the increased demand for colonial goods on the New England port cities and the plantation systems of the Chesapeake and southern Atlantic coast.
* Describe the differences in the scale and nature of slavery across the British colonial regions and explain how these differences were affected by the specific colonial goods that were demanded by Europe.
* Explain the economic and social reasons why each British colonial region participated in the Atlantic slave trade in response to European demand for goods.
* Identify the factors that contributed to the growing European demand for colonial goods and explain how this demand influenced the economic strategies of British colonial regions.
* Use statistical data and maps to illustrate the distribution of enslaved people across the British colonies, explain the correlation between this distribution and the economies driven by European demand, and identify the triangular trading pattern that transported an estimated 12 million enslaved Africans.

Assessment Boundaries:
* Assessment should focus on how European demand for products like tobacco, rice, sugar, and indigo drove British colonial participation in the Atlantic slave trade, while examining why colonies engaged to varying degrees based on their economic structures. Students should demonstrate understanding of how the shortage of indentured servants (particularly after Bacon's Rebellion) and abundant land contributed to the rise of chattel slavery, the triangular trade pattern, and demographic changes in colonial America. Essential content includes the economic connections between all colonial regions and the slave trade, the shift from indentured servitude to racial slavery, and how enslaved people constituted nearly 20% of the mainland colonial population by 1763.

	Assessment should not include detailed analysis of the geographic and environmental factors that influenced colonial agricultural systems, specialized labor roles for enslaved people in port cities versus plantations, or the specific conditions of the West Indies plantation system. Additionally, methodologies for analyzing primary sources about colonial slavery fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Students might incorrectly assume that the economic impact of the slave trade primarily affected Southern plantation colonies, underestimating how all British colonies participated in and benefited from the system to varying degrees.
* Students might misunderstand the timing and significance of the shift from indentured servitude to enslaved African labor, particularly how events like Bacon's Rebellion in 1676 influenced Virginia planters to seek a more controllable workforce.
* Students might not recognize that Northern colonies, particularly port cities, profited substantially from the Atlantic slave trade through merchant activities, shipping, financial investments, and supporting industries despite having fewer enslaved people than Southern colonies.
* Students might think European demand for colonial goods was the only factor driving colonial participation in the slave trade, overlooking how the shortage of indentured servants and abundance of land contributed to the development of chattel slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 433.0
Standard ID: KC-2.2.II.A+3
Standard Description: Explain why a shortage of indentured servants caused all the British colonies to participate to varying degrees in the Atlantic slave trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social factors that contributed to the transition from indentured servitude to slavery in the British colonies, including the impact of Bacon's Rebellion of 1676 on race relations and labor practices.
* Compare the participation rates in the Atlantic slave trade among New England, the Chesapeake, and the southern colonies in response to the shortage of indentured servants.
* Evaluate the historical impact of the shift from indentured servitude to slavery on colonial economic and social structures.
* Explain how the shortage of indentured servants influenced the demand for enslaved labor across different colonial regions.
* Identify the reasons for the shortage of indentured servants in the British colonies.
* Use primary source passages, such as indenture contracts and advertisements for enslaved people, to analyze colonial responses to labor shortages.

Assessment Boundaries:
* Assessments based on this standard should focus on explaining the direct causal relationship between the shortage of indentured servants and the varying degrees of participation in the Atlantic slave trade across British colonies. Questions should address the economic and social factors that contributed to this labor transition, including Bacon's Rebellion of 1676, the development of chattel slavery, and the comparative rates of participation in the slave trade among different mainland British colonies. Assessments should emphasize how labor needs varied across colonial regions and how these needs influenced each colony's involvement in the Atlantic slave trade.

	Assessments should not include detailed examination of geographic or environmental factors of colonial regions, the specific roles of port cities in the slave trade, or the West Indies plantation system. Questions should avoid analysis of primary source materials related to colonial slavery and should not explore topics unrelated to labor systems or the transition from indentured servitude to slavery.

Common Misconceptions:
* Some students might misunderstand Bacon's Rebellion (1676) as unrelated to labor systems, rather than recognizing its crucial role in accelerating Virginia planters' shift from indentured servants to enslaved Africans as they sought a more controllable workforce.
* Some students might think that the shortage of indentured servants was merely a minor factor in colonial participation in the slave trade, rather than recognizing it as a driving force that prompted colonies to seek alternative labor solutions as European migration patterns changed.
* Students may incorrectly believe that the transition from indentured servitude to slavery occurred simultaneously across all British colonies, rather than understanding that this transition happened at different rates depending on regional labor demands and economic systems.
* Students might think that colonies participated in the slave trade exclusively because of racist ideologies, without recognizing how economic factors—including abundant land, growing European demand for colonial goods, and insufficient indentured servant populations—created labor shortages that drove the expansion of slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 434.0
Standard ID: KC-2.2.II.A+4
Standard Description: Explain why small New England farms used relatively few enslaved laborers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and cultural reasons for the differing reliance on enslaved labor in New England compared to the southern colonies.
* Evaluate the impact of the New England labor system on the region's economic development.
* Explain the economic and environmental conditions that influenced the labor systems in New England compared to other colonial regions.
* Identify key factors that contributed to the limited use of enslaved laborers on small New England farms.
* Identify patterns of labor usage in colonial regions and describe how New England's use of labor compared to these patterns.
* Use maps of colonial regions to identify geographical features that influenced the type of labor used in New England. Treat maps as necessary stimuli for this objective.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic, social, and cultural factors that led to New England's limited reliance on enslaved labor, including the prevalence of family-based farming operations, wage labor systems, and economic diversification beyond agriculture. Students should be able to analyze how New England's labor patterns differed from other colonial regions and evaluate how these differences impacted the region's economic and social development.

	Assessments should not include detailed analysis of geographic or environmental determinants of labor systems, specific port city dynamics related to the slave trade, West Indies plantation systems, or analysis of primary source materials documenting colonial slavery. Questions about moral opposition to slavery should only be included when directly related to social and cultural factors influencing labor choices in New England.

Common Misconceptions:
* Learners may believe that New England's primary reason for using fewer enslaved laborers was moral opposition to slavery, when economic factors such as small family farms, diverse industries, and the availability of wage labor often played more significant roles in shaping labor practices.
* Some students might incorrectly assume that New England's economy was primarily agricultural like the southern colonies, overlooking how the region's diverse economic activities such as shipbuilding, fishing, and maritime trade created different labor demands that were less dependent on enslaved workers.
* Some students might think that New England had no enslaved people at all, when in fact slavery did exist in the region but was less prevalent due to different economic structures and labor needs compared to southern colonies.
* Students might misunderstand the relationship between New England's commercial activities and the Atlantic slave trade, not recognizing that while New England farms used few enslaved laborers, merchants and port cities in the region often participated in and profited from aspects of the larger Atlantic slave trade system.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 436.0
Standard ID: KC-2.2.II.A+6
Standard Description: Explain why the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand the perspectives of different stakeholders involved in the expansion of slavery in the plantation systems of the Chesapeake and southern Atlantic coast.
* Analyze the role of land abundance and labor shortages in accelerating the adoption of slavery in the emerging plantation systems of the Chesapeake and southern Atlantic coast.
* Evaluate the impact of European demand for goods such as tobacco and rice on the reliance on enslaved labor in the plantation systems of the Chesapeake and southern Atlantic coast.
* Explain how the economic demands of global trade networks influenced the development of plantation systems in the Chesapeake and southern Atlantic regions, resulting in increased quantities of enslaved workers.
* Identify the key factors that contributed to the establishment and growth of plantation systems in the Chesapeake and southern Atlantic coast, focusing on their reliance on enslaved labor.
* Use maps to identify and explain the geographic factors that facilitated the spread of plantation systems reliant on enslaved labor in the Chesapeake and southern Atlantic regions.

Assessment Boundaries:
* Assessments based on this standard should focus on economic factors that led to increased reliance on enslaved workers in plantation systems, including European demand for cash crops like tobacco and rice, the transition from indentured servitude to enslaved labor particularly after Bacon's Rebellion, legal developments like slave codes, and economic incentives created by systems such as headrights. Students should be able to explain how these factors contributed to the growth of plantation slavery in the Chesapeake and southern Atlantic regions and analyze the motivations of plantation owners in employing large numbers of enslaved workers.

	Assessments should not include detailed geographic and environmental factors of colonial regions, comparisons with slavery patterns in port cities or the West Indies, or methodologies for analyzing primary sources about colonial slavery. Questions about resistance strategies employed by enslaved people or detailed demographic patterns outside the Chesapeake and southern Atlantic coast are also beyond the scope of this standard's assessment.

Common Misconceptions:
* Some students may not recognize how legal developments such as slave codes and the racialized definition of slavery contributed to the expansion of the plantation system by creating a permanent, heritable labor force that plantation owners could exploit with minimal limitations.
* Some students might believe that plantation slavery in the Chesapeake and southern Atlantic was primarily driven by racial prejudice rather than economic factors like labor demands for cultivation of tobacco and rice, European market demand, and the shortage of indentured servants.
* Students might incorrectly assume that enslaved labor was the initial workforce system in the plantation economies, rather than understanding how plantation owners shifted from relying on indentured servants to enslaved Africans, especially after events like Bacon's Rebellion in 1676.
* Students might underestimate the role of economic incentives like the headright system, which granted land to those who sponsored migration to the colonies, in creating both increased demand for labor and economic motivation for expanding plantation agriculture using enslaved workers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: KC-2.2.II.B
Standard Description: As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 441.0
Standard ID: KC-2.2.II.B+1
Standard Description: Explain why chattel slavery becoming the dominant labor system in many southern colonies led to new laws that created a strict racial system that prohibited interracial relationships.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the legal and social mechanisms used to prohibit interracial relationships in the southern colonies.
* Assess how the transition to chattel slavery impacted the social and economic structures of the southern colonies over time, noting that by 1763, enslaved people constituted nearly 20% of the mainland colonial population.
* Compare primary source documents, such as colonial laws or personal narratives, to understand the enforcement and implications of racial systems created to support slavery.
* Evaluate the impacts of a strict racial system on both enslaved and free populations in the southern colonies.
* Explain how the establishment of chattel slavery as the dominant labor system influenced the creation of laws enforcing a strict racial hierarchy.
* Identify the economic and social factors that led to chattel slavery becoming the dominant labor system in the southern colonies.
* Utilize visual sources, such as maps showing the distribution of slave populations, to explain why regional disparities in slavery practices necessitated different legal frameworks.

Assessment Boundaries:
* Assessment for this standard should focus on analyzing the transition from indentured servitude to chattel slavery in southern colonies (especially following events like Bacon's Rebellion), examining specific racial laws that prohibited interracial relationships, and explaining how these laws established maternal lineage as determining enslaved status in perpetuity. Questions should address both economic and social motivations behind these racial codes, the demographic changes they produced by 1763, and how these laws created and reinforced strict racial hierarchies that affected both enslaved and free populations.

	Assessment should not include geographic or environmental factors influencing regional slavery patterns, detailed analysis of port cities' roles in the slave trade, comparisons with the West Indies plantation system, or methodologies for analyzing primary sources. Questions about events outside the period from 1607-1754, or about broader ideological developments without direct connection to the emergence of chattel slavery and resulting racial laws, should be avoided.

Common Misconceptions:
* Some learners may believe that enslaved people passively accepted the legal restrictions imposed by racial codes, not recognizing that Africans developed both overt and covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.
* Some students may think that the shift from indentured servitude to chattel slavery was motivated primarily by labor shortages, overlooking how planters sought a more controllable workforce after witnessing alliances between poor whites and blacks during social unrest.
* Students might believe that racial laws prohibiting interracial relationships emerged simultaneously with the introduction of slavery, rather than developing gradually as chattel slavery became the dominant labor system following events like Bacon's Rebellion in 1676.
* Students might incorrectly assume that laws establishing maternal lineage as determining enslaved status were created purely for economic efficiency, without recognizing how these laws functioned to establish and maintain a strict racial hierarchy that affected multiple aspects of colonial society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 442.0
Standard ID: KC-2.2.II.B+2
Standard Description: Explain why chattel slavery becoming the dominant labor system in many southern colonies led to new laws that created a strict racial system that defined the descendants of African American mothers as black and enslaved in perpetuity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the dominance of chattel slavery influenced the definition and status of descendants of African American mothers in colonial laws.
* Compare the development of racial laws in the southern colonies to other regions that also practiced slavery.
* Evaluate the historical significance of the strict racial laws on the social hierarchy in the southern colonies.
* Explain how the economic reliance on slavery in the southern colonies perpetuated the racial laws defining African American descent and enslavement.
* Explain the relationship between the establishment of chattel slavery and the enactment of laws creating a strict racial system in the southern colonies, including the development of comprehensive slave codes that restricted movement and mandated punishments.
* Identify and describe the economic factors that led to chattel slavery becoming the dominant labor system in the southern colonies.
* Use primary sources to identify the perceptions and justifications of slavery and the racial laws by colonial lawmakers.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic, political, and social factors that led to chattel slavery becoming the dominant labor system in the southern colonies and the subsequent creation of racial laws. Questions should address the relationship between labor needs, social control (particularly following events like Bacon's Rebellion), and the legal codification of racial categories that defined descendants of African American mothers as enslaved in perpetuity. Assessments should emphasize how slave codes formalized restrictions, punishments, and the intergenerational nature of enslavement.

	Assessments should not include detailed analysis of geographic or environmental factors influencing agricultural systems, the role of port cities in the Atlantic slave trade, comparisons to the West Indies plantation system, or methodologies for analyzing primary source materials. Questions about resistance strategies employed by enslaved people, while important historically, fall outside this standard's specific focus on the causative relationship between chattel slavery and racial legal systems.

Common Misconceptions:
* Learners may incorrectly believe that colonial laws defining children's status through maternal descent were based on longstanding traditions, rather than recognizing how these inheritance laws were specifically crafted to ensure the perpetual reproduction of an enslaved workforce and to address questions arising from interracial relationships.
* Some students may think that racial laws were primarily created to address existing social divisions, overlooking how these laws were deliberately designed to prevent alliances between poor whites and enslaved Africans (especially after events like Bacon's Rebellion) and to protect the economic interests of plantation owners.
* Students might assume that the shift from indentured servitude to chattel slavery occurred primarily due to racial prejudice, when economic factors—including the need for a permanent, controllable workforce and the desire to secure property rights in human beings—were often the dominant motivations behind this transition.
* Students might believe that the system of chattel slavery and its accompanying racial laws emerged as a complete system immediately, rather than understanding how these laws evolved over time in response to changing economic and social pressures in the southern colonies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: KC-2.2.II.C
Standard Description: Africans developed both overt and covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 451.0
Standard ID: KC-2.2.II.C+1
Standard Description: Explain how Africans developed overt means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religion as a means of overt resistance amongst enslaved Africans, including the ways in which African spiritual beliefs were maintained and adapted.
* Evaluate the effectiveness of various overt resistance strategies in maintaining cultural practices and identities among enslaved populations.
* Explain how enslaved Africans used family and gender roles as a form of overt resistance to the dehumanizing conditions of slavery.
* Identify specific overt acts of resistance employed by enslaved Africans to resist slavery and preserve their cultural identity.
* Use primary source narratives to examine the experiences of enslaved Africans who engaged in overt acts of resistance, such as revolts or escapes, with particular attention to the Stono Rebellion of 1739.

Assessment Boundaries:
* Assessments based on this standard should focus on specific overt forms of resistance employed by enslaved Africans, including rebellions (particularly the Stono Rebellion of 1739), escapes, establishment of maroon communities, and deliberate maintenance of family structures, gender systems, cultural practices, and religious traditions. Students should demonstrate understanding of how these overt actions served as resistance to dehumanization and contributed to cultural preservation, identity formation, and community cohesion among enslaved populations.

	Assessments should not include geographic factors of colonial regions, details of the transatlantic slave trade logistics, labor patterns specific to the West Indies plantation system, or methodological approaches to analyzing primary sources. Additionally, broader socio-political movements outside the colonial period, passive or covert resistance strategies, and comparative analysis of slavery across different world regions fall outside the scope of this standard.

Common Misconceptions:
* Some students may believe that overt resistance through rebellions and escapes represented isolated, spontaneous events rather than understanding them as part of a continuous pattern of resistance that included the deliberate maintenance of family structures and cultural traditions.
* Some students may incorrectly assume that enslaved Africans' cultural practices remained static and unchanged from their African origins, rather than recognizing how these traditions were strategically adapted and transformed while maintaining core elements as a form of resistance within the constraints of enslavement.
* Students might incorrectly assume that enslaved Africans primarily engaged in passive resistance, overlooking significant overt actions such as the Stono Rebellion, escape attempts, and intentional preservation of cultural practices that directly challenged the dehumanizing system of slavery.
* Students might mistakenly view the cultural and religious practices maintained by enslaved Africans as merely private coping mechanisms rather than recognizing how these practices often represented deliberate, public assertions of humanity and identity that directly challenged the dehumanizing aspects of slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 452.0
Standard ID: KC-2.2.II.C+2
Standard Description: Explain how Africans developed covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of covert resistance on the preservation of African cultural and religious beliefs under slavery.
* Evaluate the effectiveness of different covert strategies used by Africans to resist dehumanization while preserving their social systems.
* Examine visual or textual sources to identify symbols of resistance in African cultural practices during slavery.
* Explain how certain covert practices helped maintain cultural traditions and family structures among enslaved Africans.
* Identify specific examples of covert resistance employed by Africans under slavery, such as cultural practices and family networks.
* Utilize primary and secondary sources to explore accounts of covert resistance by Africans and describe their historical significance.

Assessment Boundaries:
* Assessment should focus on specific covert methods used by enslaved Africans to resist dehumanization and maintain their cultural, familial, and religious practices under slavery. Students should demonstrate understanding of how enslaved Africans preserved and adapted African traditions through practices such as storytelling, music, religious syncretism, secret meetings, coded language/songs, family networks, and subtle forms of workplace resistance (work slowdowns, feigned illness, tool sabotage). Assessments should examine how these covert strategies helped maintain communal bonds, preserve dignity, and create distinctive African American cultural expressions.

	Assessments should not include comparison of slavery systems across different colonial regions, details about the transatlantic slave trade routes and economics, or the West Indies plantation system. Questions about large-scale rebellions like the Stono Rebellion, specific legal codes governing slavery, or technical analysis of primary source methodologies should be avoided. The focus should remain on covert rather than overt resistance methods.

Common Misconceptions:
* Some students may misinterpret religious syncretism (the blending of African spiritual traditions with Christianity) as simple conversion rather than understanding it as a sophisticated strategy that allowed enslaved Africans to maintain their spiritual beliefs while appearing to conform to European religious expectations.
* Some students might believe that enslaved Africans largely lost their cultural identities during slavery, not recognizing how they actively maintained and adapted their traditions by blending African practices with new influences to create distinctive African American cultural expressions in music, storytelling, and religious practices.
* Students may think that resistance to slavery primarily occurred through dramatic acts like rebellions or escape attempts, overlooking how everyday covert actions such as work slowdowns, cultural preservation, and maintaining family networks constituted significant forms of resistance against dehumanization.
* Students might incorrectly view the preservation of family structures among enslaved people as merely personal or emotional survival tactics rather than recognizing these efforts as deliberate acts of resistance against a system designed to treat humans as property without familial connections.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: Unit 2: Learning Objective F
Standard Description: Explain the causes and effects of slavery in the various British colonial regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.6
Cluster Name: 5. Slavery in the British Colonies
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: Unit 2: Learning Objective G
Standard Description: Explain how enslaved people responded to slavery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: KC-2.1.III.D
Standard Description: The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, selfrule, and trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 481.0
Standard ID: KC-2.1.III.D+1
Standard Description: Explain why the goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how differences in political, economic, and social interests led to conflicts between European leaders and American colonists.
* Analyze political cartoons from the period to understand colonial sentiments and mistrust toward British policies.
* Describe the historical context that led to growing tensions between Britain and its colonies, resulting in mistrust.
* Evaluate primary sources to understand the perspectives of both European leaders and colonists during this period of growing mistrust.
* Explain how territorial settlement policies and practices impacted colonial relationships with Britain.
* Explain the reasons behind the growth of dissatisfaction among colonists concerning territorial settlements, frontier defense, self-rule, and trade.
* Identify the divergent goals and interests of European leaders and colonists that contributed to tensions and mistrust.
* Interpret maps illustrating colonial and territorial changes to assess the impact on colonial-British relations.

Assessment Boundaries:
* Assessments based on this standard should focus on the broader patterns of divergence between European leaders and colonists regarding territorial settlements, frontier defense, self-rule, and trade relationships. Students should demonstrate understanding of how colonial experiences with self-governance, economic ties, and changing social structures contributed to growing mistrust on both sides of the Atlantic. Assessment questions should explore how autonomous political communities developed in the colonies and how colonial assemblies' control over taxation became points of contention.

	Assessments should not include questions about specific British policies (such as the Proclamation of 1763, Navigation Acts, or Sugar Act), detailed analysis of primary sources from the revolutionary period, or geographic analysis of territorial changes through maps. Additionally, the details of colonial religious leaders' views on British control and specific colonial criticisms of British imperial corruption fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may think that colonial dissatisfaction was primarily about abstract principles of freedom, overlooking how practical concerns related to territorial settlements, frontier defense, self-rule, and trade regulations shaped colonial perspectives.
* Students may believe that colonial governance systems were either completely controlled by Britain or entirely independent, rather than understanding the complex reality where colonial assemblies exercised significant authority over local matters like taxation while still operating within the British imperial system.
* Students might incorrectly believe that mistrust between European leaders and colonists developed suddenly due to specific events, rather than recognizing the gradual divergence of interests that evolved over decades as colonial autonomous political communities developed.
* Students might misunderstand the early economic relationship between Britain and the colonies, not recognizing how transatlantic trade initially created strong economic bonds before trade restrictions eventually became sources of conflict.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 482.0
Standard ID: KC-2.1.III.D+2
Standard Description: Explain why colonists, especially in British North America, expressed dissatisfaction over territorial settlements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impacts of British policies on colonial expansion and why these led to dissatisfaction across different colonial regions.
* Compare the views on territorial settlements between British authorities and American colonists, identifying areas of conflict and resulting tensions.
* Corroborate accounts of colonial dissatisfaction using primary and secondary sources, focusing on territorial disputes and settlement limitations.
* Evaluate the role of territorial settlement disputes in increasing colonial mistrust towards the British government, integrating evidence from maps, charts, and excerpts from colonial charters and agreements.
* Explain the specific economic, political, and social factors that contributed to colonial dissatisfaction with British territorial policies.
* Identify the key grievances expressed by British North American colonists related to territorial settlements during the colonial period.

Assessment Boundaries:
* Assessments based on this standard should focus on the general causes, patterns, and impacts of colonial dissatisfaction regarding territorial settlements in British North America. Students should be able to identify key grievances, explain contributing factors (economic, political, and social), compare British and colonial perspectives, and evaluate how territorial disputes contributed to growing colonial mistrust of British authorities. Assessments may include general references to settlement restrictions, land disputes, and tensions over western expansion.

	Assessments should not include detailed analysis of specific British territorial policies, acts, or proclamations, nor require knowledge of specific primary sources or geographic analysis tools. Questions about broader issues such as frontier defense, trade policies, or self-governance should only be included when directly connected to territorial settlement dissatisfaction. Assessment items should avoid requiring detailed knowledge of regional variations in colonial responses to territorial policies.

Common Misconceptions:
* Some students might not recognize that different colonial groups (such as coastal merchants, frontier settlers, and colonial elites) often had varying and sometimes competing interests regarding territorial expansion and settlement.
* Students may believe that territorial disputes were primarily about immediate physical boundaries, overlooking how these conflicts reflected deeper disagreements about colonial autonomy and self-governance.
* Students might incorrectly assume that dissatisfaction over territorial settlements was simply about wanting more land, without understanding how these disputes connected to colonial identity, economic aspirations, and evolving concepts of liberty and self-determination.
* Students might think territorial dissatisfaction emerged suddenly as a single issue, rather than developing gradually alongside other economic and political tensions between colonists and British authorities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 483.0
Standard ID: KC-2.1.III.D+3
Standard Description: Explain why colonists, especially in British North America, expressed dissatisfaction over frontier defense.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to determine the perspective of colonists regarding frontier defense policies implemented by Britain.
* Compare the concerns over frontier defense between different colonial regions in British North America.
* Evaluate the significance of frontier defense disputes in shaping colonial attitudes towards self-rule and independence.
* Explain how these frontier defense issues impacted the relationship between the colonists and British authorities.
* Explain the broader historical context in which frontier defense issues arose, considering British imperial goals and local colonial needs.
* Identify the specific issues related to frontier defense that led to dissatisfaction among colonists in British North America.
* Use maps to identify key frontier regions in British North America and explain the challenges they faced that contributed to colonial dissatisfaction.

Assessment Boundaries:
* Assessments based on this standard should focus on the reasons for colonial dissatisfaction regarding frontier defense, including differing imperial-colonial priorities, concerns about protection from threats, and how these issues affected colonial attitudes toward British governance. Questions should address regional variations in frontier defense concerns, the relationship between defense dissatisfaction and growing colonial autonomy, and the broader imperial context of British frontier policies. Students should be able to explain how defense issues contributed to mistrust between colonists and British authorities.

	Assessments should not include detailed analysis of specific British territorial policies like the Proclamation of 1763 or Quebec Act, primary source analysis techniques, or geographic tools showing territorial changes. Questions should avoid focusing on unrelated colonial grievances about trade, taxation, or religious freedom unless directly connected to frontier defense issues. The specific content of colonial newspapers, pamphlets, or political cartoons addressing frontier defense should not be assessed.

Common Misconceptions:
* Some students may believe that dissatisfaction over frontier defense was experienced similarly across colonial regions, overlooking how proximity to frontier borders, relationships with Native American groups, and local political traditions created significant regional variations in these concerns.
* Some students might oversimplify the colonial-British military relationship, not recognizing the evolving tensions between colonial militias and British regular forces, disagreements over command structures, and how these conflicts contributed to broader questions about colonial self-governance.
* Students might incorrectly assume that British authorities deliberately provided inadequate frontier defense, rather than understanding the complex strategic priorities, financial limitations, and logistical challenges that shaped British military decisions in North America.
* Students might think that frontier defense concerns were primarily military in nature, not recognizing how these issues intersected with colonial economic interests, settlement patterns, and emerging political aspirations for greater autonomy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 484.0
Standard ID: KC-2.1.III.D+4
Standard Description: Explain why colonists, especially in British North America, expressed dissatisfaction over self rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political pamphlets and writings to identify claims regarding the importance of self-rule in colonial societies.
* Analyze primary sources from colonial leaders to identify expressions of dissatisfaction over limits on self-rule.
* Compare the effects of self-rule dissatisfaction across different colonies in British North America.
* Describe the differences in perception of self-rule between British authorities and colonial leaders using secondary sources.
* Evaluate the historical significance of colonial dissatisfaction with self-rule in the broader context of colonial-American relations with Britain.
* Explain how specific acts of the British government contributed to colonial dissatisfaction regarding self-rule.
* Explain the relationship between British colonial policies and the rise of self-governance sentiments in the colonies.
* Identify key policies and actions by British authorities that led to colonial dissatisfaction over self-rule.
* Support an argument regarding colonial dissatisfaction with self-rule using specific and relevant historical evidence.
* Use maps to identify territorial changes imposed by Britain and explain their impact on colonial self-governance.

Assessment Boundaries:
* Assessment should focus on the general reasons and principles behind colonial dissatisfaction with British limitations on self-rule, including the colonists' expectations for governance based on their established legislative traditions and control over local affairs. Questions should address the evolution of autonomous political communities in the colonies, the growing divergence between colonial and British interests, and the general nature of colonial assemblies' powers that created expectations for self-governance. Students should understand how local experiences with self-government informed resistance to imperial control.

	Assessment should not include specific British acts, laws, or policies that restricted colonial self-governance, nor should it require detailed knowledge of specific primary sources, religious leaders' views, or particular economic policies. Questions about specific territorial disputes, detailed trade regulations, colonial propaganda techniques, or geographic analysis of colonial boundaries should be avoided. The full chain of events leading to independence falls outside the scope of this standard.

Common Misconceptions:
* Some students might incorrectly assume that colonial reactions to British governance were similar across different regions, missing how varying economic conditions, settlement patterns, and local political traditions led to different expressions of dissatisfaction with imperial control.
* Students may believe that dissatisfaction with self-rule was primarily about taxation issues, overlooking how the colonists' established traditions of local governance through elected assemblies created expectations for political autonomy in domestic affairs.
* Students might misunderstand the gradual development of self-governance sentiments, potentially believing that resistance to British authority emerged suddenly rather than developing from decades of autonomous political communities operating with limited imperial oversight.
* Students might think that colonists sought complete independence from Great Britain from the beginning, rather than primarily desiring self-rule within the British imperial system while maintaining their identity as British subjects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 485.0
Standard ID: KC-2.1.III.D+5
Standard Description: Explain why colonists, especially in British North America, expressed dissatisfaction over trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Navigation Acts on the economic activities and sentiment of colonists in British North America. Utilize primary source documents from the period.
* Analyze visual propaganda or political cartoons from the period to explain colonial attitudes towards British trade regulations.
* Compare and contrast the British trade policies towards the colonies with those of another colonial power during the same period.
* Explain how British mercantilist policies and restrictions on trade in key commodities such as tobacco, timber, and rice contributed to colonial dissatisfaction and a sense of alienation from the British Crown, despite these goods initially creating strong economic bonds.
* Explain the significance of the colonies' response to the British enforcement of trade restrictions and assess how it influenced future actions against Britain.
* Identify the trade policies imposed by Britain that led to colonial dissatisfaction in British North America.
* Make a historically defensible claim about how trade restrictions contributed to the shift in colonial identity and support it using evidence from secondary sources.

Assessment Boundaries:
* Assessments based on this standard should focus on general British mercantilist principles and how they affected colonial trade in commodities like tobacco, timber, and rice, contributing to growing colonial dissatisfaction. Questions should address how trade restrictions influenced colonial perceptions of Britain, the evolution of economic relationships from beneficial to restrictive, and how trade grievances contributed to shifting colonial identity. Students should be able to explain colonial responses to trade restrictions in general terms.

	Assessments should not include specific British trade legislation, detailed enforcement methods, or comparisons with other European colonial trade systems. Questions about primary sources showing colonial criticism of trade policies, specific boycotts or smuggling operations, and detailed economic data fall outside the scope of this standard. Additionally, broader issues of taxation, land settlement, and self-governance should be avoided unless directly connected to trade dissatisfaction.

Common Misconceptions:
* Some students might focus exclusively on taxation as the source of colonial grievances, overlooking how trade restrictions on key commodities like tobacco, timber, and rice created economic frustration among colonists before tax controversies emerged.
* Some students might overlook how different colonial regions experienced trade restrictions differently based on their primary exports and trading patterns, leading to varying levels of dissatisfaction with British mercantilist policies across different colonies.
* Students might assume that colonial merchants and planters sought complete economic independence from Britain, when many initially desired reform of trade restrictions and continued participation in the British trading system on more favorable terms.
* Students might believe that colonial dissatisfaction over trade developed suddenly, rather than understanding how initially beneficial trade relationships gradually became sources of tension as British mercantilist policies became more restrictive.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: KC-2.2.I.A
Standard Description: The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 461.0
Standard ID: KC-2.2.I.A+1
Standard Description: Explain how and why the presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the extent to which the first Great Awakening and European Enlightenment ideas further enhanced the pluralism fostered by these groups.
* Compare the cultural influences of European ethnic groups within the colonies and explain their contributions to American culture, noting how the colonial population grew from 250,000 in 1701 to 2.5 million in 1775, while the African American population increased from 28,000 to 500,000 (20% of the total) due to forced migration through the transatlantic slave trade.
* Evaluate the impact of religious diversity on social and cultural developments in the colonial period, using primary source documents.
* Explain how the interaction between these European religious and ethnic groups contributed to the cultural and intellectual diversity of the American colonies.
* Identify patterns of intellectual exchange among different European groups and explain their influence on colonial American society.
* Identify the diverse European religious and ethnic groups present in the British colonies and describe their roles in developing pluralism and intellectual exchange.
* Using primary and secondary sources, analyze how religious and ethnic diversity in the colonies led to both cooperation and conflict, noting how German and Scots-Irish immigration to the Middle Colonies created a region where many Christian denominations and Jews lived together peacefully, while New England remained predominantly Puritan and the Southern colonies followed the Church of England.

Assessment Boundaries:
* Assessments based on this standard should focus on the diverse European religious groups (such as Puritans, Quakers, Catholics) and ethnic groups (including Dutch, German, and Scots-Irish settlers) present in the British colonies and their contributions to pluralism and intellectual exchange. Students should be able to analyze how these different groups interacted, how their presence enhanced cultural and intellectual diversity, and how the Great Awakening and Enlightenment ideas further shaped colonial pluralism. Assessment should include understanding of regional variations in religious diversity, the growth of colonial population through immigration, and the role of print culture in facilitating intellectual exchange.

	Assessments should not include specific primary sources showing how Enlightenment ideas were used in revolutionary rhetoric, detailed British policies restricting colonial self-governance, or specific colonial criticisms of British imperial control. Additionally, the later political impacts of the First Great Awakening and detailed geographic analysis of territorial changes and colonial boundaries fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may overlook how physical infrastructure, such as printing presses and circulation networks for books and pamphlets, played a crucial role in facilitating intellectual exchange among different European groups throughout the colonies.
* Some students might underestimate the regional variations in religious diversity, overlooking how the Middle Colonies fostered greater religious pluralism compared to New England's predominantly Protestant communities or the Southern colonies' adherence to the Church of England.
* Students may mistakenly view colonial pluralism as a static condition rather than an evolving process of intellectual exchange among different European religious and ethnic groups across regions and time periods.
* Students might incorrectly assume that different European groups had relatively equal cultural influence, rather than recognizing how factors such as population size, economic power, and political positioning created varying degrees of impact on colonial American society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 462.0
Standard ID: KC-2.2.I.A+2
Standard Description: Explain how the pluralism and intellectual exchange created by the presence of different European religious and ethnic groups were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Enlightenment ideas on the existing pluralism among the European religious and ethnic groups and assess how these ideas contributed to intellectual exchanges.
* Examine the connection between the spread of European Enlightenment ideas and the development of a collective identity among the diverse European groups in the colonies.
* Explain how the First Great Awakening, as a religious revival movement that brought emotional religious expression and emphasized individual salvation, served to reinforce or challenge the existing pluralistic dynamics in the colonies, including the division between 'New Lights' who embraced new emotional preaching styles and 'Old Lights' who upheld traditional practices.
* Identify and interpret a primary source from the First Great Awakening, such as sermons by George Whitefield who conducted dramatic preaching tours from Georgia to Massachusetts beginning in 1739, and explain its impact on previously established religious pluralism.
* Identify the European religious and ethnic groups present in the American colonies and describe how their interactions contributed to early pluralism and intellectual exchange.
* Utilize maps and demographic data to identify the geographic regions most affected by the First Great Awakening and Enlightenment ideas, and explain why these regions were pivotal for enhancing pluralism and intellectual exchange.

Assessment Boundaries:
* Assessments based on this standard should focus on the diversity of European religious and ethnic groups in colonial America, the characteristics of the First Great Awakening (including the New Lights/Old Lights division), and specific European Enlightenment ideas that enhanced existing pluralism and intellectual exchange. Students should identify key religious denominations, ethnic communities, Enlightenment thinkers (such as Locke), and Great Awakening figures (such as Whitefield), while explaining how these elements interacted to create a more dynamic intellectual environment in the colonies.

	Assessments should not include the application of Enlightenment ideas to revolutionary rhetoric, British colonial policies that restricted self-governance or expansion, or specific colonial resistance movements. Additionally, detailed analysis of primary sources expressing colonial grievances against British authority falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might assume that European Enlightenment ideas spread uniformly throughout the colonies, rather than recognizing the regional variations in their acceptance and the resistance these ideas encountered from traditional religious and social authorities.
* Some students might think that European religious and ethnic groups in the colonies primarily had harmonious interactions, overlooking the tensions, competition, and conflicts that existed alongside cooperation and exchange.
* Students may believe that colonial pluralism developed primarily through deliberate planning, overlooking how factors such as immigration patterns, economic conditions, religious revivals, and the circulation of printed materials gradually and often unintentionally contributed to increased diversity and intellectual exchange.
* Students may incorrectly view the First Great Awakening as primarily a religious phenomenon, without recognizing how it contributed to intellectual exchange by encouraging questioning of authority, promoting literacy, and creating new social networks across colonial boundaries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: KC-2.2.I.B
Standard Description: The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a transatlantic print culture, and the spread of Protestant evangelicalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 471.0
Standard ID: KC-2.2.I.B+1
Standard Description: Explain how and why the British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of intercolonial commercial ties in facilitating the Anglicization process.
* Discuss how evolving economic and social interactions between colonies supported the trend of Anglicization while developing a more fluid social structure based on economic achievement that allowed greater social mobility for white colonists compared to the rigid class distinctions of Europe.
* Evaluate the impact of Anglicization on the political autonomy of British colonies.
* Explain how British political models influenced the development of autonomous political communities in the colonies.
* Identify factors that contributed to the gradual Anglicization of the British colonies (the process by which colonial society increasingly adopted English customs, laws, and cultural practices while still maintaining distinct American characteristics), including intercolonial commercial ties.
* Utilize primary and secondary source materials to examine evidence of Anglicization and its effects on colonial political structures.

Assessment Boundaries:
* Assessment should focus on how British colonies gradually adopted English customs, laws, and political structures while developing distinct autonomous political communities. Students should demonstrate understanding of how intercolonial commercial ties, transatlantic print culture, and evolving social structures contributed to both Anglicization and the development of colonial political autonomy based on adapted English models. The assessment should emphasize the connection between economic development and political institutions within colonial regions.

	Assessment should not include detailed analysis of specific British trade laws, territorial policies, or religious primary sources expressing views on British control. Additionally, revolutionary rhetoric using Enlightenment ideas, specific examples of colonial criticism of British imperial corruption, and geographic analysis tools showing territorial changes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners may not recognize that colonial political structures, while based on English models such as two-house legislatures and elected assemblies, often evolved to serve distinct colonial needs and interests, particularly regarding local representation and taxation authority.
* Some students might think that Anglicization meant colonies simply replicated English society and governance, rather than selectively adopting English customs while developing distinct American characteristics and autonomous political institutions.
* Students might believe that intercolonial commercial ties primarily affected economic development without recognizing how these connections facilitated the exchange of political ideas and contributed to the development of autonomous political communities.
* Students might incorrectly perceive colonial social structure as merely reflecting English class divisions, overlooking how colonial society developed greater economic mobility for white colonists that distinguished it from the more rigid class system in England.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 472.0
Standard ID: KC-2.2.I.B+2
Standard Description: Explain how and why the British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from the emergence of a transatlantic print culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of printed materials, such as newspapers, pamphlets, and influential publications like Benjamin Franklin's 'Poor Richard's Almanack' (1732-1757), in spreading English cultural and political ideas across the Atlantic and enabling social discourse within the colonies.
* Compare the cultural and political influences of transatlantic print culture with other forms of media present in the colonies to assess their respective impacts on Anglicization.
* Evaluate the impact of transatlantic print culture on colonial political practices and societal norms, explaining the transition towards Anglicization.
* Explain how the transatlantic print culture influenced the development of autonomous political communities in the British colonies based on English models.
* Identify key elements of the transatlantic print culture that contributed to the Anglicization of the British colonies.
* Utilize primary source excerpts from revolutionary pamphlets or newspapers to identify and explain arguments that showcase Anglicization influences.

Assessment Boundaries:
* Assessments based on this standard should focus on how transatlantic print culture (newspapers, pamphlets, almanacs) facilitated the gradual Anglicization of British colonies and the development of autonomous political communities based on English models. Students should analyze specific publications like Benjamin Franklin's 'Poor Richard's Almanack' and their role in spreading English cultural and political ideas, enabling social discourse, and influencing colonial political structures such as representative assemblies and concepts of self-governance.

	Assessments should not include analysis of anti-British sentiment in colonial publications, specific British trade or territorial policies that restricted colonial autonomy, or detailed examination of Enlightenment ideas in revolutionary rhetoric. Additionally, religious influences should only be assessed in general terms as they relate to Anglicization, avoiding specific religious leaders' views on British control or detailed analysis of the Great Awakening's political impact.

Common Misconceptions:
* Some students might misunderstand the regional variations in Anglicization, not recognizing how different colonies adapted English models to their specific circumstances based on local conditions, demographics, and existing traditions.
* Some students might think that Anglicization was a rapid or coerced process, rather than understanding it as a gradual development influenced by voluntary cultural exchanges through print media and commercial interactions.
* Students may believe that transatlantic print culture primarily spread political ideas, overlooking how it also disseminated broader cultural, literary, social, and intellectual content that shaped colonial society's Anglicization.
* Students might incorrectly assume that Anglicization led to colonial communities becoming identical to English society, rather than understanding that colonists selectively adopted English customs and political structures while developing distinct American characteristics and autonomous institutions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 473.0
Standard ID: KC-2.2.I.B+3
Standard Description: Explain how and why the British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from the spread of Protestant evangelicalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the interplay between the transatlantic evangelical movement and the evolving political structures in the British colonies.
* Compare religious influences on colonial political developments across different regional colonies using secondary sources.
* Evaluate the historical significance of Protestant evangelicalism in fostering a sense of Englishness within colonial societies.
* Explain the process through which Protestant evangelicalism influenced the development of autonomous political communities based on English models.
* Identify key elements of Protestant evangelicalism that contributed to the Anglicization of the British colonies.
* Use primary source passages that detail sermons or religious writings from the period to explain the impact of religious ideology on colonial Anglicization.

Assessment Boundaries:
* Assessments based on this standard should focus on how Protestant evangelicalism, particularly the Great Awakening movement led by figures like George Whitefield, contributed to the gradual Anglicization of British colonies while simultaneously fostering autonomous political communities. Students should be able to analyze the relationship between religious revival movements and the development of colonial political structures based on English models, including two-house legislatures and colonial assemblies. The assessment should emphasize the dual nature of Anglicization—adopting English customs while developing distinct American characteristics—and the role of transatlantic evangelical networks in this process.

	Assessments should not include analysis of specific British restrictions on colonial self-governance or territorial policies that created tensions with colonists. Additionally, specific primary sources expressing colonial religious leaders' views on British control, detailed examinations of British trade policies, and colonial criticisms of imperial corruption fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners might assume that Protestant evangelicalism primarily affected individual religious practices, not recognizing its broader influence on colonial social structures, political thought, and the development of a shared transatlantic identity.
* Some students might think that Anglicization in the British colonies resulted primarily from top-down British political control, overlooking how cultural and religious movements like Protestant evangelicalism contributed to colonists voluntarily adopting aspects of English identity.
* Students may incorrectly perceive colonial political institutions as direct replicas of English models, rather than understanding how these institutions were adapted to local conditions while maintaining English principles of representation and self-governance.
* Students might misunderstand the Great Awakening as a unified movement, rather than recognizing the divisions it created between New Lights and Old Lights and how these religious discussions contributed to emerging ideas about authority, individual conscience, and community organization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: KC-2.2.I.D
Standard Description: Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 491.0
Standard ID: KC-2.2.I.D+1
Standard Description: Explain how and why colonists’ resistance to imperial control drew on local experiences of self-government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources depicting colonial town meetings or legislative assemblies to identify how they fostered ideas of self-rule and resistance to British control (integrating a primary source stimulus).
* Assess the historical significance of local self-government in shaping early American political thought critical of British corruption.
* Compare the colonial self-governing practices with the governance structures imposed by Britain to understand the roots of colonial dissatisfaction and resistance.
* Describe the effects of these local governance structures on the development of colonial resistance ideology leading up to the American Revolution.
* Explain how colonial experiences with local self-government influenced their views on British imperial control.
* Explain the causes of colonists' resistance to imperial control in relation to their experiences and practices of self-government.
* Identify the forms of local self-government that existed in the British colonies prior to the American Revolution, such as colonial governments with governors and two-house legislatures, where lower houses elected by white male property owners controlled taxation and established the principle that colonists would only pay taxes approved by their representatives.
* Utilize maps of colonial regions to distinguish areas with strong self-governing traditions and explain their role in promoting resistance to British control.

Assessment Boundaries:
* Assessments should focus on students' understanding of colonial self-government practices (such as colonial assemblies, town meetings, and elected representative bodies that controlled taxation) and how these institutions fostered expectations of local autonomy that influenced resistance to British control. Questions may address how colonial assemblies established principles like no taxation without representation, how colonial legislatures developed as representative bodies, and how these experiences shaped colonists' responses to perceived British overreach. Students should demonstrate understanding of the connection between local governance experiences and the development of resistance ideology.

	Assessments should not include detailed analysis of specific British policies (such as the Navigation Acts, Proclamation of 1763, or Quebec Act), primary source analysis of Enlightenment influences, or specific religious factors in colonial resistance. Questions about geographic patterns of colonial resistance, visual/print media analysis, or comparative colonial systems are outside the scope of this standard.

Common Misconceptions:
* Students might assume that colonial self-government was uniformly practiced across all regions, overlooking how different forms of local governance (such as New England town meetings versus county-based governments in southern colonies) contributed to regional variations in resistance.
* Students might believe that colonial resistance to imperial control arose primarily from a desire for complete independence rather than from perceived violations of established self-governing traditions and practices.
* Students might incorrectly view colonial governance structures as democratic in a modern sense, rather than recognizing how participation was typically limited to property-owning white men, which influenced both the character and limitations of colonial resistance movements.
* Students might misunderstand colonial assemblies' control over taxation as a minor factor, rather than recognizing how this established practice profoundly shaped colonists' resistance to new imperial tax policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 492.0
Standard ID: KC-2.2.I.D+2
Standard Description: Explain how and why colonists’ resistance to imperial control drew on evolving ideas of liberty.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between Enlightenment ideas of liberty and colonial arguments for self-government and autonomy.
* Describe the historical context that led to the adoption of Enlightenment ideas in colonial America.
* Evaluate the impact of Enlightenment ideas of liberty on the development of colonial resistance movements.
* Explain how colonists adapted Enlightenment ideas of liberty to their specific political and social contexts.
* Identify the key ideas of liberty from the Enlightenment that influenced colonial resistance to imperial control.
* Use primary source documents to illustrate how colonial leaders communicated Enlightenment ideas of liberty in their resistance to British control.

Assessment Boundaries:
* Assessments based on this standard should focus on how Enlightenment concepts of liberty (such as natural rights, popular sovereignty, and the right to revolt) influenced and were adapted by colonists in their resistance to imperial control. Students should demonstrate understanding of how local experiences of self-government, religious developments like the Great Awakening, and the emergence of transatlantic print culture provided context for colonial interpretations of liberty. Questions should address the evolution of liberty concepts within colonial society and how these ideas shaped arguments for colonial autonomy.

	Assessments should not include questions about specific primary sources, detailed British policies (territorial, trade, or governance), or particular colonial criticisms of British corruption. Geographic analysis, regional variations in colonial experience, and specific enforcement methods or colonial responses to British policies also fall outside the assessment boundary. Questions should focus on conceptual understanding rather than detailed historical examples.

Common Misconceptions:
* Students may believe that economic and practical concerns played little role in shaping colonial resistance, when in fact economic interests, local governance experiences, and ideological principles were interconnected factors that together fueled resistance to imperial control.
* Students might incorrectly assume that colonial concepts of liberty were primarily abstract philosophical principles, rather than recognizing how these ideas were practically expressed through colonial assemblies, self-governance traditions, and the principle that colonists should only pay taxes approved by their elected representatives.
* Students might misunderstand the influence of religious developments, such as the Great Awakening, not recognizing how religious diversity and new forms of religious expression contributed to evolving notions of liberty and challenges to traditional authority.
* Students might think that colonists developed their ideas of liberty in isolation, overlooking how these concepts evolved from European Enlightenment thought while being adapted to colonial circumstances and experiences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 493.0
Standard ID: KC-2.2.I.D+3
Standard Description: Explain how and why colonists’ resistance to imperial control drew on the political thought of the Enlightenment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the colonial period to identify Enlightenment influences on colonial revolutionary rhetoric.
* Analyze the impact of Enlightenment political philosophy on the development of colonial resistance strategies.
* Compare the ideological foundations of American colonial resistance with those of the French Enlightenment thinkers.
* Describe the relationship between Enlightenment ideals and colonial critiques of British imperial authority.
* Evaluate the significance of Enlightenment ideas in fostering a unified sense of purpose among diverse colonial groups resisting British control.
* Explain how Enlightenment concepts such as natural rights and social contract theory were understood and applied by American colonists in their resistance efforts.
* Explain how colonists modified Enlightenment philosophies to suit their specific context and objectives in resisting Britain.
* Identify key ideas from Enlightenment thinkers that influenced American colonists' views on governance and liberty, particularly John Locke's 'Two Treatises of Government' which argued for natural rights, popular sovereignty, and the right to revolt against unjust governments.
* Use maps or graphs to examine the spread of Enlightenment ideas in the colonies and their correlation with centers of colonial resistance.

Assessment Boundaries:
* Assessments based on this standard should focus on how key Enlightenment concepts—particularly natural rights, popular sovereignty, social contract theory, and the right to revolt against unjust governments—influenced colonial resistance to British imperial control. Students should demonstrate understanding of how these ideas spread through colonial society via print culture and were adapted to colonial contexts, including how Enlightenment principles complemented colonists' existing experiences with self-governance and shaped their critiques of imperial authority.

	Assessments should not include detailed analysis of specific primary source documents, comparisons between French and English Enlightenment thinkers, or geographic patterns of ideological influence. Additionally, specific British policies (trade, territorial, or governance restrictions), detailed colonial response strategies, and regional variations in how Enlightenment ideas were received fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that Enlightenment principles were in conflict with religious beliefs in the colonies, rather than understanding how religious diversity and the Great Awakening contributed to an intellectual environment receptive to Enlightenment ideas about individual liberty.
* Some students might think that Enlightenment ideas arrived in the colonies fully formed and were simply adopted by colonial leaders, rather than understanding how colonists adapted and modified these philosophical concepts to fit their specific political circumstances.
* Students may believe that Enlightenment thought was primarily concerned with abstract philosophical ideas, overlooking how these concepts provided practical frameworks for colonists to articulate their grievances against British imperial control.
* There's a possibility that students might view the spread of Enlightenment ideas as separate from colonial print culture, not recognizing how newspapers, pamphlets, and books were crucial mechanisms for transmitting and popularizing these political concepts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 494.0
Standard ID: KC-2.2.I.D+4
Standard Description: Explain how and why colonists’ resistance to imperial control drew on greater religious independence and diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from various religious leaders or groups in the colonies to understand their perspectives on British control and religious freedom.
* Compare the religious diversity in the American colonies to that in Britain and assess how this diversity fostered an environment conducive to resistance against imperial policies.
* Evaluate the historical significance of religious independence as a motivation for the colonies' push towards autonomy from the British Empire.
* Explain how varying religious denominations in the colonies influenced colonial leaders' and communities' attitudes towards British religious and political authority.
* Identify the major religious groups present in the American colonies and describe how their beliefs contributed to a desire for independence from imperial control.
* Use historical reasoning to explain the relationship between religious diversity in the colonies and broader movements towards political liberty and self-governance.

Assessment Boundaries:
* Assessments should focus on how different religious groups in the American colonies contributed to resistance against imperial control, particularly through the Great Awakening movement and growing religious pluralism. Students should demonstrate understanding of regional variations in colonial religious practices, how religious diversity fostered ideas of autonomy, and how religious independence connected to broader notions of political liberty. Assessments should also address comparisons between religious diversity in the colonies and the more established religious structures in Britain.

	Assessments should not include analysis of specific primary sources from religious leaders, detailed British policies restricting colonial expansion or trade, or specific Enlightenment texts. Questions about military resistance, economic factors like taxation and trade restrictions, or geographic analysis of territorial disputes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may view the Great Awakening primarily as a spiritual movement without recognizing how its emphasis on individual salvation and challenges to established religious authority contributed to broader resistance against political authority.
* Students might incorrectly believe that religious independence was the primary or sole factor in colonial resistance to imperial control, rather than recognizing it as one of several interconnected factors including self-government experience, Enlightenment ideas, and criticism of imperial corruption.
* Students might misunderstand the regional nature of religious diversity in the colonies, potentially overlooking how the Middle Colonies experienced greater religious pluralism while New England remained predominantly strict Protestant and Southern colonies generally followed the Church of England.
* Students might not recognize that religious groups responded differently to imperial control, with some religious communities supporting resistance while others remained loyal to Britain, reflecting the complex relationship between religious affiliation and political positions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 495.0
Standard ID: KC-2.2.I.D+5
Standard Description: Explain how and why colonists’ resistance to imperial control drew on an ideology critical of perceived corruption in the imperial system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of pamphlets, letters, or other contemporaneous writings in spreading ideas critical of imperial corruption among the colonists.
* Compare regional differences among the colonies in how they expressed criticism of perceived British corruption.
* Describe how the colonists’ personal experiences with British policies contributed to a perception of corruption in the imperial system.
* Evaluate the effectiveness of colonial resistance efforts that were rooted in ideological critiques of British corruption.
* Explain how Enlightenment ideas influenced colonial perceptions of corruption within the British government and fueled resistance.
* Identify key elements of colonial ideology that criticized corruption in the British imperial system.
* Use primary sources to identify claims regarding corruption in the British imperial system and evaluate their impact on colonial resistance.

Assessment Boundaries:
* Assessments based on this standard should focus on general elements of colonial ideology that criticized perceived corruption in the British imperial system, the influence of Enlightenment concepts like natural rights and popular sovereignty, and how print culture facilitated the spread of anti-corruption ideas. Students should demonstrate understanding of how colonists' experiences with self-government, taxation issues, and diverging colonial-imperial interests contributed to perceptions of corruption without requiring memorization of specific policies or events.

	Assessments should not include detailed analysis of specific primary sources, particular British trade or territorial policies, regional variations in anti-corruption ideology, or specific enforcement methods and colonial responses. Additionally, evaluations of specific religious leaders' views on British control and detailed geographic analysis fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might underestimate how colonial print culture, including newspapers, pamphlets, and almanacs, played a crucial role in developing and spreading ideas critical of perceived corruption within the British imperial system.
* Some students may view colonial resistance ideology as relatively simple and uniform, not recognizing the variety of perspectives that existed among different colonial groups and how these views evolved over time through intellectual exchange.
* Students may not recognize how colonists' practical experiences with local self-government, particularly through colonial assemblies that controlled taxation, shaped their perceptions of corruption when imperial authorities attempted to circumvent these established practices.
* Students might believe that criticism of imperial corruption emerged primarily as a reaction to economic issues like taxation, rather than recognizing how it developed through evolving ideas about liberty, self-government, and Enlightenment political thought.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: Unit 2: Learning Objective H
Standard Description: Explain how and why the movement of a variety of people and ideas across the Atlantic contributed to the development of American culture over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.7
Cluster Name: 6. Colonial Society and Culture
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: Unit 2: Learning Objective I
Standard Description: Explain how and why the different goals and interests of European leaders and colonists affected how they viewed themselves and their relationship with Britain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: KC-2.1.I
Standard Description: Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 501.0
Standard ID: KC-2.1.I+1+J
Standard Description: Explain how the Spanish colonizers' economic and imperial goals involving land and labor shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political developments in Spanish colonies stemming from their economic and imperial policies.
* Compare the colonial approaches of the Spanish and other European powers in North America, focusing on economic goals.
* Evaluate the relationships between Spanish colonizers and native populations, including the tensions and accommodations made.
* Explain how the Spanish use of land and labor impacted the social structures within their colonies.
* Identify the economic and imperial goals of Spanish colonizers in North America.
* Utilize primary sources to identify Spanish colonial strategies and their effects on local populations.

Assessment Boundaries:
* Assessments based on this standard should focus on specific Spanish economic and imperial strategies (encomienda system, mission system, resource extraction, and agricultural development) and how these shaped colonial social structures, governance systems, and interactions with indigenous populations before 1754. Questions should address how Spanish goals of incorporating Native Americans into colonial society differed from other European approaches, and how Spanish strategies evolved in response to local conditions and imperial policies over time.

	Assessments should not include detailed examination of British, French, or Dutch colonial land and labor systems except as brief contrasts to highlight Spanish approaches. Questions about headright systems, indentured servitude, British slavery practices, social hierarchies in British colonies, or Spanish colonial developments after 1754 should be excluded from assessments on this standard.

Common Misconceptions:
* Students may incorrectly assume that Spanish colonial strategies remained consistent throughout the pre-1754 period, rather than understanding how approaches to land use, labor organization, and indigenous relations evolved in response to local resistance, resource availability, and shifting imperial priorities.
* Students may misunderstand the Spanish encomienda and mission systems, seeing them simply as labor exploitation rather than as complex institutions that sought to incorporate indigenous peoples into colonial society while serving Spanish economic and political objectives.
* Students might perceive Spanish-Native American relationships as consistently antagonistic, not recognizing the range of interactions that included resistance, accommodation, cultural exchange, and strategic alliances that varied by region and changed over time.
* Students might view Spanish colonization primarily as a religious enterprise focused on converting Native Americans to Christianity, overlooking how economic motivations like resource extraction and establishing sustainable agricultural settlements shaped Spanish colonial policies and institutions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 502.0
Standard ID: KC-2.1.I+2+J
Standard Description: Explain how the French colonizers' economic and imperial goals involving land and labor shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the French colonizers established cultural and kinship ties with Native Americans through trade alliances, contrasting with English cultural separation, and explain how these different approaches led to distinct patterns of trade, diplomacy, and conflict with indigenous peoples.
* Analyze primary source documents from the period to identify the perspectives of both French colonizers and Native Americans regarding their trade relationships.
* Compare the French colonization approach to that of other European powers regarding their interaction with native populations, focusing on economic motives.
* Describe the social and political structures of French colonies, highlighting the influence of French economic goals on these developments.
* Evaluate the effects of French economic activities, such as the fur trade, on the indigenous populations of North American regions.
* Explain how the fur trade influenced the French colonial approach to land use and labor in North America.
* Identify the key economic and imperial goals of French colonizers in North America during the period from 1607 to 1754.
* Utilize maps to identify key regions of French colonization and explain how geographic factors influenced their economic and imperial strategies.

Assessment Boundaries:
* Assessments based on this standard should focus on French economic and imperial goals in North America from 1607-1754, particularly the fur trade system, with emphasis on how these goals shaped the social and political development of settlements like Quebec. Students should analyze how French economic objectives influenced their approach to land use, labor practices, and the formation of trading alliances and cultural relationships with specific Native American groups such as the Huron and Ojibwa. Assessment should include examination of how the relatively small French settler population affected their colonial strategies and native relationships.

	Assessments should not include comparative analyses with British, Spanish, or Dutch colonization patterns, even when these comparisons might highlight distinctive French approaches. Excluded topics include developments in French colonies after 1754, detailed analysis of Native American governance systems independent of French influence, and specific religious conversion efforts not directly related to economic objectives.

Common Misconceptions:
* Some students may believe that French-Native American relationships were predominantly characterized by conflict, overlooking how trade alliances, intermarriage, and cultural exchange were strategic components of French colonial economic success.
* Students may incorrectly believe that French colonizers imposed their cultural and political systems extensively on Native American groups, instead of recognizing that their limited population and economic objectives often required accommodation of indigenous practices and power structures.
* Students might incorrectly assume that French colonizers primarily sought territorial expansion through large agricultural settlements, rather than recognizing their focus on establishing strategic trading posts along waterways to support the fur trade economy.
* Students might misunderstand the nature of French colonial governance, assuming it functioned similarly to other European colonies, rather than recognizing how the fur trade economy necessitated different administrative structures with greater flexibility and local adaptation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 503.0
Standard ID: KC-2.1.I+3+J
Standard Description: Explain how the Dutch colonizers' economic and imperial goals involving land and labor shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Dutch economic objectives on their relationships with native populations.
* Describe how the Dutch approach to land and labor influenced their colonial policies and practices.
* Evaluate the political development of Dutch colonies in relation to their economic and imperial goals.
* Explain how primary sources, such as early colonial charters or agreements with indigenous peoples, reflect the Dutch goals in North America.
* Identify the economic and imperial goals of Dutch colonizers in North America during the colonial period.
* Use maps to locate major Dutch settlements and explain their strategic importance for trade and resources.

Assessment Boundaries:
* Assessment should focus on the Dutch economic model centered on maritime trade, fur trading, and the patroonship land system in New Netherlands, examining how these shaped colonial governance structures and relationships with indigenous populations. Students should demonstrate understanding of how Dutch commercial priorities influenced their approach to colonization, including their establishment of strategic settlements like New Amsterdam and Fort Orange, and their diplomatic relationships with Native American groups like the Mohawk and Mahican. Assessment should include analysis of primary sources such as Dutch colonial charters and trade agreements, as well as interpretation of maps showing Dutch settlement patterns along key waterways.

	Assessment should not include detailed comparison to British colonial land and labor systems such as headright, indentured servitude, or plantation slavery, nor how these systems created social hierarchies. Questions about Dutch colonization outside North America, the later British takeover of New Netherlands, or theoretical alternatives to Dutch colonial approaches fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners may incorrectly assume that Dutch colonial governance mirrored democratic practices in the Netherlands, rather than recognizing how the West India Company exercised considerable authority and how economic priorities often influenced political decisions and policies toward both colonists and indigenous peoples.
* Some students may misunderstand the patroonship system as merely a land distribution method, rather than recognizing it as an economic and political structure designed to encourage limited settlement while maintaining Dutch commercial priorities through semi-feudal arrangements.
* Students might incorrectly believe that Dutch colonization in North America primarily focused on establishing large agricultural settlements rather than understanding that their colonial strategy centered on commercial networks, maritime trade, and control of key waterways for economic advantage.
* Students might misinterpret Dutch relationships with Native American populations as consistently cooperative, overlooking how these relationships varied based on economic interests, with some indigenous groups becoming trading partners while others experienced conflict when their interests diverged from Dutch commercial goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 504.0
Standard ID: KC-2.1.I+4+J
Standard Description: Explain how the British colonizers' economic and imperial goals involving land and labor shaped the social and political development of their colonies as well as their relationships with native populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how British economic strategies led to separation between colonists and native populations, contrasting with the Spanish mission system that aimed to convert and integrate Native Americans.
* Critically analyze primary sources to identify British perspectives on land and labor in their colonial policies.
* Evaluate how the British settlement pattern of large numbers of families seeking permanent agricultural communities, in contrast to French and Dutch reliance on small numbers of traders and military personnel at strategic waterways, shaped their colonial policies and native interactions.
* Explain how land and labor systems implemented by the British shaped social hierarchies and governance in their colonies.
* Identify how British colonizers' economic and imperial goals during the period 1607 to 1754 influenced colonial development and led to British dominance along the Atlantic coast as European activity transitioned from exploration to colonization.
* Utilize maps and data sets to identify patterns of British settlement and resource allocation in North American colonies.

Assessment Boundaries:
* Assessments based on this standard should focus on how British economic and imperial goals shaped different regional colonial developments (New England vs. Chesapeake), comparative analysis of British colonization approaches versus Spanish, French, and Dutch models, and how these approaches influenced relationships with Native American populations. Students should analyze the consequences of British settlement patterns, trade policies like the Navigation Acts, and how economic priorities led to different governance structures and social organizations across regions. Assessments may include evaluation of primary sources, maps, and data to interpret British colonial development.

	Assessments should not include detailed examination of specific British land distribution mechanisms or labor systems such as the headright system, indentured servitude, slavery, or tenant farming. Questions about how these specific systems created social hierarchies or influenced political power structures should be avoided, as should broader cultural exchanges unrelated to economic and imperial goals.

Common Misconceptions:
* Learners might incorrectly assume that all European colonial powers used similar approaches to native populations, missing how British separation of colonists from Native Americans contrasted with the Spanish mission system and French traders' cultural and kinship ties with indigenous peoples.
* Some students might think that British colonization followed a uniform pattern across North America, overlooking how environmental factors, economic goals, and religious motivations created distinct regional differences between New England and the Chesapeake colonies.
* Some students might think that the Navigation Acts impacted all British colonies in the same way, not understanding how these trade policies created different economic opportunities and challenges for northern merchants compared to southern plantation owners.
* Students may believe that British-Native American relationships were exclusively characterized by conflict, not recognizing the varied interactions that included trade agreements, diplomatic negotiations, and occasional alliances alongside territorial disputes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: KC-2.1.II
Standard Description: In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 511.0
Standard ID: KC-2.1.II+1+J
Standard Description: Explain how early British colonies developed along the Atlantic coast in the 17th century with regional differences that reflected various environmental factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the extent to which variations in environment impacted the economic and social structures of early British colonies.
* Evaluate the significance of specific geographic features in shaping the development of particular British colonies.
* Examine primary source documents to interpret how colonists perceived and adapted to their environments in different regions.
* Explain how distinct environmental conditions contributed to regional differences among the early British colonies on the Atlantic coast.
* Identify the different environmental factors that influenced the development of early British colonies along the Atlantic coast in the 17th century.
* Utilize maps to identify how the geography of the Atlantic coast influenced the settlement patterns of early British colonies.

Assessment Boundaries:
* Assessments based on this standard should focus on how environmental factors—including climate, soil quality, natural resources, and geographic features like harbors, rivers, and coastlines—influenced the regional development of British colonies along the Atlantic coast in the 17th century. Students should analyze how these factors shaped distinct economic activities (such as New England's fishing and shipbuilding versus the South's agricultural focus on crops like tobacco), settlement patterns, and colonists' adaptations to their physical surroundings. Examples should highlight specific environmental conditions and their direct influence on regional differences in colonial development.

	Assessments should not include questions about British colonial land distribution systems (headright system, land grants) or labor systems (indentured servitude, slavery, tenant farming). Additionally, questions about how these systems created social classes, racial hierarchies, or influenced political power structures fall outside the scope of this standard and should be avoided in assessments. Cultural and religious motivations for colonization should only be addressed when directly connected to environmental adaptations.

Common Misconceptions:
* Learners may incorrectly assume that geography primarily limited colonial development, overlooking how colonists actively adapted to their environments by developing region-specific economic activities like shipbuilding in New England or tobacco cultivation in the Chesapeake.
* Some students might think that the Atlantic coastline offered similar resources and opportunities to all British colonies, not recognizing how variations in coastal features like harbors, bays, and river systems created different opportunities for trade, fishing, and agriculture across regions.
* Students might believe that environmental factors played only a minor role in colonial development, when in fact regional differences in climate, soil quality, and natural resources significantly shaped the economic activities and settlement patterns of different colonial regions.
* Students might misunderstand the relationship between environmental conditions and settlement patterns, failing to recognize how factors like access to waterways, soil fertility, and terrain influenced where and how densely colonists settled in different regions along the Atlantic coast.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 512.0
Standard ID: KC-2.1.II+2+J
Standard Description: Explain how early British colonies developed along the Atlantic coast in the 17th century with regional differences that reflected various economic factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how trade and commerce affected the economic landscape of the Northern colonies and contributed to regional differences.
* Analyze primary or secondary source documents relating to the economic activities of British colonies to understand regional economic differences.
* Compare the economic models and labor systems (including the use of indentured servants and enslaved people) that differentiated the early British colonies in the 17th century.
* Evaluate the historical significance of international trade patterns and their impact on the economic development of various British colonies.
* Explain how agricultural practices and cash crop production in the Chesapeake colonies contrasted with New England's small family farms, fishing, and maritime trade, creating different social structures and labor needs in each region.
* Identify the economic factors that contributed to the regional differences among early British colonies along the Atlantic coast in the 17th century.
* Utilize maps or trade routes to identify key economic regions and explain their significance to the development of the British colonies.

Assessment Boundaries:
* Assessment should focus on examining the specific economic factors that shaped regional development of early British colonies along the Atlantic coast in the 17th century, including agricultural practices (tobacco cultivation in the Chesapeake, small-scale farming in New England), commercial activities (fishing, maritime trade), and international trade relationships. Students should demonstrate understanding of how different geographic conditions, available resources, and market factors contributed to distinct regional economic strategies and relationships with Britain, particularly through the Navigation Acts and mercantile system.

	Assessment should not include detailed examination of labor systems such as headright system, indentured servitude, slavery, or tenant farming. Questions about how economic systems created social hierarchies, racial stratification, or influenced political power structures should be avoided. Cultural and demographic factors should only be addressed when directly connected to economic development and regional differences.

Common Misconceptions:
* Some students may believe that the Navigation Acts affected all colonial regions in identical ways, when in reality these trade regulations created different economic opportunities and challenges for southern agricultural exporters compared to northern merchants engaged in triangular trade.
* Some students might incorrectly assume that economic activities were purely responses to environmental conditions, overlooking how founding purposes (religious motivations in New England versus profit-seeking in the Chesapeake) influenced economic development and priorities in different colonial regions.
* Students might think that all British colonies developed similar economic structures, not recognizing how geographic conditions and available resources led to distinct regional specializations such as tobacco cultivation in the Chesapeake and maritime trade in New England.
* Students might underestimate how the Middle colonies' economic development resulted from a combination of factors including fertile soil, strategic port locations, and diverse immigrant populations, rather than from agricultural production alone.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 513.0
Standard ID: KC-2.1.II+3+J
Standard Description: Explain how early British colonies developed along the Atlantic coast in the 17th century with regional differences that reflected various cultural factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze regional differences in governance and education, comparing New England's town meeting systems and public education with southern colonies' county-based governance dominated by wealthy planters and limited formal education.
* Compare the influence of cultural factors on the development of two different colonial regions using primary and secondary sources.
* Evaluate the historical significance of cultural diversity in shaping regional identities within the British colonies.
* Explain how New England colonies founded primarily for religious purposes by Puritans contrasted with Chesapeake colonies established mainly for economic profit, leading to different foundational values and social structures in each region.
* Identify the cultural factors that influenced the development of early British colonies along the Atlantic coast.
* Utilize primary sources to identify cultural differences and their effects on regional development in the 17th century British colonies.

Assessment Boundaries:
* Assessments based on this standard should focus on how cultural factors (including religious beliefs, governance structures, educational priorities, and ethnic/demographic composition) influenced the distinctive regional development of early British colonies along the Atlantic coast in the 17th century. Students should analyze differences between New England colonies founded for religious purposes and Chesapeake colonies established primarily for profit, including their contrasting governance systems, educational priorities, cultural values, and relationships with Native Americans and other European influences. Assessments may include analysis of primary sources that illustrate these cultural differences and their impact on regional colonial development.

	Assessments should not include detailed examination of colonial land and labor systems (headright system, land grants, indentured servitude, slavery, tenant farming) or how these systems created social hierarchies and power structures. Additionally, the economic aspects of colonial trade, production systems, and resource extraction should be excluded except when directly illustrating cultural differences between regions.

Common Misconceptions:
* Some learners might underestimate how governance structures (such as New England town meetings versus Southern county-based systems) reflected deeper cultural values and priorities that varied significantly between colonial regions.
* Some students might think that cultural differences between colonial regions were merely superficial, overlooking how Puritan religious values fundamentally shaped New England's community structures, governance, and educational institutions in ways that distinguished them from Chesapeake colonies.
* Students may incorrectly assume that religious practices were consistent across British colonies, not recognizing the significant regional differences between the Puritan-dominated New England, the more Anglican Southern colonies, and areas with greater religious diversity like the Middle colonies.
* Students might incorrectly believe that British colonial cultural development occurred in isolation, overlooking how transatlantic exchanges and interactions with Native Americans and other European groups continuously influenced and shaped distinctive regional colonial identities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 514.0
Standard ID: KC-2.1.II+4+J
Standard Description: Explain how early British colonies developed along the Atlantic coast in the 17th century with regional differences that reflected various demographic factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of immigration patterns in shaping the demographic characteristics of British colonies along the Atlantic coast.
* Compare the demographic characteristics of different British colonial regions and explain how these characteristics influenced social and economic development.
* Evaluate the historical significance of demographic diversity in the development of cultural and social structures in the early British colonies.
* Explain how these demographic factors contributed to regional differences among early British colonies on the Atlantic coast in the 17th century.
* Identify the key demographic factors that influenced the development of early British colonies along the Atlantic coast in the 17th century.
* Use maps to identify settlement patterns of different demographic groups within the British colonies and analyze their impact on colonial development.

Assessment Boundaries:
* Assessments should focus on analyzing regional demographic patterns in 17th century British Atlantic colonies, including family structures, religious affiliations, ethnic backgrounds, gender ratios, and age distributions. Questions may address how these demographic factors contributed to distinct regional development in New England, Middle, and Southern colonies, particularly regarding community formation, settlement patterns, and cultural practices. Students should understand how immigration patterns and religious motivations shaped colonial demographics and regional identities.

	Assessments should exclude specific labor and land systems (headright system, indentured servitude, slavery, tenant farming, land grants) and their impacts on social hierarchies or political power structures. Questions about economic systems should be limited to how they reflected demographic patterns rather than how they created social stratification or class divisions. Specific details about trade networks or political systems should also be excluded unless directly illustrating demographic influences.

Common Misconceptions:
* Some students may mistakenly attribute regional differences primarily to geographic factors, underestimating how demographic elements like immigration patterns, religious groups, and gender ratios shaped distinct colonial identities and social structures.
* Some students may overlook the relationship between religious motivations and demographic patterns, not recognizing how religious groups like the Puritans in New England established communities with distinctive family structures and settlement patterns that differed from other colonies.
* Students might assume that colonial demographics remained relatively stable throughout the 17th century, not recognizing how population compositions evolved through continued immigration, varying birth rates, and changing settlement patterns.
* Students might incorrectly believe that demographic patterns were consistent across all British colonies, overlooking how factors such as religious affiliations, family structures, and ethnic backgrounds varied between New England, Middle, and Southern colonies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: KC-2.1.III
Standard Description: Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 521.0
Standard ID: KC-2.1.III+1+J
Standard Description: Explain how competition over resources between European rivals and American Indians encouraged industry and trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps illustrating trade routes and resource distribution to understand the economic relationships between European settlers and American Indians.
* Analyze the ways in which resource competition led to both cooperation and conflict between European colonies and American Indian groups.
* Assess the role of trade alliances formed between European settlers and American Indians in shaping colonial economies.
* Explain the economic impact of resource competition on trade between European powers and American Indian communities.
* Identify and describe how specific instances of resource competition influenced the development of industry and trade practices.
* Identify the key natural resources that European rivals and American Indians competed for in North America and describe how this competition encouraged industry and trade.
* Utilize primary source documents to explain the perspectives of European settlers and American Indians on resource competition and trade.

Assessment Boundaries:
* Assessments based on this standard should focus on specific instances where competition for resources (such as furs, timber, metals, and agricultural products) between different European powers (Spanish, French, Dutch, British) and American Indians led to the development of trade networks and industries from 1607 to 1754. Questions should address regional differences in trade patterns, how various European powers established distinct economic relationships with American Indian groups, and how these competitive relationships both stimulated economic activity and sometimes led to cooperation as well as conflict.

	Assessments should not include questions on British colonial land and labor systems (headright system, land grants, indentured servitude, slavery, tenant farming) or how these systems created social classes, racial hierarchies, or influenced political power. Questions about conflicts resulting from resource competition should focus on their economic causes and consequences rather than military or political details.

Common Misconceptions:
* Students may believe that European powers shared identical approaches to trade with American Indians, overlooking how French colonists often established cultural and kinship ties while English colonists generally maintained stricter separation, resulting in different trade patterns.
* Students may incorrectly assume that resource competition focused exclusively on physical goods like furs and metals, without considering how competition for strategic locations, particularly waterways and trade routes, shaped colonial economic development and trade patterns.
* Students might perceive American Indians as passive recipients in trade relationships rather than recognizing them as strategic actors who made calculated decisions about when and how to engage in trade based on their own economic and political interests.
* Students might think that competition over resources primarily resulted in immediate conflicts, without recognizing how such competition often stimulated trade networks and industrial development between European powers and American Indians.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 522.0
Standard ID: KC-2.1.III+2+J
Standard Description: Explain how competition over resources between European rivals and American Indians led to conflict in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps and charts depicting territorial claims and resource distribution to explain their role in conflicts between European powers and American Indians.
* Analyze the impact of European territorial expansion and resource exploitation on the diplomatic and military relationships with American Indians.
* Compare the different approaches European powers took in managing conflicts with American Indians over resources.
* Evaluate the historical significance of resource-driven conflicts in shaping the geopolitical landscape of colonial North America.
* Explain how competition for resources such as land and fur heightened tensions and led to conflicts between European settlers and American Indians.
* Identify and describe specific instances of resource competition between European colonial powers and American Indian tribes from 1607 to 1754.
* Utilize primary and secondary sources to assess the perspectives of American Indians and European rivals on resource-related conflicts.

Assessment Boundaries:
* Assessments based on this standard should focus on specific instances of resource competition (such as land claims, fur trade, and access to waterways) between European powers (Spanish, French, Dutch, and British) and American Indian tribes from 1607 to 1754. Students should analyze how different European colonial approaches to resource acquisition led to varying patterns of trade, diplomacy, and conflict with Native Americans, including specific events such as King Philip's War, the Beaver Wars, and the Anglo-Powhatan Wars. Assessments should evaluate students' understanding of how these conflicts shaped territorial control and intercolonial rivalries in North America.

	Assessments should not include detailed coverage of internal British colonial land distribution systems (headright system, land grants) or labor systems (indentured servitude, slavery, tenant farming). Additionally, questions about how these systems created social hierarchies or influenced political power within colonial society fall outside the scope of this standard. The Seven Years' War and other conflicts with multiple complex causes beyond resource competition should be excluded.

Common Misconceptions:
* Some students might view European-Native American interactions as uniformly conflictual, not recognizing that resource competition often led to complex relationships involving both cooperation (trade partnerships, military alliances) and conflict depending on the specific European power, tribe, and historical context.
* Students may assume that conflicts were predominantly due to European military superiority, overlooking how political alliances, trade relationships, and diplomatic negotiations between various Native American tribes and European powers shaped the nature and outcomes of resource-based conflicts.
* Students may incorrectly assume that all European powers approached resource competition with Native Americans in similar ways, overlooking how French colonists often established trade and kinship alliances while English settlers typically sought agricultural land ownership, creating fundamentally different patterns of relationship and conflict with indigenous peoples.
* Students might believe that Native Americans were primarily passive victims of European expansion, rather than recognizing how many tribes actively pursued strategic alliances, engaged in trade negotiations, and developed military responses to protect their resources and territories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: KC-2.2.I
Standard Description: Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 531.0
Standard ID: KC-2.2.I+1+J
Standard Description: Explain how transatlantic commercial exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as letters or diaries, to discern how individuals in the colonies perceived their economic relationship with Britain.
* Analyze the cultural impact of transatlantic trade on colonial societies, describing the resulting shifts in cultural attitudes and practices.
* Compare the differing regional impacts of the Navigation Acts, which restricted manufacturing in northern colonies while providing guaranteed markets for southern cash crops, creating distinct regional economic grievances within the imperial system.
* Evaluate the historical significance of transatlantic commerce by supporting an argument using specific and relevant evidence from secondary source interpretations.
* Explain how commercial exchanges with Britain created different regional relationships with the imperial economy, comparing New England merchants' active participation in triangular trade as independent traders with southern planters' reliance on British merchants to market their cash crops.
* Identify a source’s point of view from a historical document discussing transatlantic trade and explain how it reflects the political or cultural attitudes of the time.
* Identify key transatlantic commercial exchanges that influenced the British colonies during the period 1607 to 1754.
* Utilize graphs and maps to illustrate trade patterns between the colonies and Great Britain, explaining their significance in developing colonial political and cultural attitudes.

Assessment Boundaries:
* Assessments should focus on transatlantic commercial exchanges between Britain and its colonies, including the different regional economic relationships that developed (New England's independent merchant trade versus southern colonies' dependence on British merchants), the impact of the Navigation Acts on colonial economies, and how these exchanges influenced both British identification and emerging colonial distinctiveness. Questions should evaluate students' understanding of how specific trade patterns and goods fostered political connections and cultural transformations among colonists and between colonies and Britain during the period 1607-1754.

	Assessments should not include discussions of labor systems (slavery, indentured servitude, headright system, tenant farming) or how these systems created social hierarchies and class structures within the colonies. Questions about social exchanges unrelated to commerce, such as purely religious movements or abstract political ideologies not connected to economic concerns, should also be excluded.

Common Misconceptions:
* Some students might think that increased trade with Britain simply undermined colonial independence, missing how these commercial exchanges both strengthened ties to Britain and simultaneously fostered connections among colonies that contributed to an emerging shared colonial identity.
* Students may misinterpret colonial merchants and consumers as passive participants in the imperial economy, rather than recognizing how they actively shaped trade networks, developed their own commercial relationships, and made strategic decisions within the constraints of British mercantile policies like the Navigation Acts.
* Students might incorrectly believe that commercial relationships between colonies and Britain affected all regions similarly, overlooking how New England merchants participated as independent traders in triangular trade while southern planters typically depended on British merchants to market their cash crops.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 532.0
Standard ID: KC-2.2.I+2+J
Standard Description: Explain how transatlantic religious exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of religious exchanges on the cultural integration and identity formation among residents of the British colonies.
* Compare differing perspectives on transatlantic religious exchanges as reflected in contemporary colonial writings.
* Evaluate the extent to which transatlantic religious exchanges contributed to a shared colonial identity among diverse regions.
* Explain the relationship between major transatlantic religious exchanges and the development of political alliances within the American colonies.
* Identify key religious movements that traveled across the Atlantic and how they influenced political and cultural attitudes in the British colonies.
* Utilize primary source documents, such as sermons or letters, to analyze the influence of transatlantic religious exchanges on colonial political attitudes.

Assessment Boundaries:
* Assessments based on this standard should focus on specific transatlantic religious movements (particularly Puritanism and the Great Awakening), their theological foundations, and their documented influence on colonial political structures, cultural attitudes, and intercolonial relationships between 1607-1754. Students should analyze how these religious exchanges contributed to evolving governance systems like New England town meetings, shaped regional cultural identities, and affected colonists' relationships with Britain and each other. Assessment materials should incorporate primary source analysis of religious texts, sermons, and public discourse that demonstrate changing political and cultural perspectives.

	Assessments should not address British colonial land distribution, labor systems (including indentured servitude and slavery), or how these systems created social hierarchies and class structures. Questions about religious persecutions or conflicts that don't connect to evolving political and cultural attitudes, or religious developments outside the 1607-1754 timeframe, should be excluded.

Common Misconceptions:
* Learners may believe that the Great Awakening's impact was limited to religious practice, without recognizing how it fostered new patterns of political thought, promoted intercolonial communication, and contributed to an emerging colonial identity distinct from Britain.
* Some students might think that religious motivations were equally significant in founding all British colonies, overlooking how New England colonies were established primarily for religious purposes while Chesapeake colonies developed mainly around economic incentives.
* Students might assume that colonial religious practices were direct transplants from Britain, rather than understanding how transatlantic religious exchanges led to innovative adaptations in governance, education, and community organization that reflected distinctive American conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 533.0
Standard ID: KC-2.2.I+3+J
Standard Description: Explain how transatlantic philosophical exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze paintings and other visual materials from the era to explain how philosophical ideas were disseminated and received across the colonies.
* Analyze the role of transatlantic religious movements like the Great Awakening in shaping colonial cultural attitudes and community cohesion.
* Assess how the combination of philosophical exchanges and local colonial experiences led to a unique American political culture by 1754.
* Compare the evolution of political attitudes in different regions of the British colonies, focusing on the role of philosophical exchanges.
* Evaluate the impact of European philosophical influences on the colonies' resistance to British control and their drive for self-governance.
* Explain how Enlightenment principles, such as 'Natural Rights,' contributed to the evolving political identity of the colonies.
* Identify key philosophical ideas exchanged between Europe and the British colonies and describe their influence on colonial political and cultural attitudes.
* Utilize primary source documents from Enlightenment thinkers to identify philosophical arguments that influenced colonial thought.

Assessment Boundaries:
* Assessments based on this standard should focus on specific philosophical and religious ideas that crossed the Atlantic, including Enlightenment principles and religious movements like the Great Awakening, and their influence on evolving colonial political and cultural attitudes. Students should analyze how these transatlantic exchanges fostered both connections to Britain and inter-colonial relationships, while recognizing regional variations in how different colonies interpreted and implemented these ideas. Assessments may examine primary sources that demonstrate these philosophical influences and their impacts on colonial governance, religious practices, and resistance to imperial control.

	Assessments should not include detailed analysis of British colonial land and labor systems (headright system, land grants, indentured servitude, slavery, tenant farming) or how these systems created distinct social classes and racial hierarchies. Additionally, broader geopolitical or purely economic exchanges that do not directly relate to philosophical or religious developments should be excluded from assessment.

Common Misconceptions:
* Some learners might underestimate the importance of religious movements like the Great Awakening in fostering a sense of shared identity among colonists from different regions and backgrounds.
* Some students might think that transatlantic exchanges were primarily economic in nature, overlooking how philosophical and religious ideas significantly shaped colonial political and cultural development.
* Students may incorrectly believe that philosophical ideas from Europe were received and implemented uniformly across different colonial regions, not recognizing how New England, middle colonies, and southern colonies adapted these ideas to their distinct regional contexts.
* Students might assume that philosophical influences flowed only from Britain to the colonies, not recognizing how colonial experiences led to unique interpretations and applications of European ideas that eventually contributed to distinctive American political thought.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 534.0
Standard ID: KC-2.2.I+4+J
Standard Description: Explain how transatlantic political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how political exchanges influenced cultural identities in the colonies, assessing the impact of British political philosophies and practices on local governance and societal norms.
* Compare the political ideas about governance that emerged in different colonies as a result of these exchanges and how these ideas led to shifts in attitudes towards autonomy and association with Britain.
* Describe the cultural impact of political debates and interactions within the colonies and between the colonies and Britain, emphasizing the role of transatlantic dialogue in forging a sense of shared identity and mutual dependence.
* Evaluate the role of political pamphlets and literature, such as those from Enlightenment thinkers, in shaping colonial political thought and cultural integration with Britain.
* Explain how political ideas and practices exchanged across the Atlantic contributed to the development of colonial political attitudes and structures.
* Identify key transatlantic political exchanges that occurred between the British colonies and Great Britain during the period 1607 to 1754.
* Utilize primary sources, such as colonial charters and communications, to explain the interconnection of political exchanges between the colonies and Britain and how they evolved over time.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing specific transatlantic political exchanges between Britain and its colonies from 1607 to 1754, including the spread of Enlightenment ideas, implementation of colonial charters, and development of local governance structures. Students should examine how these exchanges influenced colonial political attitudes, fostered regional differences in governance systems (such as New England town meetings versus Southern county-based systems), and contributed to evolving colonial identities and relationships with Britain. Assessment questions should address how political literature, communications, and British policies shaped colonial political thought and created connections both to Britain and among the colonies themselves.

	Assessments should not include topics related to British colonial land and labor systems such as headright systems, indentured servitude, slavery, or tenant farming. Questions about how these systems created social classes, racial hierarchies, or influenced political power should be avoided. Additionally, assessments should not focus on purely economic, religious, or military aspects of colonial development unless directly connected to political exchanges and their impact on colonial political attitudes.

Common Misconceptions:
* Some students may think that colonial political ideas came predominantly from Britain, not recognizing the influence of broader Enlightenment thinking from Europe and the political innovations that developed within the colonies themselves.
* Students may incorrectly assume that colonial responses to British political policies were consistent across regions, not realizing that different economic interests and social structures in various colonies led to diverse political reactions to imperial policies like the Navigation Acts.
* Students might believe that political relationships between the colonies and Britain developed uniformly across all regions, overlooking how New England colonies established town meeting systems while southern colonies developed county-based governance dominated by wealthy planters.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: KC-2.2.II
Standard Description: Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 2
Unit Name: Period 2: 1607-1754
Cluster ID: AP USH Topic 2.8
Cluster Name: 7. Comparison in the Period 2
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: Unit 2: Learning Objective J
Standard Description: Compare the effects of the development of colonial society in the various regions of North America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: KC-3.1.I
Standard Description: The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years' War (the French and Indian War), in which Britain defeated France and allied American Indians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 551.0
Standard ID: KC-3.1.I+1+A
Standard Description: Explain how the competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years' War (the French and Indian War), in which Britain defeated France and allied American Indians.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a secondary account of the seven years leading up to the French and Indian War to identify different interpretations of causes and first engagements.
* Analyze how alliances between European powers and American Indian tribes influenced the escalation of conflicts leading to the Seven Years' War.
* Compare the economic consequences for British and French colonial interests in North America resulting from the outcomes of the Seven Years' War.
* Evaluate the historical significance of early military encounters during the French and Indian War and how they set the precedence for British and colonial military strategies.
* Explain how interactions among the British, French, and American Indians set the stage for the French and Indian War, focusing on trade and territorial disputes.
* Explain how the outcome of the Seven Years' War led to changes in British colonial policies, particularly in terms of how it influenced the colonial independence movement in North America.
* Explain the strategic significance of key geographic regions in North America that were contested by the British, French, and American Indians in the lead-up to the Seven Years' War.
* Identify and describe a claim in a primary source document about the perceived threats of opposing factions (British, French, or American Indian) before the war.
* Identify the key economic and political motivations driving the competition among the British, French, and American Indians in North America prior to the Seven Years' War.
* Use maps to identify territorial changes before and after the Seven Years' War and explain their significance.

Assessment Boundaries:
* Assessment should focus on the exploration of specific events or developments illustrating the competition among the British, French, and American Indians leading up to the Seven Years' War. This might include the impact of territorial expansion, strategic alliances, and trade networks. Particular emphasis should be placed on how these factors directly contributed to the initiation of the Seven Years' War. Students should avoid considering the broader outcomes of the war itself or the subsequent policies by Britain post-1763.

Common Misconceptions:
* A common misconception is that the British victory in the Seven Years' War was solely due to military superiority, ignoring the important roles of naval power and alliances with Native American tribes.
* Many students incorrectly assume that the conflict was inevitable due to economic competition, not recognizing the complex political and territorial negotiations that could have altered the course of events.
* Some students might wrongly think that the war's outcome immediately resolved colonial tensions, not realizing the financial burdens it imposed, which contributed to future colonial unrest.
* Students may mistakenly believe that Native American groups were passive participants in the conflict, when in fact they actively sought alliances with both the French and the British based on strategic interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: KC-3.1.II
Standard Description: The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 561.0
Standard ID: KC-3.1.II+1+A
Standard Description: Explain how the desire of many colonists to assert ideals of self-government in response to renewed British imperial efforts led to a colonial independence movement and war with Britain.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to determine the impact of British policies on colonial sentiments towards independence.
* Analyze the causes for the shift from protest to war, evaluating events such as the Boston Tea Party and Lexington and Concord.
* Analyze the role of economic factors in driving the colonial independence movement against British imperial control.
* Evaluate the effectiveness of various colonial responses to British policies in fostering a sense of unity and purpose.
* Evaluate the impact of British attempts to enforce imperial control on the development of American political ideologies.
* Explain how Enlightenment ideas influenced colonial attitudes towards self-government and independence.
* Explain the significance of the First and Second Continental Congresses in the organization of colonial resistance and assertation of self-governing ideals.
* Identify the key British policies that renewed imperial efforts and describe how these led to increased colonial resistance.
* Use historical reasoning to connect colonial resistance to British policies with the broader independence movement.
* Utilize maps and data to assess how geographic and economic factors contributed to varied regional responses to British imperial efforts.

Assessment Boundaries:
* Assessment should focus on the analysis of the specific circumstances and motivations that drove the colonists' desire for self-government in the face of British imperial policies post-1763. This includes examining taxation without representation, the enforcement of trade restrictions, and instances of colonial protest, such as the Stamp Act Congress and the Boston Tea Party. Avoid extending assessments into Revolutionary War battle tactics or the later stages of the war itself.

Common Misconceptions:
* A common misconception is that the American Revolution was inevitable, without understanding the complexity and variety of contemporary perspectives on remaining under British rule.
* Many students incorrectly assume that all colonists unanimously opposed British policies, ignoring the significant loyalist population and internal divisions among the colonists regarding independence.
* Some students may wrongly believe that the quest for independence was primarily driven by economic motives alone, disregarding the political and ideological factors stressing self-governance and rights.
* There is a frequent misunderstanding that the colonial desire for self-government emerged rapidly after just a few British policies, rather than being a gradual development over years of perceived infringements on rights and governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: KC-3.2.I
Standard Description: The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 571.0
Standard ID: KC-3.2.I+1+A
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about politics that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between Enlightenment principles and the political ideals that inspired the American Revolution.
* Describe how the political beliefs of the revolutionary era demonstrated a departure from traditional European governance models.
* Evaluate the extent to which political pamphlets and documents of the period reflected the evolving political beliefs of the time.
* Identify and explain how colonial experiences with British governance influenced new political beliefs leading up to the American Revolution.
* Identify key political ideals that influenced the revolutionary cause and describe how these ideals emerged from 18th-century political thought.
* Use primary source passages such as the Declaration of Independence or Common Sense to illustrate how 18th-century political ideologies informed revolutionary ideals.

Assessment Boundaries:
* Assessment should concentrate on evaluating students' ability to explain and connect the evolution of new political beliefs that influenced the revolutionary cause, focusing on fundamental Enlightenment ideals and their implementation in American political thought. Include specific shifts such as the transition from monarchical rule to republics and the emphasis on liberty, individual rights, and civic virtue as reflected in key documents and figures of the American Revolution. Avoid covering unrelated topics, such as the later political developments post-1780s or the social and cultural impacts of these political changes.

Common Misconceptions:
* Some students may oversimplify by thinking the revolution's political ideals led directly and immediately to modern democracy, without understanding the gradual and uneven implementation of these ideals over the years following independence.
* Students might incorrectly believe that the political ideals inspiring the revolution were entirely new, ignoring their roots in longstanding Enlightenment concepts such as natural rights and social contracts that had been developing throughout the 18th century.
* Students often erroneously assume that the political beliefs developed during this period were solely a response to British tyranny, overlooking internal colonial dynamics and local political traditions that also shaped revolutionary thought.
* There is a misconception that the American revolutionary ideals were homogeneous, not recognizing the diverse political beliefs that coexisted and sometimes conflicted, such as republicanism, liberalism, and classical conservatism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 572.0
Standard ID: KC-3.2.I+2+A
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about religion that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of religious movements like the Great Awakening in shaping revolutionary ideals.
* Compare the impact of religious versus secular ideas in motivating revolutionary actions.
* Evaluate the role of religious freedom and tolerance as revolutionary ideals during the late 18th century.
* Explain how Enlightenment ideas influenced new religious beliefs that supported the revolutionary cause.
* Identify the key religious beliefs that underpinned the revolutionary cause during the 18th century.
* Use primary sources to interpret the role of religion in the rhetoric of revolutionary leaders.

Assessment Boundaries:
* Assessment should concentrate on how specific religious beliefs and practices influenced and were influenced by the revolutionary cause in the American colonies. This includes an examination of key figures, movements, or documents, such as the Great Awakening's emphasis on individual piety and dissent from established churches, and how these influenced revolutionary ideals. Avoid broader analyses that do not directly relate to the interplay between religious beliefs and Revolutionary ideals, such as post-revolutionary religious changes.

Common Misconceptions:
* Some students incorrectly assume that Enlightenment thinking and religious beliefs were entirely separate influences, not recognizing how Enlightenment ideals often intertwined with religious thought, especially concerning notions of individual rights and reason.
* Students often mistakenly believe that the revolutionary ideals were solely political, missing the religious aspects that emphasized personal conscience and challenge to traditional authority structures present in the 18th century.
* There is a misconception that religious motives for independence were uniform across the colonies, whereas actual religious sentiment and influences varied significantly among different groups and regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 573.0
Standard ID: KC-3.2.I+3+A
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about society that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how changing societal beliefs in the 18th century influenced revolutionary ideals.
* Analyze primary and secondary sources to explain how societal beliefs of the 18th century were reflected in revolutionary ideals.
* Evaluate the influence of Enlightenment thinking on societal beliefs and revolutionary ideals during the 18th century.
* Explain the connection between 18th-century societal beliefs and the ideals that inspired the American Revolution.
* Identify the new societal beliefs emerging in the 18th century that inspired the revolutionary cause.

Assessment Boundaries:
* Assessments should center around analyzing specific societal changes stemming from the revolutionary ideals, such as shifts in class structures, the growing importance of meritocracy over aristocracy, or the evolving roles within family and gender dynamics cultivated during the 18th century. Avoid broader assessments that venture into post-revolutionary impacts like those occurring in the 19th century or other regions outside colonial America.

Common Misconceptions:
* Many students might mistakenly assume that the ideals emphasized equality for all individuals, ignoring that they were primarily focused on white male property owners, thus marginalizing further impacts on women, enslaved individuals, and indigenous peoples.
* Students may also think that the revolutionary ideals were entirely new concepts, failing to see their roots in longstanding Enlightenment thought and earlier colonial experiences.
* Students often incorrectly believe that the revolutionary ideals were solely a result of immediate grievances against Britain, not recognizing the deeper 18th-century philosophical developments around democracy and individual rights.
* There is a common misunderstanding that these ideals were universally accepted in the colonies, overlooking the significant internal debates and resistance from loyalists to revolutionary changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: KC-3.2.II
Standard Description: After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 581.0
Standard ID: KC-3.2.II+1+A
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source passages to compare the intentions and outcomes of state versus federal powers as articulated in the new constitutions and declarations of rights.
* Analyze the impact of these new governmental frameworks on the balance of power between state and federal governments.
* Evaluate the significance of these new constitutions and declarations of rights in the context of Enlightenment ideas about government and individual rights.
* Explain how the new constitutions and declarations of rights made by American political leaders limited centralized power while protecting individual liberties.
* Identify and describe claims in primary sources about the division of powers between state and federal governments as expressed in post-independence constitutions and declarations of rights.
* Identify the key principles articulated in the new constitutions and declarations of rights created by American political leaders post-independence, focusing on their role in defining state and federal government responsibilities.
* Utilize graphical representations or maps to explain how different states adopted and implemented new constitutions and declarations of rights following independence.

Assessment Boundaries:
* Assessment should focus on how American political leaders crafted key founding documents like the Articles of Confederation and state constitutions to articulate the balance of power between state and federal governments. Evaluate knowledge of specific examples, such as the influence of Enlightenment ideas on these documents and their practical application in governance structure negotiations. Avoid broader discussions of the ideological impacts or later amendments like the Bill of Rights.

Common Misconceptions:
* A common misunderstanding is that the Constitution represents an entirely novel system, ignoring how it incorporated and improved upon colonial charters and state constitutions from prior to its creation.
* Some students might believe that all American political leaders unanimously agreed upon the structure of government, not understanding the debates and compromises, such as those seen in the Federalist and Anti-Federalist discourse.
* Students often think that the Articles of Confederation were the initial and only form of government before the current Constitution, not realizing that individual states also created their constitutions, which influenced the national framework.
* There is a misconception that the Declaration of Independence and the Constitution were created simultaneously, when in fact they were developed years apart, reflecting evolving ideas about government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 582.0
Standard ID: KC-3.2.II+2+A
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that protected individual liberties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of the new constitutions and declarations of rights in safeguarding individual liberties during the post-independence period.
* Compare the protection of individual liberties outlined in early American state constitutions to those in the federal constitution to determine the relative focus on individual rights.
* Evaluate the historical significance of these constitutional developments on the protection of individual liberties in early American efforts to balance power and freedom.
* Explain how these new constitutions and declarations of rights articulated the protection of individual liberties and the limitations of centralized power.
* Identify the different constitutions and declarations of rights created by American political leaders that protected individual liberties after independence.
* Use primary source documents such as the Bill of Rights to identify the specific liberties protected and discuss their significance.

Assessment Boundaries:
* Assessment for this substandard should focus on the analysis of specific constitutional documents, such as the various state constitutions and the Bill of Rights, which articulate the protection of individual liberties. Emphasize understanding how these documents represent attempts to balance individual rights with the needs of state and federal governance. Avoid expanding into broader areas such as foreign relations or economic policies unless they directly relate to the protection of individual liberties within the constitutional context.

Common Misconceptions:
* A misunderstanding occurs when students think that federal protections were identical to those at the state level, disregarding the distinct roles and limitations defined separately for state and federal governments in protecting individual liberties.
* Some students may incorrectly believe that the new constitutions and declarations of rights created after independence were uniform across all states, not recognizing the variety and differences among the state constitutions in their approaches to protecting individual liberties.
* Students might assume that individual liberties were universally and equally protected for all demographics in the early state constitutions, not understanding the limited scope of these rights, especially concerning enslaved people, women, and non-property owners.
* There is a misconception that the Declaration of Independence served as a constitution itself or that it functioned in the same way as the Bill of Rights, failing to distinguish between the purposes and contents of these foundational documents.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 583.0
Standard ID: KC-3.2.II+3+A
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that limited both centralized power and excessive popular influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the features of the Articles of Confederation reflect an attempt to prevent the concentration of power at the federal level and assess the effectiveness of these features.
* Analyze visual materials, such as political cartoons or propaganda from the era, to interpret different public views on the balance of governmental power post-independence.
* Compare and contrast the mechanisms for preventing centralized power featured in the Articles of Confederation and the U.S. Constitution.
* Evaluate the impact of the Bill of Rights in protecting individual liberties while moderating the effects of direct popular influence on government decisions.
* Explain how the historical context of independence influenced American political leaders' decisions in drafting constitutional documents.
* Explain the strategies used by political leaders to balance the protection of individual liberties with the limitation of excessive popular influence in the newly formed government documents.
* Identify key debates among the Framers regarding the balance of power and how these debates were resolved through constitutional design.
* Identify the principles embedded within the new American constitutions and declarations of rights that sought to limit centralized power.
* Utilize primary sources, such as excerpts from the Federalist Papers and Anti-Federalist Papers, to explain differing perspectives on the distribution of power between state and federal governments.

Assessment Boundaries:
* Assessment should focus on the analysis of specific constitutional mechanisms and declarations used to limit centralized power and excessive popular influence, such as the system of checks and balances, separation of powers, and the ratification debates surrounding the creation and adoption of the U.S. Constitution. Emphasize the roles of key figures like James Madison in advocating these systems and their impact on state and national governance. Avoid broader discussions that extend beyond these specific themes, like later developments in constitutional interpretation or amendments.

Common Misconceptions:
* Some might think that the limitations on centralized power and popular influence were universally accepted, failing to recognize the significant debates and disagreements among political leaders of the time.
* Students may mistakenly believe that the Articles of Confederation and state constitutions completely prevented centralized power, overlooking the weaknesses that led to calls for a stronger federal government later on.
* There can be a misconception that limiting popular influence meant suppressing democracy, rather than balancing it with protections for individual rights and minority interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: KC-3.2.III.i
Standard Description: New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 591.0
Standard ID: KC-3.2.III.i+1+A
Standard Description: Explain how new forms of national culture developed in the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how regional variations influenced the construction of American national identity.
* Evaluate cultural artifacts from the period to determine regional perspectives on national culture.
* Explain how distinct economic and social conditions in various regions led to different political institutions.
* Explain the impact of economic, political, social, and foreign policy differences on the development of national culture.
* Identify and describe arguments from primary source documents about the emergence of American national culture.
* Identify key forms of national culture that emerged in the United States and explain how they developed alongside regional variations.

Assessment Boundaries:
* Assessments should focus on analyzing specific examples of how new forms of national culture developed in the United States while considering regional differences and disputes over economic, political, social, and foreign policy issues. Students should be able to discuss how different regions adapted national cultural movements in their own way and how these adaptations reflect broader national cultural changes. Avoid evaluating comprehensive historical events that go beyond the scope of cultural development during this time.

Common Misconceptions:
* Some might incorrectly think that the development of a national culture was uniform across all states, missing the fact that regional conflicts and economic differences continued to influence cultural development.
* Students often believe that regional variations entirely disappeared after the Revolution, not understanding that significant cultural and political differences persisted alongside the new national identity.
* Students sometimes assume that social and foreign policy issues did not impact the development of national culture, overlooking how these aspects were interwoven with cultural and political institutions.
* There is a misconception that the sense of national identity was universally accepted and developed quickly after independence, ignoring the gradual and often contested process involving debates and compromises.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 592.0
Standard ID: KC-3.2.III.i+2+A
Standard Description: Explain how new forms of political institutions developed in the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between regional variations and the development of new political institutions in the U.S., including potential conflicts or synergies.
* Describe the impact of foreign policy issues on the establishment of political institutions in various regions of the United States.
* Evaluate the significance of political institutions in shaping regional identities and governance in the U.S.
* Explain how regional economic and social factors influenced the formation of political institutions in the United States.
* Identify significant political institutions that developed in the United States during this period and explain their functions.

Assessment Boundaries:
* Assessment should focus on students analyzing how regional variations influenced the development of political institutions in the United States. Examples may include comparing how different states approached the creation of state constitutions or the relationship between state and federal powers during the formative period post-independence. Avoid assessing topics outside these parameters, such as detailed military history or pre-independence political structures.

Common Misconceptions:
* Another misconception is that the early political institutions were stable and unchanging, whereas in reality, they were subject to significant debate and evolution as the young nation grappled with the challenges of forming a cohesive identity while addressing regional concerns.
* Students may incorrectly believe that the establishment of American political institutions was uniform across all regions, failing to recognize the significant regional differences and variances that influenced political development in areas such as the North, South, and Western frontiers.
* Students might mistakenly assume that all regions developed their political systems independently and without influence from other areas, not understanding that regional variations often informed and were informed by national trends and conflicts.
* There is a common misconception that the development of political institutions in the United States was solely driven by democratic ideals without considering the economic, political, social, and foreign pressures that also shaped these institutions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 593.0
Standard ID: KC-3.2.III.i+3
Standard Description: Explain how the United States had continued regional variations and differences over economic issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the economic policies after the American Revolution influenced the formation of different regional cultures and national identity.
* Evaluate the significance of economic debates in shaping early American national culture, considering primary and secondary sources.
* Explain how economic changes and regional economic differences contributed to the development of distinct national cultures using maps and data sets.
* Explain the impact of post-revolution economic differences on the development of a national culture in the early United States.
* Identify and describe economic arguments found in primary sources from the post-revolutionary period that reflect emerging national culture.
* Identify key aspects of the new forms of national culture that emerged in the United States as a result of the American Revolution, focusing on economic issues.

Assessment Boundaries:
* Assessment should concentrate on evaluating key aspects of how the American Revolution facilitated the development and diversification of national culture with a particular focus on economic differences. This involves analyzing the role of differing economic policies and practices across various regions post-Revolution that contributed to a unique national cultural identity. Examples may include contrasting Northern industrial economies and Southern agrarian practices. Avoid assessing broader political or social differences that are not directly related to economic variations.

Common Misconceptions:
* Many students incorrectly assume that economic issues did not influence cultural development, overlooking how economic debates (like those over tariffs) affected cultural identities and national unity.
* Some might believe that post-Revolution, American economic practices remained entirely British-influenced, not realizing the emergence of distinct American economic principles that fostered a unique national culture.
* Students often think the American Revolution immediately led to a uniform national culture, ignoring the persistent regional economic differences that shaped cultural expressions.
* There is a misconception that the economic changes post-Revolution were largely negative, without acknowledging the innovation and growth in sectors like agriculture and manufacturing that contributed to culture.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 594.0
Standard ID: KC-3.2.III.i+4
Standard Description: Explain how the United States had continued regional variations and differences over political issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic issues influenced the formation of new political institutions in different regions of the United States post-Revolution.
* Compare the economic foundations of political institutions in various regions of the United States following the American Revolution.
* Evaluate the impact of economic diversity on the political landscape of early America through primary source analysis of relevant documents.
* Explain the relationship between the American Revolution and the development of political institutions, highlighting key economic differences among regions.
* Identify the new forms of political institutions that emerged in America following the Revolution, focusing on their economic foundations.
* Use a map to identify regions where economic differences influenced political developments in post-Revolutionary America, and explain these changes.

Assessment Boundaries:
* Assessment should focus on examining particular political institutions that emerged directly after the American Revolution, such as the Articles of Confederation and the early state constitutions, and how these institutions intertwined with economic challenges and debates of the period. These challenges might include the national debt, taxation, and commerce, which motivated different economic policies and political strategies. Avoid assessing aspects beyond the period's immediate economic issues, like foreign policy or social changes.

Common Misconceptions:
* Some students might believe that the American Revolution resulted in a completely unified political landscape post-independence, overlooking the ongoing regional differences and economic conflicts that affected political institution development.
* Students may mistakenly think that the creation of new political institutions after the Revolution directly mirrored European systems, ignoring the innovative aspects and adaptations to local American contexts.
* There is often a misconception that economic issues were secondary to political ideals in shaping U.S. political institutions, whereas economic factors like trade and fiscal policy were deeply influential.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 595.0
Standard ID: KC-3.2.III.i+5
Standard Description: Explain how the United States had continued regional variations and differences over social issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the major political issues that arose between different regions in the United States following the American Revolution.
* Compare political reactions to national cultural changes in different regions of the early United States.
* Describe how the American Revolution contributed to the emergence of distinct regional political identities.
* Explain how regional variations influenced the development of political issues in the post-revolution United States.
* Explain the impact of the American Revolution on regional political variations using maps showing settlement patterns and political influences.
* Identify the ways in which the American Revolution influenced new forms of national culture development in the United States.

Assessment Boundaries:
* Assessments should concentrate on students analyzing specific developments of national culture post-American Revolution, focusing on how these developments varied regionally due to political issues. Examples might include examining reactions to policies or political documents, such as the debate over the Articles of Confederation versus state constitutions in different regions, or regional differences in political alignments or movements. Avoid broader assessment of social or economic issues unless directly tied to political differences and cultural development.

Common Misconceptions:
* Some students mistakenly think that political development post-revolution was uniform across all states, ignoring the significant regional differences that influenced policy decisions and cultural norms.
* Students might assume that the American revolution directly and immediately resolved political disagreements, overlooking the continued debates and conflicts over political issues that developed into formal political parties.
* Students often believe that the American Revolution resulted in a homogeneous national culture, failing to recognize the ongoing regional variations that persisted in political beliefs and practices.
* There is a misconception that the new national culture completely replaced existing regional cultures, rather than integrating with them to form a complex tapestry of identities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 596.0
Standard ID: KC-3.2.III.i+6
Standard Description: Explain how the United States had continued regional variations and differences over foreign policy issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the American Revolution on the creation of new political institutions in different regions of the United States.
* Compare the political institutions that emerged in two different regions of the United States following the American Revolution using primary source documents.
* Evaluate how regional differences in political issues contributed to the development of diverse political institutions.
* Explain the influence of regional political variations on the development of political institutions in post-revolutionary America.
* Identify and describe claims from primary sources regarding regional political differences that emerged after the American Revolution.
* Identify the new forms of political institutions that developed in the United States after the American Revolution.

Assessment Boundaries:
* Assessments should center on explaining how specific political structures were influenced by Revolutionary ideals and how these led to different political practices across regions. This can include analyzing the adaptation of republican principles in various states' constitutions and the debates over central versus state governance post-revolution. Avoid broader historical developments not directly tied to political institutions, like social or economic changes, unless they directly inform political variances.

Common Misconceptions:
* Many students believe that political institutions were quickly developed and stabilized after the Revolution, overlooking the lengthy and contentious process that ensued, such as the struggles to ratify the Constitution and define federal versus state powers.
* Students might incorrectly think that the creation of political institutions was solely influenced by revolutionary ideals, ignoring the practical compromises and adjustments required due to diverse regional interests and political pressures.
* Students often assume that the American Revolution immediately unified all the states politically, not recognizing that significant regional variations and political disagreements persisted.
* There is a misconception that the American Revolution's political changes were uniform across the states, neglecting how states retained considerable autonomy and had diverse political frameworks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: KC-3.3.I
Standard Description: In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 601.0
Standard ID: KC-3.3.I+1+A
Standard Description: Explain how, in the decades after American independence, interactions among different groups resulted in competition for resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the quest for economic gain from resources influenced the policies of the newly independent American government towards other nations.
* Analyze secondary sources discussing resource competition to construct a comparative analysis of its effects on different demographic groups during this time.
* Describe the impact of competition for natural resources on territorial expansion in the United States during the post-independence era.
* Evaluate the historical significance of resource competition in shaping the alliances and conflicts that emerged among diverse groups in this period.
* Explain how competition for resources affected the relationships between Native American tribes and American settlers during this period.
* Explain how the conflicts over resources in the post-independence decades contributed to the cultural blending among different groups.
* Identify the different groups involved in post-independence interactions and the resources they competed for.
* Use primary sources, such as treaties or government documents, to analyze the strategies used by different groups or nations to secure resources and how these strategies influenced diplomatic relations.

Assessment Boundaries:
* Assessment should focus on analyzing specific post-independence interactions among Native American tribes, settlers, and the federal government that directly led to competition for resources, such as land or trade goods. Examples may include conflicts in expanding territories, such as the Northwest Indian War. Avoid broader discussions of cultural blending or alliances unless they specifically culminate in competition for identifiable resources.

Common Misconceptions:
* Another misconception is that the competition for resources was a straightforward and direct conflict, missing the complex dynamics of shifting alliances, temporary peace treaties, and negotiations that were strategic parts of this period's interactions.
* Some students might think that all groups involved had equal opportunities and were on an equal playing field when competing for resources, not recognizing the differing levels of power, technology, and alliances that influenced outcomes substantially.
* Students often believe that after American independence, the competition for resources was primarily between the newly formed United States and external European powers, neglecting the significant competition among different internal groups including settlers, Native American tribes, and other communities.
* There is a misconception that competition for resources solely involved land disputes, overlooking conflicts over other resources such as waterways, trade rights, and minerals that also played crucial roles in post-independence competition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 602.0
Standard ID: KC-3.3.I+2+A
Standard Description: Explain how, in the decades after American independence, interactions among different groups resulted in shifting alliances.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how competition over resources influenced the shifting alliances among groups in the post-independence United States.
* Analyze primary and secondary sources to compare perspectives on alliance formation among different groups.
* Evaluate the historical significance of shifting alliances in shaping the political landscape of the early United States.
* Explain the role of cultural blending in the formation of new alliances among different groups after American independence.
* Identify the key interactions among different groups that led to shifting alliances in the decades following American independence.
* Use a map to trace the geographic changes in alliances and territorial claims by various groups in the early United States.

Assessment Boundaries:
* The assessment should focus on specific interactions that resulted in alliance shifts, such as treaties and military alignments between Native American tribes and European powers, and among the emerging American states themselves. Emphasize the evolving diplomatic efforts and negotiations that characterized the post-independence period, using examples like the Treaty of Fort Stanwix (1784) and the role of Native American alliances in the strategies of both the British and American governments. Avoid delving into broader conflicts not directly tied to shifting alliances, such as economic competitions or internal policy debates.

Common Misconceptions:
* A common misunderstanding is that alliances were solely political, ignoring the impact of alliances on cultural blending and economic exchanges that often accompanied these political agreements.
* Some students might incorrectly view the United States as uniformly unified post-independence, not realizing that internal divisions and state interests often led to shifting alliances internally and with external groups.
* Students may believe that alliances after American independence remained static and were primarily with European powers, overlooking shifts in alliances that involved Native American tribes and various states within the newly formed United States.
* There is often a misconception that all alliances were formed out of mutual respect and shared goals, failing to recognize that many were strategic, temporary, and influenced by economic necessity or immediate threats.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 603.0
Standard ID: KC-3.3.I+3+A
Standard Description: Explain how, in the decades after American independence, interactions among different groups resulted in cultural blending.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impacts of cultural blending on the development of social practices and customs during this period.
* Compare different narratives or accounts of cultural blending from diverse regional contexts within the early United States.
* Describe the processes through which cultural blending affected language, religion, or social structures in post-independence America.
* Explain how interactions among Native American tribes, European settlers, and African Americans facilitated cultural blending in the decades following American independence.
* Identify key examples of cultural blending resulting from interactions between different groups in the post-independence United States.
* Utilize a primary source to identify descriptive evidence of cultural blending and explain its historical context and significance.

Assessment Boundaries:
* Assessment should concentrate on students analyzing specific instances of cultural blending that occurred due to interactions among American Indian tribes, European settlers, and African Americans in the post-independence period. Focus can include the syncretic development of language, religion, or customs that exemplify cultural blending, such as creole languages, hybrid architectural styles, or shared religious practices. Avoid extending beyond these decades to other periods of significant cultural synthesis not directly relevant to this standard.

Common Misconceptions:
* Some may incorrectly think that cultural blending was uniform across the United States, not realizing the distinct differences in how cultural elements merged in different regions due to economic, geographic, and social variations.
* Students might misunderstand that cultural blending only occurred in interactions between European settlers and American Indians, ignoring the interactions and blending among various immigrant groups including African, Asian, and other European populations.
* Students often presume cultural blending involved only superficial elements such as food and clothing, neglecting the significant influences on language, belief systems, and governance practices that reshaped societal structures.
* There is a belief that cultural blending was a peaceful and harmonious process without conflicts or resistance, overlooking the tensions and disputes that emerged as different groups interacted.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: KC-3.3.II
Standard Description: The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 611.0
Standard ID: KC-3.3.II+1+A
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to safeguard its borders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of the United States' strategies in safeguarding its borders against European encroachment.
* Evaluate the impact of European presence on United States foreign policy during this period.
* Explain how specific geographical regions in North America were affected by European powers and how this influenced U.S. border policies.
* Explain the diplomatic and military strategies employed by the United States to address the challenges posed by European powers in North America.
* Identify the European powers that continued to have a presence in North America after the American Revolution and explain the nature of their influence.
* Use maps to identify regions under European control and explain how these areas were a focus of U.S. efforts to safeguard borders.

Assessment Boundaries:
* Assessment should focus on specific measures the United States took to safeguard its borders against the European powers during this period. This includes diplomatic efforts like the Jay Treaty, Pinckney's Treaty, and the significance of the Proclamation of Neutrality. Avoid assessing the broader economic interests or neutral trading rights that might overlap with other substandards.

Common Misconceptions:
* Some students may mistakenly think that border conflicts were uniformly about land without acknowledging the intertwined issues of trade and economic interests that heavily influenced border policies.
* Students might inaccurately believe that the U.S. had a simple and direct strategy for dealing with European powers, not recognizing the complexity and often improvisational nature of early American foreign policy.
* There is a common misunderstanding that the U.S. was entirely isolated internationally and acted independently, overlooking the diplomatic efforts and alliances that were attempted or formed with European nations.
* There is a misunderstanding that the threat from European powers declined immediately after the American Revolution, failing to consider the ongoing European presence and influence that continued to pose challenges for the U.S. during its early years.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 612.0
Standard ID: KC-3.3.II+2+A
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to maintain neutral trading rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how diplomatic efforts, such as treaties and negotiations with European powers, were utilized by the United States to safeguard trading rights.
* Evaluate the effectiveness of U.S. policies aimed at maintaining neutral trading rights in the context of European conflicts, including the Napoleonic Wars.
* Explain the impact of European colonial competition on U.S. efforts to secure neutral trading rights during the post-Revolutionary period.
* Identify the economic and political challenges the United States faced in maintaining neutral trading rights due to the presence of European powers in North America.
* Use maps to identify regions where U.S. neutral trading rights were most challenged by European powers and explain the geopolitical reasons for these challenges.

Assessment Boundaries:
* Assessment should focus on specific historical examples demonstrating how the U.S. maintained neutral trading rights amidst European challenges. This could include policy measures such as Jay's Treaty and the challenges posed by the Napoleonic Wars. Evaluate the impact of these policies on U.S. neutrality and trade relations without extending into unrelated domestic issues or later conflicts beyond this period.

Common Misconceptions:
* A frequent misunderstanding is that diplomatic efforts like Jay's Treaty and the Pinckney Treaty immediately and permanently resolved these trading issues. In contrast, such treaties often provided temporary solutions and were met with significant controversy within the United States itself.
* Some students may think that only Britain posed challenges to American neutrality in trade, overlooking the role of other European countries like France, which also disrupted American shipping during conflicts like the Napoleonic Wars.
* Students might mistakenly believe that the United States was always successful in maintaining neutral trading rights, not understanding the frequent challenges and violations by European powers, such as the impressment of American sailors by the British and French.
* There is a common misconception that the U.S. government had no interest in trading with European powers, whereas, in reality, maintaining neutral trading rights was crucial for the economic survival of the young nation, especially given its dependency on foreign trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 613.0
Standard ID: KC-3.3.II+3+A
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to promote its economic interests.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare how different administrations approached economic policy in response to European presence in North America.
* Analyze the significance of maintaining neutral trading rights in American foreign policy while facing European competition in North America.
* Evaluate the effectiveness of the United States' diplomatic and economic tactics in securing commercial interests amidst European pressures.
* Explain how competition over trade routes and resources with European powers impacted the economic strategies of the United States.
* Identify the economic measures and policies the United States implemented to promote its economic interests in response to the continued presence of European powers in North America.
* Utilize maps to identify key regions where competition with European powers influenced U.S. economic interests and analyze the geopolitical factors involved.

Assessment Boundaries:
* Focus the assessment on analyzing specific diplomatic and economic strategies employed by the United States to promote its economic interests in light of the European powers' presence. Highlight efforts such as treaties for trade rights and territorial expansion agreements that were particularly aimed at enhancing economic benefits. Avoid broader topics that do not directly relate to economic promotion, such as purely military conflicts or domestic policy changes unrelated to foreign economic policy.

Common Misconceptions:
* A frequent misunderstanding is that the challenges posed by European powers only pertained to military threats, disregarding the critical role of economic leverage, such as control over trade routes and the imposition of trade tariffs, which directly challenged American economic interests.
* Some students might incorrectly believe that post-independence America was entirely economically independent and unaffected by European economies, not recognizing that European mercantilist policies and colonial markets continued to influence American economic decisions.
* Students may mistakenly assume that the presence of European powers had negligible effects on early American economic policies, neglecting the substantial impact European trade restrictions and tariffs had on U.S. trade freedom and economic strategies.
* There is a common misconception that the United States' economic interests were solely focused on domestic production and trade without considering the significant strategic importance of export markets and global trade influenced by European policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.1
Cluster Name: Contextualizing Period 3
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: Unit 3: Learning Objective A
Standard Description: Explain the context in which America gained independence and developed a sense of national identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: KC-3.2.III.A
Standard Description: During the presidential administrations of George Washington and John Adams, political leaders created institutions and precedents that put the principles of the Constitution into practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 861.0
Standard ID: KC-3.2.III.A+1
Standard Description: Explain how and why during the presidential administration of George Washington, political leaders created institutions and precedents that put the principles of the Constitution into practice.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Washington's response to the Whiskey Rebellion of 1794 demonstrated federal authority and established precedents regarding the enforcement of federal law.
* Analyze the role of political leaders within Washington's administration in creating and shaping these institutions and precedents.
* Compare political decisions and their alignment with constitutional principles between the Washington administration and the previous Articles of Confederation government.
* Evaluate the long-term impact of Washington's precedents on the development of the presidency and the U.S. political system.
* Identify and describe key institutions and precedents established during George Washington's administration that implemented the principles of the U.S. Constitution, including the Judiciary Act of 1789 which created the federal court system.
* Use primary source documents, such as George Washington's Farewell Address, to identify how his views influenced the governance structure of the new republic.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific institutions established during Washington's presidency (including the Presidential Cabinet and federal judiciary through the Judiciary Act of 1789), precedents set by Washington (such as executive authority and the Farewell Address), and key policies implemented (including Hamilton's financial program and responses to challenges like the Whiskey Rebellion). Students should explain how political leaders including Washington, Hamilton, and Jefferson interpreted and implemented Constitutional principles through these institutions and precedents. Assessments should incorporate analysis of primary sources such as Washington's Farewell Address to evaluate how his views shaped the early republic.

	Assessments should not include long-term impacts of Washington's precedents beyond his administration, detailed diplomatic strategies with European powers, or comparative analysis with John Adams' presidency. Questions about American Indian treaties, Spanish missions, the Articles of Confederation, or specific examples of constitutional principles like separation of powers and checks and balances should be avoided. Additionally, in-depth examination of The Federalist Papers falls outside the scope of this standard.

Common Misconceptions:
* Some students might believe that the institutions and precedents established during Washington's presidency were clearly outlined in the Constitution, rather than understanding that Washington and other political leaders had to interpret and develop practices to address unforeseen challenges facing the new government.
* Some students might think that Washington made most critical decisions independently, rather than recognizing how his Cabinet, particularly Hamilton and Jefferson, significantly influenced policy formation and helped establish precedents for executive governance.
* Students may incorrectly assume that political parties were an intended feature of the early American political system, when in fact Washington warned against the spirit of party in his Farewell Address, and parties emerged gradually through disagreements between figures like Hamilton and Jefferson over issues such as the national bank and federal authority.
* Students sometimes misunderstand Washington's response to the Whiskey Rebellion, viewing it simply as a tax dispute rather than recognizing its significance as a test of federal authority and Washington's role in establishing the precedent that the federal government could enforce its laws throughout the nation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 862.0
Standard ID: KC-3.2.III.A+2
Standard Description: Explain how and why during the presidential administration of John Adams, political leaders created institutions and precedents that put the principles of the Constitution into practice.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the establishment of the Navy Department under John Adams supported constitutional principles of national defense and federal authority.
* Compare John Adams' approach to constitutional governance with that of his predecessor George Washington, focusing on specific institutions and policies.
* Evaluate the historical significance of John Adams' use of executive powers in establishing precedents for future presidential actions.
* Explain how the Alien and Sedition Acts influenced the implementation of constitutional principles during John Adams' presidency.
* Identify the key institutions and precedents established during John Adams' administration that translated the principles of the Constitution into governmental practice.
* Use primary source documents from John Adams' presidency to identify the challenges and successes in putting constitutional principles into practice.

Assessment Boundaries:
* Assessments based on this standard should focus on how the Alien and Sedition Acts represented implementations of constitutional principles during John Adams' presidency, including their relationship to debates over implied powers, free speech limitations, and federal authority. Students should understand the Kentucky and Virginia Resolutions as responses that established precedents regarding states' rights and nullification theory. The assessment should also include how partisan contexts influenced these developments, particularly the differing constitutional interpretations between Federalists and Democratic-Republicans.

	Assessments should not include specific details about the establishment of the Department of the Navy or other executive departments created during Adams' presidency. Additionally, comparative analyses between Adams' and Washington's approaches to constitutional governance, detailed diplomatic initiatives beyond the XYZ Affair's immediate impact, and specific examples of Adams' use of executive power fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners might misunderstand the Kentucky and Virginia Resolutions as established constitutional doctrines rather than as partisan responses that created precedents for states' rights arguments without immediate legal standing.
* Some students may incorrectly view the Alien and Sedition Acts solely as violations of constitutional principles, without recognizing how Federalists saw them as legitimate implementations of implied constitutional powers to protect national security during the Quasi-War with France.
* Students might oversimplify the Sedition Act as merely an attack on free speech, without understanding how it initiated important debates about the scope and limits of First Amendment protections that influenced later constitutional interpretation.
* There's a possibility that students could underestimate how partisan divisions between Federalists and Democratic-Republicans fundamentally shaped different interpretations of constitutional principles during Adams' presidency, particularly regarding federal authority and states' rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 870.0
Standard ID: KC-3.2.III.B
Standard Description: Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties- most significantly the Federalists, led by Alexander Hamilton, and the Democratic Republican Party, led by Thomas Jefferson and James Madison.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 871.0
Standard ID: KC-3.2.III.B+1
Standard Description: Explain how and why political leaders in the 1790s took a variety of positions on the relationship between the national government and the states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze Alexander Hamilton's economic policies and their influence on federal versus state power dynamics.
* Compare the arguments presented by Federalists and Democratic-Republicans in political debates or published writings from the 1790s regarding federalism and state sovereignty.
* Evaluate the impact of Thomas Jefferson's and James Madison's philosophical beliefs on the role and power of states in the new republic, as evidenced in the Kentucky and Virginia Resolutions of 1798 which introduced the doctrine of states' rights.
* Explain how the political debates of the 1790s set a precedent for future federal-state relationships in the United States.
* Explain the differing viewpoints of key political figures such as Federalists and Democratic-Republicans on the balance of power between national and state governments during the 1790s, including debates over implied powers sparked by Hamilton's arguments for the National Bank.
* Identify the primary political issues debated by leaders in the 1790s regarding the relationship between the national government and the states.
* Utilize primary source documents from the 1790s to assess how political leaders' personal interests and regional affiliations influenced their stance on national versus state power.

Assessment Boundaries:
* Assessments based on this standard should focus on the competing ideological positions of political leaders in the 1790s regarding the relationship between national and state governments. Questions should address the specific disputes that contributed to early political party formation, including Hamilton's financial plan and National Bank proposal, the concept of implied powers, and the debates surrounding the Alien and Sedition Acts and the Kentucky and Virginia Resolutions. Assessments should emphasize how different constitutional interpretations (strict versus loose) shaped leaders' views on federal versus state authority.

	Assessments should not include information about the Articles of Confederation, long-term impacts of these debates beyond the 1790s, or later states' rights controversies leading to the Civil War. Questions should avoid comprehensive details about foreign policy and diplomatic relations, specifics about Washington's or Adams' implementation of constitutional principles, or detailed information about The Federalist Papers beyond their basic relevance to the debate.

Common Misconceptions:
* Some students may believe that political disagreements about federal versus state power were based solely on ideological principles, without recognizing how regional interests, economic considerations, and personal rivalries influenced political leaders' positions.
* Some students may misunderstand the Kentucky and Virginia Resolutions as merely political protests against the Alien and Sedition Acts, rather than recognizing how they articulated a broader constitutional theory about states' rights to judge the constitutionality of federal laws.
* Students might incorrectly assume that the concept of implied powers was widely accepted, rather than understanding it was a controversial constitutional interpretation that fundamentally shaped the debate over federal-state relations, particularly regarding Hamilton's National Bank proposal.
* Students might oversimplify the Federalist and Democratic-Republican perspectives, believing that Federalists uniformly supported national power while Democratic-Republicans exclusively supported state power, without recognizing the nuances in their positions that varied based on specific issues and circumstances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 872.0
Standard ID: KC-3.2.III.B+2
Standard Description: Explain how and why political leaders in the 1790s took a variety of positions on economic policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon from the 1790s to explain popular perceptions of economic policies proposed by Federalists and Democratic-Republicans.
* Analyze the reasons for differing economic policy positions between key political leaders such as Alexander Hamilton and Thomas Jefferson.
* Evaluate the impact of the economic policy debates of the 1790s on the formation of political parties in the new republic.
* Explain how Hamilton's financial plans, including the National Bank and federal assumption of state debts, influenced party divisions during the 1790s.
* Explain how the varying economic policies reflected the political tensions between the Federalists and the Democratic-Republicans.
* Identify the economic policy positions taken by Federalist and Democratic-Republican leaders in the 1790s.
* Use primary source documents to compare and contrast the economic arguments made by leaders such as Hamilton, Jefferson, and Madison.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific economic policies advocated by political leaders in the 1790s, including Hamilton's financial plan (National Bank, debt assumption, excise taxes, tariffs, and support for manufacturing) and Jefferson's opposition based on constitutional interpretation and preference for an agrarian economy. Questions should address the philosophical differences between Federalist and Democratic-Republican economic positions, their regional support bases, and how these economic debates contributed to the formation of the first political parties.

	Assessments should not include detailed information about diplomatic relations with European powers, Washington's or Adams' implementation of constitutional principles, or the long-term impacts of these policies beyond the 1790s. Questions about the Whiskey Rebellion should focus only on its connection to economic policy rather than broader issues of federal authority or western grievances.

Common Misconceptions:
* Some students might misunderstand the regional dimension of economic policy support, not recognizing that Federalist economic policies generally received stronger support in the commercial Northeast while Democratic-Republican approaches had stronger backing in the agricultural South and West.
* Students may incorrectly assume that economic policies of the 1790s focused primarily on trade issues, without recognizing the importance of domestic financial policies like the National Bank, debt assumption, and taxation systems in the economic debates of the era.
* Students may not recognize how economic policy debates connected to constitutional interpretation, potentially missing how Hamilton's argument for implied powers to establish the National Bank contrasted with Jefferson's and Madison's strict interpretation of the Constitution.
* Students might believe that Hamilton's and Jefferson's economic positions were primarily personal rivalries rather than reflections of deeper philosophical differences about the proper role of government in the economy, constitutional interpretation, and the ideal economic foundation for the new republic.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 873.0
Standard ID: KC-3.2.III.B+3
Standard Description: Explain how and why political leaders in the 1790s took a variety of positions on foreign policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the foreign policy positions of the Federalists and Democratic-Republicans in the 1790s reflected broader political and ideological divides in the new republic.
* Analyze primary sources from the 1790s to identify key arguments presented by political leaders on foreign policy issues.
* Compare the foreign policy decisions made during the 1790s to understand how they represented the interests and needs of different political groups.
* Evaluate the impact of foreign policy debates in the 1790s on the formation and evolution of early American political parties.
* Explain how the international context, such as the French Revolution, influenced the foreign policy decisions of American leaders in the 1790s.
* Explain the reasons why political leaders in the 1790s held divergent views on foreign policy in relation to their political philosophies.
* Identify the different foreign policy positions taken by political leaders in the 1790s, including key figures like Alexander Hamilton and Thomas Jefferson.
* Use primary source documents to support arguments about the significance of foreign policy debates in shaping American political ideologies.

Assessment Boundaries:
* Assessment should focus on students' understanding of specific foreign policy positions taken by political leaders in the 1790s, including their stances on neutrality, relations with Britain and France, and treaties like Jay's Treaty and Pinckney's Treaty. Students should analyze how these positions reflected underlying political philosophies, economic interests, and regional loyalties, and how international events such as the French Revolution shaped these views and contributed to partisan divisions. Assessment should also include understanding of how these foreign policy debates influenced the formation of the Federalist and Democratic-Republican parties.

	Assessment should not include detailed information about diplomatic negotiation processes, the comprehensive diplomatic strategies of European powers, or the long-term impacts of these foreign policy decisions beyond the 1790s. Constitutional implementation details, Washington's and Adams' specific uses of executive power, and domestic policies unrelated to foreign affairs should be excluded from assessment.

Common Misconceptions:
* Some students may misinterpret Washington's warning against permanent foreign alliances in his Farewell Address as advocating for complete isolationism, rather than a strategic neutrality that still allowed for trade and temporary arrangements when advantageous to American interests.
* Some students may underestimate the connection between foreign policy debates and domestic politics, not recognizing how foreign policy positions contributed to partisan divisions and were intertwined with broader debates about the American economy, federal power, and constitutional interpretation.
* Students might assume that foreign policy positions remained fixed throughout the 1790s, rather than recognizing how positions evolved in response to events such as the French Revolution's radicalization, the XYZ Affair, and changing trade relationships.
* Students might incorrectly view foreign policy positions in the 1790s as simply pro-British or pro-French, overlooking how these positions were shaped by complex factors including economic interests, political philosophies, regional loyalties, and evolving international events.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 874.0
Standard ID: KC-3.2.III.B+4
Standard Description: Explain how and why political leaders in the 1790s took a variety of positions on the balance between liberty and order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the differing perspectives on liberty and order influenced political decisions during the 1790s.
* Assess the extent to which concerns over liberty and order shaped U.S. foreign policy in the late 18th century.
* Evaluate the impact of debates over liberty and order on the formation of early American political parties.
* Explain the positions of Federalists and Democratic-Republicans on the balance between liberty and order.
* Identify the key issues related to liberty and order that divided political leaders in the 1790s.
* Use primary sources to explain the arguments made by political figures regarding liberty and order in the 1790s.

Assessment Boundaries:
* Assessments based on this standard should focus on how Federalists and Democratic-Republicans differed in their approaches to balancing liberty and order in the 1790s, examining specific policies and events such as Hamilton's financial program, the Whiskey Rebellion, the Alien and Sedition Acts, and the Kentucky and Virginia Resolutions. Questions should address how these positions influenced domestic politics (including party formation), constitutional interpretation debates, and foreign policy decisions related to Britain and France (including the XYZ Affair and Quasi-War). Primary source analysis may include political arguments from key figures like Hamilton, Jefferson, Madison, Washington, and Adams.

	Assessments should not include long-term impacts beyond the 1790s, detailed analysis of diplomatic strategies, or specific content from The Federalist Papers. Questions should avoid Washington's and Adams' implementation of constitutional principles beyond their direct relevance to liberty/order debates, and should not address American Indian treaties or Spanish missions in California.

Common Misconceptions:
* Learners may mistakenly perceive political leaders as consistently applying their liberty/order principles across all issues, rather than recognizing how their positions sometimes shifted based on specific circumstances, regional interests, or foreign policy considerations.
* Some students might believe that Federalists only cared about maintaining order through strong central authority, overlooking how they sought to protect certain economic liberties, property rights, and the freedom to conduct commerce in a stable environment.
* Students might assume that Democratic-Republicans rejected any federal role in maintaining order, when in fact they supported limited federal authority to protect individual rights, state sovereignty, and democratic processes they believed were threatened by excessive centralization.
* Students might incorrectly view the debate over liberty and order as simply a conflict between big government and small government, rather than recognizing the complex interpretations of the Constitution and differing views on which liberties should be protected and which aspects of order should be prioritized.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 875.0
Standard ID: KC-3.2.III.B+5
Standard Description: Explain how and why the varying positions of political leaders in the 1790s led to the formation of the Federalists, led by Alexander Hamilton.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as The Federalist Papers, to explain Hamilton's vision for the federal government and how it shaped Federalist Party strategies.
* Compare the perspectives of the Federalists, led by Hamilton, with those of their political opponents in the 1790s to understand the ideological divisions of the period.
* Evaluate the historical significance of foreign policy debates in the 1790s, such as those regarding relations with France and Britain, in shaping Federalist Party identity.
* Explain how the debates over economic policy, such as Hamilton's financial plans, influenced the creation of the Federalist Party.
* Identify and describe a historical situation that contributed to the differing political positions during the 1790s and led to the formation of the Federalist Party under Hamilton's leadership.
* Identify the key political beliefs and strategies of Alexander Hamilton that contributed to the formation of the Federalist Party.
* Use primary sources to analyze the Federalist arguments for a strong national government and central bank, and how these ideas were articulated in response to their opponents.

Assessment Boundaries:
* Assessments based on this standard should focus on Alexander Hamilton's specific political positions that shaped Federalist Party identity, including his financial program (national bank, assumption of state debts, excise taxes, tariffs), support for manufacturing, and pro-British foreign policy stance during the 1790s. Students should also understand key events that demonstrated Federalist principles, such as the Whiskey Rebellion, XYZ Affair, and the ideological debates over constitutional interpretation (implied powers). Assessment should include how these positions contrasted with those of Hamilton's opponents to illustrate the growing partisan divide.

	Assessments should not include detailed information about Washington's or Adams' implementation of constitutional principles or long-term impacts of their precedents. The content of The Federalist Papers, comprehensive diplomatic strategies with European powers, and comparative analyses of presidential approaches to governance are outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may think that positions on constitutional interpretation were minor theoretical disagreements, not recognizing that the debate between Hamilton's loose interpretation (implied powers) and his opponents' strict interpretation fundamentally shaped party identities and approaches to governance.
* Some students may misunderstand Hamilton's financial program as primarily addressing immediate economic needs, rather than recognizing it as a comprehensive vision for building a strong central government and national economy that fundamentally shaped Federalist Party identity.
* Students might incorrectly believe that political parties were planned or anticipated by the founders, rather than understanding that the Federalist Party emerged gradually in response to specific policy disagreements and events of the 1790s.
* Students might overlook how international events, particularly the French Revolution and resulting war between Britain and France, influenced domestic political alignments, with Federalists generally favoring pro-British policies while their opponents supported France.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 876.0
Standard ID: KC-3.2.III.B+6
Standard Description: Explain how and why the varying positions of political leaders in the 1790s led to the formation of the Democratic-Republican Party, led by Thomas Jefferson and James Madison.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how specific historical contexts in the 1790s influenced the formation and priorities of the Democratic Republican Party.
* Describe the ideological foundations and objectives of the Democratic Republican Party as led by Jefferson and Madison.
* Evaluate the influence of Jefferson and Madison's views on states' rights and individual liberties in shaping the Democratic Republican Party.
* Explain the varying positions of Thomas Jefferson and James Madison that contributed to the development of the Democratic Republican Party.
* Identify and analyze the key economic and political differences between the Federalists and Democratic Republicans that emerged from the positions of leaders in the 1790s.

Assessment Boundaries:
* Assessments based on this standard should focus on how Jefferson and Madison's positions on states' rights, strict constitutional interpretation, and opposition to Federalist economic policies led to the formation of the Democratic-Republican Party in the 1790s. Questions may address specific events that catalyzed party formation (including responses to the Alien and Sedition Acts through the Kentucky and Virginia Resolutions), ideological differences regarding constitutional interpretation (strict versus loose), economic vision (agrarian versus commercial/manufacturing), and general foreign policy orientation (pro-French versus pro-British) without detailed diplomatic analysis.

	Assessments should not include comprehensive diplomatic strategies with European powers, specific treaty details, long-term impacts of Washington's or Adams' presidencies, or detailed analysis of The Federalist Papers. Additionally, questions about the Articles of Confederation, American Indian relations, or the California mission system fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students may believe that Jefferson and Madison's Democratic-Republican Party emerged suddenly in response to a single policy disagreement, when it actually developed gradually through a series of ideological conflicts with Federalists over issues including Hamilton's financial plan, foreign policy orientation, and federal authority.
* Some students may incorrectly assume that the Kentucky and Virginia Resolutions established a legal framework for state nullification of federal laws, rather than understanding these documents primarily introduced the concept of states' rights as a theoretical response to the Alien and Sedition Acts without implementing actual nullification.
* Students might incorrectly view the Democratic-Republican Party as merely a reactive opposition movement rather than recognizing it was founded on specific philosophical principles including states' rights, strict constitutional interpretation, and commitment to agrarian economic interests.
* Students might mistakenly interpret the Democratic-Republicans' support for states' rights and strict constitutional interpretation as complete opposition to federal government power, rather than understanding their nuanced position that federal authority should be limited to explicitly enumerated powers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: KC-3.3.I.D
Standard Description: An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties and American Indian legal claims relating to the seizure of their lands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 851.0
Standard ID: KC-3.3.I.D+1
Standard Description: Explain how and why an ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, including government documents and tribal accounts, to identify differing perspectives on treaty negotiations and implementations.
* Analyze the impact of ambiguous relationships on the sovereignty and self-determination of American Indian tribes.
* Compare the federal government’s treaties with American Indian tribes to international treaties with other nations to analyze differences in recognition and enforcement.
* Describe the broader historical context that influenced treaty negotiations and relationships between American Indian tribes and the federal government during this time period.
* Evaluate how the ambiguous legal status of American Indian tribes led to conflicts over land claims and treaty rights.
* Explain the role of federal policy and government actions in creating ambiguities in relationships with American Indian tribes.
* Identify key treaties between the federal government and American Indian tribes during this period and describe their intended purposes and outcomes.
* Use maps to identify areas of major territorial disputes between American Indian tribes and the federal government, and explain how these disputes were influenced by the treaties.

Assessment Boundaries:
* Assessments based on this standard should focus on the ambiguous relationship between the federal government and American Indian tribes during the 1789-1800 period, particularly how competing interests, western expansion pressures, and unclear federal policies contributed to problems in treaty-making and implementation. Students should be able to describe the broader historical context influencing these relationships and identify areas of territorial dispute using maps. The assessment should emphasize understanding the factors that created ambiguity rather than specific treaty provisions.

	Assessments should not include detailed information about specific treaties, comprehensive analysis of tribal sovereignty concepts, or the long-term consequences for tribal nations beyond 1800. Additionally, Indian removal policies of the 19th century, cultural conflicts not directly related to treaty issues, and multiple perspectives on treaties (including tribal oral histories) fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may believe that the federal government's actions toward different tribes were consistent during this period, rather than understanding that policies varied considerably by region and circumstance, creating additional treaty problems.
* Some students might believe that treaties with American Indian tribes were viewed as permanent and binding agreements by the federal government, not recognizing that they were frequently renegotiated, violated, or reinterpreted as settlement pressures increased.
* Students might incorrectly assume that American Indian tribes and the federal government had equal bargaining power in treaty negotiations, not recognizing the power imbalances that contributed to the ambiguity in these relationships.
* There may be a misconception that treaty negotiations occurred in isolation from other diplomatic concerns, not recognizing how British and Spanish presence in North America complicated the federal government's approach to American Indian tribes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 852.0
Standard ID: KC-3.3.I.D+2
Standard Description: Explain how and why an ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding American Indian legal claims relating to the seizure of their lands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of treaties and legal claims on American Indian land rights within the given period.
* Describe how specific treaties or legal claims illustrate the ambiguous nature of federal and tribal relations regarding land rights and set the stage for ongoing conflicts.
* Evaluate the role of federal policies and actions in shaping the legal landscape for American Indian land claims.
* Explain the significance of an ambiguous relationship between American Indian tribes and the federal government in the context of land seizure treaties.
* Identify key treaties and legal disputes between American Indian tribes and the federal government related to land seizures from 1754 to 1800.
* Utilize primary source documents to examine the differing perspectives on land treaties between the federal government and American Indian tribes during this period.

Assessment Boundaries:
* Assessment should focus on the general nature and consequences of the ambiguous relationship between the federal government and American Indian tribes during the early constitutional period (1789-1800). Questions should address how this ambiguity contributed to problems with American Indian land claims, the general patterns of treaty-making and enforcement, and the challenges tribes faced in pursuing legal claims related to land seizures. 

	Assessment should not include specific details about individual treaties, their precise terms, or implementation processes. Questions should avoid comprehensive analysis of tribal sovereignty concepts, multiple perspectives on treaty negotiations, or the long-term consequences beyond 1800. The focus should remain on the ambiguous relationship's immediate impact on land claims rather than broader cultural or social implications.

Common Misconceptions:
* Some students may think that American Indians had straightforward legal avenues to challenge land seizures, not realizing the complex and often biased legal system that worked against their claims.
* Students might incorrectly assume that the federal government's ambiguous relationship with tribes was unintentional, rather than understanding how this ambiguity sometimes served strategic purposes in expanding U.S. territory.
* Students might incorrectly believe that the U.S. government had clear and consistent policies toward American Indian tribes during the early constitutional period, not recognizing the ambiguity that characterized federal-tribal relations.
* There's a possibility that students might view the problems with American Indian land claims as primarily stemming from miscommunication rather than from fundamental conflicts over sovereignty and property rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: KC-3.3.I.E
Standard Description: The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California; these provided opportunities for social mobility among soldiers and led to new cultural blending.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 841.0
Standard ID: KC-3.3.I.E+1
Standard Description: Explain how and why the Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-economic and cultural impacts of Spanish mission settlements on California's indigenous populations, using both primary and secondary sources.
* Analyze visual representations (such as paintings and illustrations) of Spanish missions to interpret perspectives on cultural blending and labor dynamics between Spanish settlers and American Indians.
* Corroborate accounts of Spanish expansion in California by comparing differing perspectives from Spanish records and American Indian oral histories.
* Discuss the roles of Spanish soldiers and religious officials in facilitating the expansion of mission settlements and how these roles contributed to opportunities for social mobility.
* Evaluate the historical significance of cultural blending that resulted from the interaction between Spanish settlers and American Indians in mission settlements.
* Explain how the bonded labor of local American Indians was utilized in the expansion of Spanish mission settlements in California.
* Identify the key factors that motivated the Spanish to expand their mission settlements into California during the late 18th and early 19th centuries.
* Using maps, identify the geographic distribution of Spanish missions in California and discuss how geography influenced their expansion strategies.

Assessment Boundaries:
* Assessments based on this standard should focus on the primary motivations for Spanish mission expansion into California (religious, economic, strategic), the general patterns of mission establishment, and the essential role of American Indian bonded labor in this expansion. Students should demonstrate understanding of the basic relationship between Spanish colonizers and American Indians, including power dynamics and labor practices, without requiring specific details of the mission system's internal operations.

	Assessments should not include detailed geographic distribution of specific missions, comprehensive analysis of cultural blending elements, or specific examples of social mobility pathways for Spanish soldiers and officials. Additionally, the long-term impacts of mission settlements on California's development, detailed operation structures of missions, and comparisons with other colonial powers' practices fall outside the scope of this standard.

Common Misconceptions:
* Some students might assume that all American Indian groups responded similarly to Spanish mission expansion, when in fact responses varied widely, including resistance, negotiation, adaptation, and accommodation.
* Some students might think that Spanish expansion into California was primarily motivated by religious conversion, overlooking the significant economic and strategic motivations that influenced mission establishment.
* Students may believe that American Indian labor in the missions was entirely voluntary, not recognizing the systems of coercion and bonded labor that supported Spanish settlement expansion.
* Students might incorrectly view the mission system primarily as a benevolent endeavor, without recognizing how it served as an instrument of Spanish territorial control and resource exploitation in California.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 842.0
Standard ID: KC-3.3.I.E+2
Standard Description: Explain how and why the Spanish mission settlements in California provided opportunities for social mobility among soldiers and led to new cultural blending.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Spanish mission settlements on various cultural and social structures in California.
* Evaluate the significance of cultural blending in the development of California's unique social fabric during the Spanish mission era.
* Explain how specific aspects of Spanish mission life contributed to opportunities for social mobility for soldiers.
* Explain the processes through which cultural blending occurred within the Spanish mission settlements in California.
* Identify and describe evidence of cultural interactions between Spanish settlers and local American Indian populations in California.
* Identify the roles and responsibilities of soldiers within the Spanish mission settlements in California that facilitated social mobility.
* Utilize maps to identify the geographic extent of Spanish mission settlements in California and discuss the significance of their locations in terms of social and cultural interactions.

Assessment Boundaries:
* Assessment should focus on students' understanding of how Spanish mission settlements in California created opportunities for social mobility among soldiers and facilitated cultural interactions between Spanish settlers and American Indian populations. Students should be able to explain the general relationship between mission expansion and social advancement for soldiers, identify broad patterns of cultural exchange, and analyze how the geographic locations of missions influenced social and cultural interactions in California.

	Assessment should not include detailed information about specific mission structures, operations, or religious conversion practices. Questions about specific examples of cultural exchange in religious practices, art, architecture, or agriculture should be avoided, as should detailed descriptions of specific military, administrative, or economic roles that facilitated social advancement for Spanish soldiers.

Common Misconceptions:
* Some students might believe that cultural interactions in Spanish mission settlements were primarily one-directional, with Spanish culture simply replacing indigenous practices, rather than recognizing the reciprocal nature of cultural exchange that led to new blended practices and traditions.
* Some students might incorrectly assume that mission settlements were randomly located, missing how their strategic geographic placement along California's coast and inland valleys purposefully facilitated both defense and cultural interactions between Spanish soldiers and indigenous communities.
* Students might misunderstand that social mobility for soldiers in mission settlements often depended on various factors including military service, administrative duties, and participation in the mission economy, rather than being limited to a single pathway of advancement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: KC-3.3.II.A
Standard Description: The U.S. government forged diplomatic initiatives aimed at dealing with the continued British and Spanish presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 821.0
Standard ID: KC-3.3.II.A+1
Standard Description: Explain how and why the U.S. government forged diplomatic initiatives aimed at dealing with the continued British presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of the diplomatic initiatives aimed at securing free navigation of the Mississippi River for U.S. settlers migrating beyond the Appalachians.
* Compare the U.S. diplomatic approaches to the British and Spanish presence in North America, highlighting similarities and differences in strategy and outcomes.
* Corroborate multiple secondary sources that discuss U.S. diplomacy during this period to understand the broader context of international relations in post-Revolutionary America.
* Evaluate the effectiveness of U.S. diplomatic efforts to resolve tensions with Britain and ensure American access to important trade routes and territories.
* Explain the reasons behind the U.S. government's efforts to forge diplomatic initiatives with the British, focusing on the geopolitical and economic motivations.
* Identify key diplomatic initiatives like Jay's Treaty of 1794 undertaken by the U.S. government to address the continued British presence in North America, focusing on territorial concessions, commercial provisions, and unresolved issues like impressment.
* Interpret maps showing U.S. territorial expansion and British-controlled areas to explain the strategic importance of the Mississippi River in diplomatic negotiations.
* Use primary source documents, such as treaties or diplomatic correspondences, to identify the U.S. government's strategies in dealing with the British presence.

Assessment Boundaries:
* Assessment should focus on the specific diplomatic initiatives undertaken by the U.S. government to address British presence in North America and secure navigation rights on the Mississippi River, particularly Jay's Treaty of 1794 and Pinckney's Treaty of 1795. Students should demonstrate understanding of the geopolitical and economic motivations behind these initiatives, their immediate outcomes, and how they addressed the needs of settlers moving beyond the Appalachians. Assessment may include analysis of relevant primary source documents and interpretation of historical maps showing territorial claims and trade routes.

	Assessment should not include comprehensive diplomatic strategies with European powers beyond these specific treaties, detailed negotiation processes, or the roles of specific diplomats. The long-term impacts of these treaties on American political development, detailed implementation of constitutional principles by Washington or Adams, or comparative analysis of different presidential approaches to diplomacy should be excluded from assessment.

Common Misconceptions:
* Some students might believe that Jay's Treaty successfully resolved all points of contention with Britain, overlooking how it failed to address important issues like the impressment of American sailors and generated significant domestic opposition.
* Some students might view diplomatic initiatives of this period as purely territorial concerns, missing how these negotiations were motivated by economic factors such as agricultural exports, trade routes, and commercial opportunities for western settlers.
* Students may incorrectly assume that navigation rights to the Mississippi River were primarily secured through negotiations with Britain, rather than understanding that Pinckney's Treaty with Spain was crucial for obtaining these rights and access to New Orleans.
* Students might misunderstand the relationship between western expansion and diplomatic initiatives, thinking that treaties with European powers were proactive plans for expansion rather than responses to the practical needs of American settlers who had already begun moving into territories beyond the Appalachians.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 822.0
Standard ID: KC-3.3.II.A+2
Standard Description: Explain how and why the U.S. government forged diplomatic initiatives aimed at dealing with the continued Spanish presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. diplomatic initiatives on Spanish-American relations and regional tensions in North America during this period.
* Compare the U.S. diplomatic approaches towards the Spanish-held territories with those of other European powers present in North America during the same period.
* Evaluate primary and secondary sources that detail U.S. diplomatic strategies and their outcomes concerning Spanish dominant territories.
* Explain the motivations behind the U.S. government's efforts to negotiate and forge policies with Spain concerning border disputes and access to key waterways.
* Identify the key diplomatic initiatives forged by the U.S. government to address Spanish control over areas significant for U.S. expansion and commerce, particularly Pinckney's Treaty of 1795 which secured Mississippi River navigation rights and defined territorial boundaries.
* Use maps to identify territorial changes and expansions as a result of U.S. diplomatic efforts to mitigate Spanish influence, focusing on areas such as Florida and the Mississippi River.

Assessment Boundaries:
* Assessments based on this standard should focus on U.S. diplomatic initiatives specifically addressing Spanish presence in North America during the 1790s, with emphasis on Pinckney's Treaty of 1795 (Treaty of San Lorenzo). Students should be able to explain the motivations behind these initiatives, including settlers' westward migration, the need for Mississippi River navigation rights, and border disputes with Spanish territories. Assessments may include map analysis of territorial changes and evaluation of primary sources related to U.S.-Spanish negotiations.

	Assessments should not include comprehensive information about U.S. diplomatic relations with other European powers beyond what directly affected Spanish-American relations. Additionally, detailed examinations of Washington's or Adams' constitutional principles, implementation of executive authority, or their establishment of precedents should be excluded. Questions about American Indian treaties, the California mission system, or the Articles of Confederation are outside the scope of this standard.

Common Misconceptions:
* Some students might not recognize how western settlers' demands and migration patterns influenced the federal government's diplomatic priorities and approach to negotiations with Spain regarding Mississippi River access.
* Some students might think that Pinckney's Treaty primarily addressed territorial expansion rather than recognizing how it secured critical commercial rights on the Mississippi River and access to New Orleans that were essential for western settlers' economic interests.
* Students may believe that the U.S. had significant diplomatic leverage in negotiations with Spain, not recognizing how Spain's weakened position in Europe and concerns about potential U.S.-British alliances contributed to Spanish concessions in Pinckney's Treaty.
* Students may incorrectly assume that Pinckney's Treaty immediately resolved all tensions between the U.S. and Spain in North America, rather than understanding it as one step in ongoing diplomatic relations that continued to evolve as U.S. expansion continued.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: KC-3.3.II.B
Standard Description: War between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade and foreign policy and fostered political disagreement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 831.0
Standard ID: KC-3.3.II.B+1
Standard Description: Explain how and why war between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade, fostering political disagreement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the conflict between France and Britain on American foreign policy decisions related to neutrality and trade agreements.
* Compare and contrast American political party stances on issues of free trade and foreign policy during the Anglo-French conflicts influenced by the French Revolution.
* Examine primary sources from American political leaders of the time to identify arguments made concerning the United States' involvement or non-involvement in the conflict.
* Explain how issues of free trade highlighted political disagreements within the United States during this period.
* Explain the significance of American foreign policy choices in response to the war between France and Britain, considering the domestic political landscape.
* Identify and describe the political arguments articulated in American discourse that responded to the British and French conflicts.
* Identify the major challenges the United States faced in maintaining free trade during the conflicts between France and Britain.
* Use political cartoons from the period to analyze differing American perspectives on the challenges of maintaining neutrality between Britain and France.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific challenges the United States faced regarding free trade during the Franco-British conflict (1793-1800), including British impressment of American sailors, maritime rights violations, and trade restrictions. Students should analyze how these challenges led to political disagreements between Federalists and Democratic-Republicans, and evaluate key events such as Washington's Neutrality Proclamation, Jay's Treaty, the XYZ Affair, and the Quasi-War. Assessments should emphasize how foreign policy decisions reflected and intensified domestic political divisions.

	Assessments should not include comprehensive analysis of diplomatic strategies unrelated to trade issues, Washington's or Adams' broader constitutional principles and precedents, or relations with Spain or Native American tribes. Questions about The Federalist Papers, the long-term development of American political parties, or comparisons between Washington's and Adams' administrations beyond their specific responses to the Franco-British conflict should be avoided.

Common Misconceptions:
* Some students might think that the United States could maintain a position of neutrality without economic or political consequences during the Franco-British conflict, not recognizing how violations of American shipping rights and trade restrictions forced difficult policy choices.
* Some students might view Jay's Treaty primarily as a diplomatic success, not recognizing that it generated significant domestic opposition and contributed to intensifying partisan divisions between Federalists and Democratic-Republicans.
* Students might believe that support for Britain or France during this period was based primarily on ideological principles, overlooking how economic interests, regional differences, and trade relationships significantly influenced political positions.
* Students might perceive the political disagreements over foreign policy as separate from domestic politics, rather than understanding how reactions to the Franco-British conflict contributed fundamentally to the development of America's first political party system.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 832.0
Standard ID: KC-3.3.II.B+2
Standard Description: Explain how and why war between France and Britain resulting from the French Revolution presented challenges to the United States over issues of foreign policy, fostering political disagreement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how events like the XYZ Affair of 1797 and the resulting Quasi-War with France affected the political landscape within the United States and led to political disagreements between different parties.
* Analyze speeches or writings by prominent American political figures of the period to identify how the war between France and Britain fueled domestic political disagreement.
* Compare the perspectives of primary international actors involved in the conflict and explain how these perspectives influenced U.S. relations with France and Britain.
* Evaluate the role of economic interests in shaping the U.S. foreign policy debate during this period, with particular attention to issues of free trade.
* Explain how the United States' foreign policy was influenced by the ongoing conflict between France and Britain during the French Revolutionary Wars.
* Identify the key challenges to U.S. foreign policy presented by the war between France and Britain resulting from the French Revolution.
* Utilize political cartoons from the era to illustrate the deepening political divide in the U.S. over foreign policy decisions related to the French Revolutionary Wars.

Assessment Boundaries:
* Assessment should focus on the specific foreign policy challenges the United States faced due to the Franco-British conflict during the French Revolution, including the Proclamation of Neutrality (1793), impressment of American sailors, the XYZ Affair (1797), and the resulting Quasi-War with France. Students should analyze how these events created political disagreements between Federalists and Democratic-Republicans, understand the economic dimensions of these challenges including free trade concerns, and evaluate how specific policies like the Alien and Sedition Acts were responses to these international tensions.

	Assessment should not include Washington's or Adams' implementation of constitutional principles, long-term impacts of their presidential precedents, or comprehensive diplomatic strategies with European powers beyond the specific Franco-British conflict context. The War of 1812, detailed analysis of treaties with American Indian tribes, and comparisons of Washington's and Adams' governing approaches are outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners might underestimate the economic dimensions of U.S. foreign policy challenges during this period, particularly how issues of free trade, shipping rights, and British impressment of American sailors affected commercial interests and influenced political positions on Franco-British relations.
* Some students may misunderstand the relationship between foreign policy challenges and domestic politics, failing to recognize how events like the XYZ Affair and Quasi-War intensified disagreements between Federalists and Democratic-Republicans over how the nation should position itself internationally.
* Students may view the Alien and Sedition Acts primarily as domestic partisan measures rather than recognizing them as responses to perceived foreign threats during the Quasi-War with France, which further deepened the political divide between Federalists and Democratic-Republicans over foreign policy.
* Students might believe that the United States could remain truly neutral during the Franco-British conflict without experiencing significant diplomatic, economic, or political consequences, overlooking how neutrality itself was a contested policy position that contributed to partisan division.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: KC-3.3.II.C
Standard Description: George Washington's Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 881.0
Standard ID: KC-3.3.II.C+1
Standard Description: Explain how George Washington's Farewell Address encouraged national unity, cautioned against political factions, and warned about the danger of permanent foreign alliances.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon or propaganda poster related to Washington's Farewell Address that illustrates his warnings about foreign alliances.
* Analyze the implications of Washington's caution against permanent foreign alliances on U.S. foreign policy decisions, including his 1793 Proclamation of Neutrality which established precedents for future American diplomacy.
* Compare Washington’s views on political factions with other Founding Fathers’ attitudes toward party systems using primary sources.
* Describe the historical context in which Washington wrote his Farewell Address, considering the political and international landscape of the time.
* Evaluate the impact of Washington's Farewell Address on subsequent political discourse in the United States.
* Explain how Washington's warnings about political factions aimed to prevent divisions within the new republic.
* Identify the key messages in George Washington's Farewell Address that address national unity.
* Utilize excerpts from the Farewell Address to explain Washington’s rationale for promoting national unity.

Assessment Boundaries:
* Assessments based on this standard should focus on the three key themes from George Washington's Farewell Address: his encouragement of national unity, caution against political factions, and warning about permanent foreign alliances. Students should demonstrate ability to interpret specific excerpts from the Address, explain Washington's rationale, analyze the historical context of the 1790s in which he wrote, and connect his 1793 Proclamation of Neutrality to the principles later formalized in his Farewell Address.

	Assessments should not include foreign policy actions or political party developments occurring after Washington's presidency, comparative analysis with John Adams' administration, or detailed analysis of specific treaties with European powers or American Indian tribes. Questions about long-term impacts should be limited to immediate influence rather than extended historical consequences, and should avoid connections to The Federalist Papers or constitutional principles beyond those explicitly mentioned in the Address.

Common Misconceptions:
* Some learners might confuse the timing and purpose of the 1793 Proclamation of Neutrality with the later 1796 Farewell Address, not recognizing how Washington's neutrality policy evolved from a specific response to the European conflict into broader principles about avoiding permanent alliances.
* Some students might confuse Washington's warning against political factions with a complete rejection of differing political viewpoints, rather than a caution against divisive partisanship that could threaten national unity.
* Some students might misinterpret Washington's warning about foreign alliances as advocating for complete isolationism rather than strategic independence in foreign relations that would preserve American freedom of action.
* Students might incorrectly view Washington's Farewell Address as a reaction solely to the French Revolution, rather than a broader statement of principles developed throughout his presidency and influenced by multiple domestic and international factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: Unit 3: Learning Objective K
Standard Description: Explain how and why competition intensified conflicts among peoples and nations from 1754 to 1800.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.10
Cluster Name: 9. Shaping a New Republic
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: Unit 3: Learning Objective L
Standard Description: Explain how and why political ideas, institutions, and party systems developed and changed in the new republic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: KC-3.2.III.D
Standard Description: Ideas about national identity increasingly found expression in works of art, literature, and architecture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 902.0
Standard ID: KC-3.2.III.D+2
Standard Description: Explain how Ideas about national identity increasingly found expression in works of literature.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how literature from this period expressed evolving concepts of American identity.
* Compare the themes of national identity in different literary works from the period 1754 to 1800.
* Evaluate the impact of literature on the development of national identity in post-revolutionary America.
* Explain the role of literature in shaping and reflecting national identity in the United States from 1754 to 1800.
* Identify key literary works and print materials from 1754 to 1800, including newspapers, pamphlets, Benjamin Franklin's ""Poor Richard's Almanack,"" and Noah Webster's spelling books, that reflect ideas about American national identity.
* Interpret symbols and themes in a piece of literature from this period that relate to American national identity.

Assessment Boundaries:
* Assessment should focus on students' ability to analyze how literary works and print materials from 1754 to 1800 expressed and shaped American national identity. Students should demonstrate understanding of how literature reflected evolving concepts of American identity, interpret thematic elements related to national identity in period literature, and evaluate literature's impact on developing a sense of nationhood in post-revolutionary America.

	Assessment should not include questions about architectural styles, specific buildings, or design elements from this period. Questions should avoid focusing on regional variations in culture or economic systems, biographical details of authors or political figures, or methodologies for evaluating primary sources. While students should understand literature's role in expressing national identity, questions about specific literary passages or technical literary analysis are outside the assessment scope.

Common Misconceptions:
* Some students might assume that national identity in literature emerged only after the Revolution was complete, rather than recognizing how literary expressions of American identity evolved gradually throughout the period from 1754 to 1800.
* Students may believe that literary works from this period primarily focused on revolutionary politics, overlooking how they also addressed broader themes of shared cultural values, moral instruction, and everyday American experiences that contributed to national identity.
* Students might think that literature from 1754-1800 represented a complete break from British literary traditions, rather than understanding how American literary identity developed by combining retained British cultural elements with distinctive new characteristics.
* Students might underestimate the significance of popular print materials like newspapers, pamphlets, almanacs, and spelling books in spreading ideas about national identity, focusing instead only on more formal literary works by well-known authors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 903.0
Standard ID: KC-3.2.III.D+3
Standard Description: Explain how Ideas about national identity increasingly found expression in works of architecture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the use of specific materials and techniques in architecture during this period conveyed ideas about American identity.
* Compare architectural designs from this period to explain regional differences and their reflections on national identity.
* Evaluate primary source documents and images of early American architecture to identify expressions of national identity.
* Explain how colonial and early American architecture symbolized emerging American national identity and values.
* Identify key architectural styles that emerged in the United States from 1754 to 1800 and explain their reflection of national identity.
* Use architectural drawings and plans from the period, including Thomas Jefferson's Virginia State Capitol, to explain how classical design elements symbolized the new nation's republican values and democratic aspirations.

Assessment Boundaries:
* Assessments based on this standard should focus on how architectural symbolism during the period 1754-1800 expressed emerging American national identity and values, including the shift from British colonial influences toward classical inspirations. Students should be able to explain how architectural elements symbolized republican ideals and democratic aspirations without requiring detailed style identification. Assessments may include interpretation of how the Virginia State Capitol's design represented the new nation's values.

	Assessments should not include detailed analysis of specific architectural styles (Federal, Georgian, Neoclassical, Greek Revival), their technical characteristics, or regional variations. Questions about specific architects' contributions (beyond Jefferson's Capitol), methodologies for source evaluation, or detailed comparisons between literary and architectural expressions of identity are outside the scope of this standard.

Common Misconceptions:
* Learners might incorrectly assume that classical design elements in early American architecture were chosen primarily for aesthetic reasons, rather than understanding how these elements were deliberately selected to symbolize the new nation's republican values and democratic aspirations.
* Some students may believe that architectural expressions of national identity emerged suddenly after independence, overlooking how American architectural identity developed gradually by combining retained British elements with new characteristics reflecting revolutionary experiences.
* Some students may think that architectural expressions of national identity were limited to explicit patriotic symbols, not recognizing how the overall form, proportions, and organization of buildings could communicate broader concepts about American civic ideals and national character.
* Students might think that American architecture from 1754-1800 merely imitated European models without adaptation, rather than recognizing how architects deliberately modified classical elements to express distinctly American values and ideals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: KC-3.2.III.ii
Standard Description: New forms of national culture developed in the United States alongside continued regional variations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 891.0
Standard ID: KC-3.2.III.ii+1
Standard Description: Explain how new forms of national culture developed in the United States alongside continued regional variations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic, political, and social factors contributed to both the formation of a national culture and regional variations within the United States during this period, including the development of national symbols such as the Great Seal, eagle imagery, and patriotic songs.
* Evaluate the role of influential figures, such as Thomas Jefferson, Alexander Hamilton, and Charles Willson Peale, in shaping national culture through political, literary, and artistic contributions.
* Examine how specific regional identities evolved alongside the development of new national cultural forms during the late 18th century, particularly regarding slavery's decline in northern states and entrenchment in southern states.
* Explain how regional differences, including religious developments such as the Virginia Statute for Religious Freedom, influenced the development of distinct national cultures during the period of 1754 to 1800.
* Explain the impact of key historical events, such as the American Revolution, on the development of national culture that combined retained British elements with new distinctive American characteristics.
* Identify key elements and examples of national culture that emerged in the United States from 1754 to 1800, including artistic expressions, literary works, and architectural styles.
* Use primary and secondary sources to analyze differing regional responses to emerging national cultural norms.

Assessment Boundaries:
* Assessment should focus on how national cultural elements emerged between 1754-1800 while regional variations persisted, including the development of national symbols (such as the Great Seal and eagle imagery), the spread of shared values through early American print culture, the influence of religious developments like the Virginia Statute for Religious Freedom, and divergent regional patterns regarding slavery. Students should demonstrate understanding of how American identity developed by combining retained British cultural elements with new distinctive characteristics, and how these cultural forms reflected the nation's values and aspirations.

	Assessments should not include detailed analysis of specific architectural styles, materials, or buildings, nor focus on specific literary works beyond general recognition of their cultural significance. Questions should avoid detailed examination of individual contributions from specific architects, artists, or political figures, as well as methodologies for evaluating primary sources or the technical details of regional economic systems and political traditions.

Common Misconceptions:
* Some students may think the development of national symbols like the Great Seal and patriotic songs meant these symbols were uniformly interpreted or accepted across all regions, not recognizing regional variations in their reception and meaning.
* Students might believe that American national culture developed entirely independently of European influences, overlooking how American identity often combined retained British cultural elements with new distinctive characteristics.
* Students might misinterpret the Virginia Statute for Religious Freedom's significance, assuming it represented nationwide religious practices rather than understanding it as one development that coexisted with varying religious traditions across regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.11
Cluster Name: 10. Developing an American Identity
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: Unit 3: Learning Objective M
Standard Description: Explain the continuities and changes in American culture from 1754 to 1800.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: KC-3.2.III.C
Standard Description: The expansion of slavery in the deep South and adjacent western lands and rising antislavery sentiment began to create distinctive regional attitudes toward slavery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 931.0
Standard ID: KC-3.2.III.C+1
Standard Description: Explain how the expansion of slavery in the deep South and adjacent western lands began to create distinctive regional attitudes toward slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political and social debates about slavery's expansion and how these debates reflected differing regional attitudes, including the evolution of Southern justifications from viewing slavery as a 'necessary evil' to defending it on religious and constitutional grounds.
* Compare primary and secondary sources to examine how contemporaneous figures perceived the expansion of slavery and its effects on regional identities.
* Describe the changes in labor systems in the Deep South and western territories as a result of the expansion of slavery.
* Explain how the economic and agricultural demands of the Deep South contributed to the expansion of slavery during this period, including the transformative impact of Eli Whitney's cotton gin (1793) on cotton production and the slave economy.
* Explain the role of geographic and economic contexts in shaping diverse regional attitudes toward slavery during this period.
* Identify key factors that influenced the expansion of slavery in the Deep South and western lands and how these factors varied by region, including analysis of demographic patterns such as the concentration of enslaved Africans who constituted approximately one-third of the South's population by 1775.
* Utilize maps to visually represent the growth of slavery in the Deep South and how it influenced regional attitudes from 1754 to 1800.

Assessment Boundaries:
* Assessment should focus on how the expansion of slavery in the deep South and adjacent western lands influenced the development of distinctive regional attitudes toward slavery during 1754-1800. Questions should address the economic impact of the cotton gin, the evolution of Southern justifications for slavery from 
ecessary evil to religious/constitutional defenses, the influence of the Northwest Ordinance in creating regional differences, and demographic patterns of enslaved populations across regions.

	Assessment should not include specific examples of political debates, detailed statistical data on slavery distribution, primary source analysis from enslaved people or abolitionists, or post-1800 developments such as the rise of abolitionist movements or the eventual Civil War. Questions should avoid detailed analysis of frontier culture characteristics or specific diplomatic relations with Native American tribes.

Common Misconceptions:
* Some students might assume that justifications for slavery in the South remained consistent as a 
ecessary evil, without recognizing the shift toward religious and constitutional defenses that began to emerge in response to growing criticism and economic dependence on the institution.
* Some students might oversimplify the economic factors of slavery expansion by focusing solely on the cotton gin's invention, overlooking how various agricultural demands, transportation developments, and existing plantation systems across different regions contributed to distinctive attitudes toward slavery.
* Students may mistakenly view the regional attitudes toward slavery as static positions that emerged suddenly, rather than understanding these perspectives evolved gradually between 1754-1800 in response to changing economic interests, territorial expansion, and political developments.
* Students might incorrectly believe that attitudes toward slavery were consistent across different regions, rather than recognizing how the expansion of slavery created varying perspectives based on economic systems, political interests, and social structures in different areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 932.0
Standard ID: KC-3.2.III.C+2
Standard Description: Explain how rising antislavery sentiment began to create distinctive regional attitudes toward slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways different regional attitudes towards slavery were influenced by political, economic, and social factors.
* Compare the antislavery sentiment of the Northern states with the pro-slavery sentiment of the Southern states using political cartoons from the era.
* Evaluate how the growth of antislavery sentiment contributed to growing sectional tensions in the United States.
* Explain how antislavery sentiment impacted regional views on slavery in the Northern and Southern United States.
* Identify the key developments that led to the rise of antislavery sentiment during 1754 to 1800.
* Interpret primary sources such as letters and diaries to understand individual perspectives on slavery and antislavery sentiment.

Assessment Boundaries:
* Assessments based on this standard should focus on general patterns of how antislavery sentiment contributed to differing regional attitudes toward slavery between Northern and Southern states during 1754-1800. Students should demonstrate understanding of how economic developments (such as the cotton gin's impact), political measures (like the Northwest Ordinance), and evolving social perspectives influenced these regional differences without requiring detailed factual knowledge of specific debates or individuals.

	Assessments should not include detailed analysis of primary sources, specific abolition laws, statistical data on slavery distribution, or post-1800 abolition movements. Questions about concrete instances of political debates, detailed economic factors driving slavery expansion, or specific arguments from antislavery or pro-slavery advocates fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students may believe that Southern attitudes toward slavery remained static during 1754-1800, overlooking how justifications for slavery evolved from viewing it as a necessary evil toward more elaborate religious and constitutional defenses.
* Some students might incorrectly assume that developments like the Northwest Ordinance's prohibition of slavery in the Northwest Territory were primarily motivated by moral opposition to slavery, rather than understanding the complex political, economic, and social calculations involved.
* Students might incorrectly think that antislavery sentiment developed uniformly across Northern states, rather than recognizing varying degrees of antislavery sentiment existed within different Northern communities based on economic interests and social considerations.
* Students might mistakenly attribute antislavery sentiment solely to moral objections, when economic concerns about labor competition and political concerns about sectional power also significantly influenced regional attitudes toward slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: KC-3.3.I.A
Standard Description: Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the United States, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the United States and Britain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 911.0
Standard ID: KC-3.3.I.A+1
Standard Description: Explain how and why various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how American Indian alliances with Europeans contributed to maintaining control over tribal lands and natural resources amidst European colonization efforts.
* Analyze primary source documents, such as treaties or speeches, to explain the rationale of American Indian leaders in choosing European allies.
* Compare the different strategies used by American Indian groups in allying with European powers and explain the outcomes of these strategies over time.
* Evaluate the effectiveness of American Indian alliances in resisting the expansion of white settlers during this period.
* Explain the motivations behind American Indian groups' decisions to form or adjust alliances with European powers to limit white settler encroachment.
* Identify the key alliances formed between various American Indian groups and European powers and describe their purposes.

Assessment Boundaries:
* Assessments based on this standard should focus on the motivations, general patterns, and strategic purposes of American Indian alliances with European powers and other tribes from 1754-1800. Questions should address how these alliances were evaluated, adjusted over time, and used as strategies to limit white settlement and maintain tribal lands and resources. Assessments may include general references to confederacies like the Western Confederacy, tribal leadership strategies, and broad outcomes of alliance decisions such as the Treaty of Greenville's impact.

	Assessments should avoid concrete examples showing specific territorial impacts, detailed information about battles, geographical data showing migration patterns, and primary source analysis of specific treaties or speeches. Students should not be expected to identify specific dates, detailed treaty provisions, or precise geographical boundaries related to these alliances, nor should questions address frontier cultures or topics related to slavery expansion.

Common Misconceptions:
* Some students might assume that military resistance through confederacies was the predominant or most effective strategy used by Native Americans, not recognizing that various tribes employed diverse diplomatic approaches that included selective alliances, negotiation, and accommodation alongside resistance.
* Some students might underestimate the strategic agency of American Indian groups, viewing their alliance decisions as merely reactive to European actions instead of recognizing their purposeful diplomacy aimed at limiting settler expansion and protecting tribal lands.
* Students may incorrectly view American Indian alliances with Europeans as motivated primarily by trade benefits or military protection, overlooking the longer-term strategic goals of maintaining territorial autonomy and controlling natural resources.
* Students might perceive American Indian alliances with Europeans as static arrangements rather than dynamic relationships that tribes actively evaluated and adjusted based on changing circumstances and tribal interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 912.0
Standard ID: KC-3.3.I.A+2
Standard Description: Explain how and why various American Indian groups repeatedly evaluated and adjusted their alliances with other tribes, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as treaties or tribal records, to understand the rationale behind alliance decisions among American Indian groups.
* Analyze the outcomes of American Indian alliances in their attempts to limit white settler migration, including the formation of confederacies such as the Western Confederacy led by Tecumseh and their military resistance efforts.
* Evaluate the effectiveness of inter-tribal alliances in curbing white encroachment during specific periods or incidents.
* Examine secondary sources to assess historians' perspectives on the success or failure of these alliances.
* Examine the historical significance of tribal alliances in the context of resource control and territorial disputes.
* Explain the strategies used by American Indian groups to maintain control over their tribal lands and natural resources.
* Identify the key factors that influenced American Indian groups to evaluate and adjust their alliances with other tribes in the face of white migration.

Assessment Boundaries:
* Assessments based on this standard should focus on the motivations, strategies, and general patterns of how American Indian groups formed, evaluated, and adjusted their alliances with other tribes to resist white settler encroachment. Questions may address the goals of these alliances in maintaining control of tribal lands and natural resources, and general outcomes of alliance efforts such as those of Tecumseh's Western Confederacy. Assessments may include conceptual understanding of major events such as the Battle of Fallen Timbers and Treaty of Greenville as they relate to tribal alliance strategies.

	Assessments should not include detailed analysis of specific primary sources, statistical data on migration patterns, or historiographical debates about Native American alliance strategies. Questions should avoid requiring knowledge of specific geographical details, maps of territorial boundaries, or concrete examples showing how alliances impacted territorial control across different regions. Broader topics such as frontier cultures, slavery expansion, and antislavery movements should also be excluded.

Common Misconceptions:
* Learners might incorrectly assume that alliance strategies were uniformly successful or uniformly unsuccessful, not recognizing that some confederacies like Tecumseh's achieved initial military victories before eventually facing setbacks.
* Some students may think that Native American alliances were unchanging arrangements, rather than recognizing how tribes continuously evaluated and adjusted their relationships in response to shifting threats, opportunities, and circumstances related to white settlement.
* Students might believe that American Indian tribes primarily formed alliances based on cultural or ethnic similarities, overlooking the strategic considerations related to resource protection and territorial defense that often guided these alliance decisions.
* Students might underestimate the agency and initiative of Native American groups in alliance formation, potentially viewing their actions as merely reactive to white settlement rather than as deliberate strategies to maintain sovereignty over tribal lands and resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 913.0
Standard ID: KC-3.3.I.A+3
Standard Description: Explain how and why various American Indian groups repeatedly evaluated and adjusted their alliances with the United States, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents that describe the perspectives of American Indian leaders on alliances with the United States and their strategies to protect natural resources and land.
* Analyze the impact of these alliances on the relationships between American Indian groups and the United States.
* Evaluate the effectiveness of American Indian alliances in maintaining control over tribal lands and managing the pressures of white settlement, including analysis of pivotal conflicts and treaties such as the Battle of Fallen Timbers (1794) and the Treaty of Greenville (1795).
* Explain how specific alliances between American Indian groups and the United States were formed and adjusted over time to control tribal lands and natural resources, including responses to federal policies such as the Indian Intercourse Act of 1790.
* Identify the key reasons why various American Indian groups sought to adjust their alliances with the United States to limit the migration of white settlers.
* Use maps to identify regions where American Indian groups adjusted their alliances and explain the geographical factors influencing these decisions.

Assessment Boundaries:
* Assessments based on this standard should focus on reasons why American Indian groups adjusted their alliances with the United States, emphasizing their motivations to limit white settlement and retain control of lands and resources. Questions should address general patterns of alliance formation and adjustment, including the development of confederacies like that led by Tecumseh, responses to events like the Battle of Fallen Timbers (1794), and outcomes such as the Treaty of Greenville (1795). Assessments should evaluate students' understanding of how American Indian groups exercised agency through diplomatic strategies and the effectiveness of these strategies.

	Assessments should not include specific primary source analysis, detailed geographic information, statistical migration data, or historiographical interpretations of Native American resistance. Questions requiring specific knowledge of frontier culture development, slavery expansion, or antislavery movements are outside the scope of this standard. Additionally, assessments should avoid requiring detailed analysis of specific treaty provisions or complex territorial boundary changes.

Common Misconceptions:
* Some students might think that American Indian groups primarily responded to U.S. policies reactively, rather than recognizing how tribes proactively evaluated and adjusted their alliances based on changing circumstances to protect their interests.
* Some students might underestimate the diversity of strategies used by different American Indian groups, assuming they all approached alliances and resistance in similar ways rather than recognizing the variety of diplomatic and military approaches.
* Students may believe that alliances between American Indian groups and the United States remained stable over time, not understanding that these relationships were frequently reassessed and adjusted as tribes sought to limit settler migration and maintain control of lands and resources.
* Students might incorrectly view confederacies like that led by Tecumseh as merely military alliances, rather than understanding them as sophisticated diplomatic strategies designed to strengthen negotiating positions and preserve tribal sovereignty over lands and resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 914.0
Standard ID: KC-3.3.I.A+4
Standard Description: Explain how and why British alliances with American Indians contributed to tensions between the United States and Britain.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical maps showing the movement of British and American Indian forces and settlements, and explain how these movements contributed to tensions.
* Analyze the consequences of British-American Indian alliances on U.S.-British relations, focusing on specific conflicts and diplomatic tensions.
* Compare the impact of British and American Indian alliances on different regions in North America, noting how these impacts fueled varying degrees of tension between the United States and Britain.
* Evaluate primary and secondary sources to determine the perspectives of British and American Indian leaders regarding their alliances.
* Explain how British alliances with American Indians exacerbated post-Revolutionary War tensions, particularly in terms of territorial claims and resource control.
* Identify the American Indian groups that allied with the British and explain the rationale behind these alliances during the colonial period.

Assessment Boundaries:
* Assessments based on this standard should focus on the motivations behind British-American Indian alliances, the general ways these alliances affected political and military relations between Britain and the United States, and how they contributed to tensions over territorial control and natural resources during 1754-1800. Students should demonstrate understanding of why American Indian groups formed alliances with the British and how these relationships evolved, particularly after the American Revolution, creating friction with the emerging United States.

	Assessments should not include specific details of battle outcomes, exact treaty provisions, or particular diplomatic exchanges between representatives of these groups. Questions about specific territorial boundaries, demographic statistics about westward migration, or primary source analysis of speeches and correspondence from leaders fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might misunderstand American Indian participation in these alliances as reactive rather than proactive, not recognizing how tribes often initiated diplomatic relationships and negotiations to advance their own objectives regarding land rights and resource access.
* Students may believe that American Indian tribes generally maintained consistent alliance policies, overlooking how tribes strategically evaluated and adjusted their relationships with European powers and the United States based on changing circumstances and their own interests.
* Students might incorrectly assume that tensions resulting from British-American Indian alliances diminished immediately after the American Revolution, rather than understanding how these relationships continued to influence territorial disputes, western settlement patterns, and diplomatic relations into the early national period.
* Students might think that British-American Indian alliances were primarily motivated by shared cultural values or personal loyalties, rather than recognizing the strategic interests of both parties in limiting American territorial expansion and protecting trade relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: KC-3.3.I.B
Standard Description: As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 921.0
Standard ID: KC-3.3.I.B+1
Standard Description: Explain how and why, as increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social tensions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the westward movement of diverse groups contributed to the development and social dynamics of frontier cultures.
* Assess primary and secondary source accounts to explain the impact of westward migration on frontier culture and social tensions.
* Evaluate the historical significance of social tensions within frontier cultures during the westward expansion period.
* Explain the reasons behind the growth of frontier cultures and the resultant social tensions during the westward migration of migrants.
* Identify the social tensions that emerged as frontier cultures grew due to increasing westward migration.
* Use maps to identify migratory patterns and analyze how these influenced the development of social tensions in frontier regions.

Assessment Boundaries:
* Assessments based on this standard should focus on the general patterns and causes of westward migration, the broad development of frontier cultures that emerged from colonial origins, and the resulting social tensions between different groups. Students should demonstrate understanding of how migration contributed to conflicts over land and resources, tensions between settlers and Native American groups, and evolving regional differences in social attitudes. The assessment should emphasize conceptual understanding of these social dynamics rather than specific historical events.

	Assessments should not include detailed characteristics of frontier cultures, specific statistical data on migration patterns, concrete examples of alliances and territorial control, or primary source analysis of individual perspectives. Additionally, specific battles, treaties, detailed geographic data, and in-depth analysis of slavery's expansion fall outside the scope of this standard and should be avoided in assessments.
* Limit the assessment to understanding how and why westward migration led to the growth of frontier cultures, focusing on specific social tensions such as conflicts over land, interactions between settlers and Native American groups, and the impact on established social hierarchies. Avoid extending the scope to unrelated political or ethnic tensions that don't directly relate to the social aspects sparked by the migration within the specified period.

Common Misconceptions:
* Many students mistakenly believe that all frontier interactions and westward migrations were peaceful and mutually beneficial, not recognizing the widespread social and cultural tensions that often accompanied them.
* Some students may assume that frontier cultures were relatively uniform across different regions, not recognizing how diverse migrant groups, local conditions, and regional differences in attitudes toward issues like slavery created varied social dynamics.
* Some students may perceive the growth of frontier cultures as separate from established colonial societies, not recognizing how frontier cultures built upon and extended existing colonial patterns while developing new characteristics in response to changing conditions.
* Some students might think that the growth of frontier cultures was solely due to economic opportunities, without understanding the social dynamics, such as ethnic enclaves forming as migrants sought familiar communities.
* Students might believe that frontier social tensions primarily resulted from cultural misunderstandings rather than recognizing that competition for land and resources was often a fundamental driver of conflict between different groups.
* Students might think that Native American groups responded passively to westward expansion, overlooking efforts like the formation of confederacies and strategic resistance described in the lesson nodes about figures like Tecumseh.
* Students often assume that frontier cultures were homogeneous and unified, overlooking the diverse backgrounds and conflicting interests of the various migrant groups involved in westward expansion.
* There is a common misconception that social tensions only arose from conflicts between settlers and Native American populations, ignoring the tensions that arose among different groups of European immigrants and with established colonial societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 922.0
Standard ID: KC-3.3.I.B+2
Standard Description: Explain how and why, as increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling political tensions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of westward migration in the perpetuation and evolution of cultural dynamics originating in the colonial period.
* Describe the historical context of migration and its impact on frontier political atmosphere using primary and secondary sources.
* Evaluate how political tensions emerged as a consequence of the interaction between established frontier cultures and new migrants.
* Explain how the increase in migration influenced political tensions in regions that were part of the frontier, including the impact of legislation such as the Northwest Ordinance of 1787 on territorial organization and sectional divisions over slavery.
* Identify the factors that contributed to the growth of frontier cultures as migrants moved westward.
* Utilize maps and data sets to explain the geographical spread of migration and the resulting political tensions.

Assessment Boundaries:
* Assessments should focus on explaining the political tensions that emerged as frontier cultures developed during westward migration, including tensions surrounding land acquisition, territorial governance, and sectional divisions over slavery as reflected in policies like the Northwest Ordinance of 1787. Questions may address how migration patterns influenced political dynamics between settler groups, interactions with Native American tribes, and the continuity of colonial-era frontier political issues into the early national period.

	Assessments should not include detailed characterization of frontier cultural practices, specific statistical data on migration patterns, or analysis of primary sources expressing perspectives on these tensions. Questions should avoid requiring knowledge of specific geographic data, detailed antislavery movements, or concrete examples of how alliances impacted territorial control beyond the general political tensions they created.
* Focus the assessment on analyzing specific political tensions that arose as frontier cultures developed due to westward migration. This includes assessing knowledge of conflicts such as those related to land claims, representation, or regional governance as settlers moved into new territories. Avoid broader social or ethnic tensions unless they directly influence political disputes of the period.

Common Misconceptions:
* Learners may believe that frontier political tensions developed independently of colonial precedents, rather than recognizing how political dynamics that emerged during the colonial period continued to evolve and shape conflicts as migration expanded westward.
* Some might incorrectly assume that westward expansion led only to economic growth, overlooking how it resulted in significant political strife, including debates over statehood, governance, and regional power dynamics.
* Some students may misunderstand the Northwest Ordinance of 1787 as resolving sectional tensions, when in fact its provisions regarding slavery contributed to growing political divisions between northern and southern interests in western territories.
* Students may also believe that the political tensions resulting from westward migration were isolated to that time, misunderstanding that these tensions laid foundational disputes that continued to influence American politics for decades.
* Students may mistakenly believe that political tensions during westward migration were solely due to conflicts with Native American tribes, ignoring the significant role of competition among settlers over land and resources.
* Students might believe that political tensions during westward migration primarily involved conflicts between settlers and Native Americans, overlooking significant tensions among different settler groups competing for land, resources, and political representation in newly formed territories.
* Students might incorrectly assume that federal policies like the Indian Intercourse Act of 1790 effectively protected Native American land rights, when these measures often failed to prevent land loss and instead contributed to political tensions as settlement continued westward.
* There is often a misconception that the growing frontier cultures were harmonious in their political development, failing to recognize the intense conflicts and rivalries between different ethnic groups and settlers with varying political views.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 923.0
Standard ID: KC-3.3.I.B+3
Standard Description: Explain how and why, as increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling ethnic tensions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of ethnic tension in shaping the social and political dynamics of frontier communities.
* Evaluate the significance of frontier cultures in the larger context of American westward expansion.
* Explain how westward migration intensified ethnic tensions among different groups on the frontier.
* Explain the historical context of ethnic tensions on the frontier using statistical data about migration patterns.
* Identify and describe the causes of social and ethnic conflict caused by the growth of frontier cultures as seen in primary and secondary sources.
* Identify the key factors that contributed to the growth of frontier cultures as increasing numbers of migrants moved westward.

Assessment Boundaries:
* Assessments based on this standard should focus on the general patterns of westward migration, the continued growth of frontier cultures from their colonial origins, and the resulting ethnic tensions among diverse groups. Students should demonstrate understanding of how different migrant groups contributed to frontier development and how interactions between various groups (including Native Americans, European migrants, and earlier settlers) created social and political tensions. The assessment should emphasize the broad significance of these frontier interactions without requiring detailed knowledge of specific cultural practices.

	Assessments should not include specific historical incidents, detailed maps of territorial boundaries, or statistical data about migration patterns and demographic shifts. Additionally, detailed characteristics of frontier cultures, specific primary sources expressing individual perspectives, and historiographical debates about Native American resistance strategies fall outside the scope of this standard and should be avoided in assessments.
* Focus should be placed on specific historical incidents resulting from the westward migration, such as the conflicts between settlers and Native American tribes, including the specific formation of frontier cultures that contributed to ethnic tensions. The study should also include how these frontier cultures developed in specific western territories. Avoid an expansive treatment of all social or political tensions to keep within the scope of westward expansion and ethnic tensions.

Common Misconceptions:
* Some learners might incorrectly assume that Native American responses to westward migration were largely passive, rather than recognizing the active resistance strategies including the formation of confederacies to protect tribal lands and resources.
* Some students might think that frontier cultures emerged only during the westward expansion period, rather than understanding that these cultures had colonial origins and continued to develop as migration increased.
* Students may believe that ethnic tensions on the frontier primarily involved conflicts between European settlers and Native Americans, overlooking tensions that existed among various European ethnic groups and between earlier settlers and newer migrants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: Unit 3: Learning Objective N
Standard Description: Explain how and why migration and immigration to and within North America caused competition and conflict over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.12
Cluster Name: 11. Movement in the Early Republic
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: Unit 3: Learning Objective O
Standard Description: Explain the continuities and changes in regional attitudes about slavery as it expanded from 1754 to 1800.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: KC-3.1.I
Standard Description: The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years' War (the French and Indian War), in which Britain defeated France and allied American Indians.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 941.0
Standard ID: KC-3.1.I+1+P
Standard Description: Explain how the competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years' War (the French and Indian War), in which Britain defeated France and allied American Indians.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Ohio River Valley as a contested region and its impact on the escalation of conflict in the Seven Years' War.
* Compare the perspectives of British, French, and American Indian leaders on the outcomes of the French and Indian War using primary and secondary sources.
* Describe the alliances formed by the British, French, and American Indians during the Seven Years' War and analyze their strategic significance.
* Evaluate the consequences of British victory in the French and Indian War on subsequent British colonial policy and its effects on colonial sentiment towards self-governance.
* Explain how primary accounts from the period portray the motivations and strategies of the British, French, and American Indians during the Seven Years' War.
* Identify the economic and political objectives that drove the British, French, and American Indian competition for control in North America, leading to the Seven Years' War.
* Use maps to identify significant battles and territories involved in the French and Indian War, explaining how geography influenced military strategies.

Assessment Boundaries:
* Assessments based on this standard should focus on the key events of the Seven Years' War itself, Britain's ultimate victory, and the geographical aspects of the conflict including significant battle locations and territorial changes. Students should demonstrate ability to interpret maps showing the war's progression and explain how geographical features influenced military outcomes. Assessment questions may address the involvement of various groups in the conflict and their roles in determining the war's outcome.

	Assessments should not include the specific economic and political objectives that led to the conflict in the Ohio River Valley, detailed analysis of Native American alliances with European powers, or the post-war consequences on British colonial policy and colonial sentiment toward self-governance. Additionally, connections between the Seven Years' War and later revolutionary movements or independence efforts should be excluded from assessment questions.

Common Misconceptions:
* Learners might mistakenly believe that geographical features had minimal impact on military strategy, not recognizing how mountains, rivers, forests, and distance significantly shaped battle tactics, supply lines, and overall campaign planning during the Seven Years' War.
* Some students might believe that the Seven Years' War was confined to North America, not recognizing it was part of a global conflict fought across multiple continents with European dimensions beyond just colonial territories.
* Some students might think that all Native American groups uniformly supported the French against the British, not understanding that different Indigenous nations made strategic decisions based on their own interests and changing circumstances during the conflict.
* Students may incorrectly assume that the war was fought exclusively through land battles, overlooking the critical naval engagements and maritime strategy that significantly contributed to British victory.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: KC-3.1.II
Standard Description: The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 951.0
Standard ID: KC-3.1.II+1+P
Standard Description: Explain how the desire of many colonists to assert ideals of self-government in response to renewed British imperial efforts led to a colonial independence movement and war with Britain.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the period to explain colonial motivations for independence.
* Analyze the ways in which colonists' demands for self-government led to the Revolutionary War, including the evolution from legal petitioning to direct action exemplified by events like the Boston Tea Party.
* Compare colonial and British perspectives on governance to illustrate differing interpretations of authority, including how the Continental Army's transformation from militia to professional force reflected evolving American governance while revealing limitations of decentralized funding.
* Discuss the significance of the First and Second Continental Congress in responding to British policies.
* Evaluate the impact of British policies on the development of colonial resistance movements.
* Explain how British imperial efforts were perceived as a threat to the colonists' desire for self-governance.
* Identify key ideals of self-government that fueled the colonial independence movement.
* Use maps to identify regions of colonial resistance and explain their significance to the independence movement.

Assessment Boundaries:
* Assessments should focus on the evolution of colonists' opposition to British imperial policies, specifically examining how the desire for self-government developed from 1763-1776 and directly contributed to the independence movement. Questions should address key events (Stamp Act resistance, Boston Tea Party), influential documents (Common Sense, Declaration of Independence), the progression from legal petitioning to direct action, and the diversity of colonial perspectives on independence. Assessments may include map analysis of colonial resistance centers and comparison of colonial and British governance perspectives.

	Assessments should not include the Seven Years' War background, Continental Congress formation and specific actions, religious influences from the Great Awakening, or post-independence cultural developments. Questions about Native American alliances with European powers, the Ohio River Valley conflicts, or in-depth analysis of Continental Army transformations beyond their relationship to self-governance ideals should be excluded.

Common Misconceptions:
* Some students might oversimplify colonial motivations, focusing only on taxation grievances while missing how colonists increasingly framed their arguments around broader principles of natural rights, representation, and self-determination.
* Students may misinterpret colonial resistance as immediately revolutionary, overlooking the progression from constitutional objections through legal petitioning to organized direct action as British policies intensified between 1765-1775.
* Students may underestimate the diversity of colonial perspectives, not recognizing that significant numbers of colonists remained loyal to Britain, while others' support for independence evolved at different rates and for different reasons across regions.
* Students might believe that colonists' desire for self-government emerged suddenly in response to British policies after 1763, rather than understanding it developed gradually through decades of relative colonial autonomy under salutary neglect followed by perceived British encroachment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: KC-3.2.I
Standard Description: The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 961.0
Standard ID: KC-3.2.I+1+P
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about politics that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Enlightenment thought contributed to the development of political ideals that supported the American Revolution.
* Compare the political beliefs held by revolutionaries with those of colonial governments prior to the American Revolution.
* Describe the role of colonial assemblies and how their functions reflected evolving political beliefs during the late 18th century.
* Evaluate the significance of political pamphlets, such as Thomas Paine's "Common Sense," in shaping revolutionary ideals.
* Identify key political ideals that emerged during the 18th century and explain their influence on the revolutionary cause.
* Interpret primary source documents from the revolutionary period to identify arguments that supported emerging political beliefs, including how the Declaration of Independence maintained connections to English political traditions of formal protest while asserting new revolutionary principles.
* Utilize political cartoons from the revolutionary era to explain the expression of new political ideals and their impact on public opinion.

Assessment Boundaries:
* Assessment should focus on analyzing the evolution of political thought during the 18th century that influenced the American revolutionary cause, including Enlightenment concepts of natural rights, social contract theory, and republican government. Students should examine how specific documents like the Declaration of Independence and Thomas Paine's Common Sense reflected the shift from British constitutional rights to universal natural rights, and how colonial resistance to British policies demonstrated evolving political beliefs about self-governance, representation, and liberty.

	Assessments should not include religious influences on revolutionary thinking, detailed analysis of the First and Second Continental Congresses, or military aspects of the French and Indian War or Revolutionary War. Additionally, post-independence developments such as the creation of the Constitution, establishment of new governmental institutions, or cultural blending between different groups fall outside the scope of this standard and should be excluded.

Common Misconceptions:
* Some students might incorrectly assume that political pamphlets like Thomas Paine's Common Sense created revolutionary sentiment, when these publications often articulated and popularized ideas that were already circulating among educated colonists and made them accessible to broader audiences.
* Some students might think that revolutionary political ideals represented a complete break from British traditions, when in fact many revolutionary concepts evolved from English political thought while incorporating new Enlightenment principles about natural rights and the social contract.
* Students may believe that revolutionary political ideas emerged suddenly in 1776, rather than understanding how these beliefs gradually developed throughout the 18th century through ongoing colonial experiences with self-governance and responses to British imperial policies.
* Students might think that revolutionary political beliefs were uniformly shared across the colonies, overlooking significant regional variations and the spectrum of political opinions that ranged from those seeking reconciliation with Britain to those demanding complete independence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 962.0
Standard ID: KC-3.2.I+2+P
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about religion that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Enlightenment and religious thought convergence on the formation of political ideas that inspired revolution.
* Compare and contrast the religious motivations for revolution with other ideological motivations from primary and secondary texts.
* Evaluate the role of religious tolerance movements in shaping a revolutionary ideology against perceived British religious oppression.
* Explain how the First Great Awakening influenced the development of new religious beliefs that contributed to revolutionary ideals.
* Identify key religious ideologies in the 18th century and explain how these influenced the ideological underpinnings of the revolutionary cause.
* Use a map to identify regions where religious movements such as the First Great Awakening were prominent and analyze their influence on revolutionary thought.
* Use primary source accounts to identify the role of religious belief in the development of revolutionary sentiment.

Assessment Boundaries:
* Assessments based on this standard should focus on how various religious developments in 18th-century America influenced revolutionary thinking, including the convergence of Enlightenment principles with religious beliefs, the emergence of religious tolerance movements, and the use of religious language and concepts in articulating revolutionary ideals. Students should analyze primary sources that demonstrate how revolutionaries incorporated religious reasoning into their political arguments and evaluate the relationship between changing religious thought and notions of liberty, equality, and natural rights.

	Assessments should not include detailed analysis of the Great Awakening as a specific movement, as this falls outside the scope of this standard. Questions about the political and military events of the Revolution, post-independence religious developments, or comparative analysis of Native American, French, and British religious perspectives should also be avoided.

Common Misconceptions:
* Some students might believe that revolutionary-era concepts of religious freedom meant the same thing as modern separation of church and state, rather than understanding that many revolutionaries supported state-sponsored religion while opposing British ecclesiastical control.
* Some students might think that Enlightenment rationalism and religious belief were opposing forces during the revolutionary period, when many revolutionary thinkers actually integrated rational philosophy with religious concepts to form their political ideals.
* Students may incorrectly assume that religious thinking played only a minor role in revolutionary rhetoric, not recognizing how extensively religious language, biblical references, and concepts of divine providence permeated revolutionary documents and public discourse.
* Students may mistakenly interpret the revolutionary period as representing a unified religious perspective, overlooking how different denominations, religious traditions, and regional religious practices contributed diverse elements to revolutionary ideology.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 963.0
Standard ID: KC-3.2.I+3+P
Standard Description: Explain how the ideals that inspired the revolutionary cause reflected new beliefs about society that had been developing over the course of the 18th century

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between emerging societal ideals and the revolutionary cause during the 18th century.
* Describe the process by which societal ideals transitioned into revolutionary ideals, supported by historical evidence.
* Evaluate the impact of new societal beliefs on the American Revolution using primary and secondary sources, including how revolutionary rhetoric about natural rights coexisted with continued exclusion of women from formal political participation.
* Explain how shifts in societal ideals during the 18th century contributed to the development of revolutionary ideas, including how natural rights principles led Northern states to implement gradual emancipation laws while slavery remained entrenched in the South.
* Identify the key societal ideals emerging during the 18th century that influenced revolutionary thought.
* Use political cartoons and other media from the period to explain societal beliefs influencing the American Revolution.

Assessment Boundaries:
* Assessment should focus on the evolving societal ideals of equality, natural rights, and civic roles that influenced revolutionary thought during the 18th century. This should include the influence of European Enlightenment thinkers like Locke and Montesquieu, the transformation of revolutionary rhetoric through publications like Thomas Paine's Common Sense, and the gap between revolutionary ideals and their implementation regarding women and enslaved persons. Students should demonstrate understanding of how these ideals contributed to specific outcomes such as gradual emancipation laws in Northern states while slavery remained entrenched in the South.

	Assessments should not include discussions of military conflicts like the Seven Years' War, strategic territorial disputes, Continental Congress formation and actions, or cultural blending in post-independence America. Religious influences should be limited to their direct connection to societal ideals rather than exploring the Great Awakening in depth. Detailed analysis of competing economic objectives of European powers falls outside the scope of this standard.

Common Misconceptions:
* Some students may not recognize that revolutionary ideals produced different outcomes across regions, as shown by how natural rights principles inspired gradual emancipation laws in Northern states while slavery remained institutionally protected in the South.
* Some students may think that revolutionary ideals were primarily focused on independence from Britain, without understanding that they encompassed broader evolving concepts of natural rights, consent of the governed, and equality that had been developing throughout the 18th century.
* Students might assume that revolutionary rhetoric about natural rights led to immediate changes in social practices, when in fact there was often a significant gap between ideals and implementation, particularly regarding women's political participation and slavery.
* Students might believe that the ideals of the American Revolution developed primarily from American thinkers, without recognizing the significant influence of European Enlightenment philosophers like John Locke, Jean-Jacques Rousseau, and Montesquieu on revolutionary thought.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: KC-3.2.II
Standard Description: After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 971.0
Standard ID: KC-3.2.II+1+P
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of new state and federal governmental roles on the political landscape in post-independence America.
* Analyze visual representations from the period to explain differing perspectives on state versus federal authority.
* Evaluate the historical significance of the constitutions and declarations of rights in shaping the early American political system.
* Explain how the constitutions and declarations of rights drafted during this period articulated the separation of powers between state and federal governments.
* Identify and describe a claim from a primary account of the role of state and federal governments as articulated in new constitutions.
* Identify the key constitutional frameworks established for state and federal government roles after American independence.

Assessment Boundaries:
* Assessments should focus on students' ability to identify and explain specific constitutional frameworks created after American independence, including state constitutions, the Articles of Confederation, the U.S. Constitution, and the Bill of Rights, and how these documents articulated the division of powers between state and federal governments. Questions may require students to analyze primary source excerpts from these documents, evaluate competing perspectives on federal versus state authority, and explain how these new governmental structures addressed concerns about centralized power while protecting individual liberties.

	Assessments should exclude topics related to events leading to independence (Continental Congresses, Declaration of Independence drafting process), religious influences on revolutionary thinking, and cultural blending in post-independence America. Questions should not cover detailed policy implementation under these frameworks (such as specific aspects of Hamilton's financial program), foreign governmental systems, or constitutional developments occurring after 1800.

Common Misconceptions:
* Some students might believe that state constitutions were similar in structure and philosophy, missing how different states balanced governmental powers, protected rights, and reflected regional priorities in varied ways that influenced later federal constitutional development.
* Some students might think that the principles in the U.S. Constitution were primarily borrowed from European Enlightenment thinkers, not recognizing the significant influence of existing colonial and state governmental practices, as well as uniquely American political experiences and adaptations.
* Students might believe that the roles of state and federal governments were clearly defined and broadly agreed upon after independence, overlooking the significant debates, compromises, and evolving interpretations that characterized the period from the Articles of Confederation through the early Constitutional era.
* Students might incorrectly assume that the Bill of Rights was part of the original Constitution, rather than understanding it was added later as the first ten amendments in response to Anti-Federalist concerns about protecting individual liberties against potential federal government overreach.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 972.0
Standard ID: KC-3.2.II+2+P
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that protected individual liberties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as drafts of state constitutions or the Bill of Rights, to identify how individual liberties were articulated and protected.
* Analyze the impact of Enlightenment thinking on the protection of individual rights in American political documents post-independence.
* Create a historically defensible argument about the importance of placing protections for individual liberties in these new constitutions and declarations, supported by evidence from constitutional debates of the era.
* Evaluate the effectiveness of different state constitutions in upholding individual liberties, comparing these documents to the federal Constitution.
* Explain how the historical context of post-independence America influenced the development and inclusion of individual rights in political documents.
* Explain how the inclusion of protections for individual liberties in new constitutions and declarations reflected the democratic ideals of the American Revolution.
* Identify the specific tenets of individual liberties that were incorporated into the new constitutions and declarations of rights after American independence.
* Utilize a secondary source to explain interpretations of the impact that these constitutional protections of individual liberties have had on American political development.

Assessment Boundaries:
* Assessment should focus on analyzing how specific early American documents—such as state constitutions, the federal Constitution, and declarations of rights—articulated and protected individual liberties after independence. Students should be able to identify key provisions protecting rights, analyze primary source excerpts from these documents, explain how these protections reflected Enlightenment ideals, and compare approaches to individual liberties across different state constitutions and the federal Constitution.

	Assessment should not include evaluations of changes to these rights over time, comparisons with modern interpretations of civil liberties, or analysis of the Continental Congresses' formation and actions. Additionally, religious influences on revolutionary thinking (particularly the Great Awakening), cultural blending in post-independence America, and economic policies like Hamilton's financial program fall outside the scope of this standard's assessment.

Common Misconceptions:
* Some students might overlook the significant variations in how different state constitutions approached individual liberties, not recognizing how regional economic interests, political philosophies, and local concerns created diversity in constitutional protections across the new states.
* Some students might think that the Bill of Rights was an original component of the Constitution rather than understanding it was added later after significant debate about whether explicit enumeration of rights was necessary.
* Students might believe that the protection of individual liberties emerged as a fully-formed consensus among American political leaders, rather than recognizing the extensive debates, compromises, and diverse perspectives that shaped these protections in various state constitutions and the federal Constitution.
* Students might not recognize how Enlightenment political philosophy influenced American constitutional development, potentially viewing protections for individual liberties as simply pragmatic reactions to British colonial policies rather than expressions of broader intellectual ideals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 973.0
Standard ID: KC-3.2.II+3+P
Standard Description: Explain how, after declaring independence, American political leaders created new constitutions and declarations of rights that limited both centralized power and excessive popular influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the political philosophies of key figures like James Madison and Thomas Jefferson influenced the creation of structures to limit centralized power in new states’ constitutions.
* Analyze visual representations, such as political cartoons from the era, to assess public perception of centralized power in the new American political context.
* Compare and contrast the structures of government under the Articles of Confederation and the U.S. Constitution regarding their approaches to limiting centralized power and excessive popular influence, including how regional economic divisions between commercial centers and agricultural areas shaped ratification debates.
* Describe how the Articles of Confederation served as an early attempt to limit centralized authority and its eventual replacement by the Constitution to balance national and state powers.
* Evaluate the effectiveness of the Bill of Rights in limiting governmental power while protecting individual liberties.
* Explain the ways in which the American constitutional framework balanced the need to limit excessive popular influence while ensuring democratic representation.
* Identify key provisions in early American constitutions and declarations of rights that aimed to limit centralized governmental power.
* Use a primary source document, such as The Federalist Papers, to explain the arguments for and against limiting centralized power in the newly proposed Constitution.

Assessment Boundaries:
* Assessment should focus on evaluating students' understanding of specific provisions in state constitutions, declarations of rights, and the federal Constitution that were designed to limit both centralized power and excessive popular influence after American independence. This includes analyzing key mechanisms such as separation of powers, checks and balances, federalism, bicameral legislatures, limited executive authority, and the Bill of Rights. Questions may address the transition from the Articles of Confederation to the Constitution as an evolution in balancing state sovereignty with effective national governance.

	Assessments should not include topics related to events leading to the American Revolution, Continental Congresses, or religious influences on revolutionary thinking. Questions about later constitutional developments beyond the Bill of Rights, cultural blending in post-independence America, or foreign policy issues with European powers should be excluded. Assessment should avoid focusing on economic policies except where directly relevant to constitutional power limitations.

Common Misconceptions:
* Some students may believe that the shift from the Articles of Confederation to the Constitution represented a complete abandonment of decentralization principles, rather than a recalibration that maintained important limits on federal authority while addressing critical weaknesses in national governance.
* Some students might misunderstand that limiting centralized power was the only constitutional concern, without recognizing that the framers simultaneously sought to curb excessive popular influence through mechanisms like indirect election of senators and the Electoral College.
* Students may misconceive that the founding fathers either wholly supported centralized power like a monarchy or entirely opposed it, when in reality they sought a nuanced balance between federal and state authority to prevent both tyranny and governmental ineffectiveness.
* Students might incorrectly assume that state constitutions took uniform approaches to limiting governmental power, when in fact there were significant variations based on regional concerns, political philosophies, and specific historical experiences in different states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: KC-3.2.III.i
Standard Description: New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 981.0
Standard ID: KC-3.2.III.i+1+P
Standard Description: Explain how new forms of national culture developed in the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze different regional responses to emerging national identities through primary and secondary source comparison.
* Analyze the interaction between regional variations and the overarching national cultural trends in the post-revolutionary United States, including how colonial traditions of architecture, food, and social customs continued to shape distinct regional identities.
* Evaluate political cartoons and other visual sources from the era to understand differing perspectives on cultural development within the nation.
* Explain how the influences of regional economic, political, social, and foreign policy differences led to the distinct national cultural expressions.
* Identify and describe claims in primary or secondary sources regarding the evolution of American national culture and regional differences.
* Identify key elements that contributed to the development of new forms of national culture in the United States during this period.

Assessment Boundaries:
* Assessment should focus on how new national cultural elements emerged in the post-revolutionary United States while regional traditions persisted. Students should demonstrate understanding of specific cultural expressions including literature, arts, architecture, food, social customs, and public celebrations that reflected both national themes and regional distinctions. Assessments should emphasize how economic institutions (like Hamilton's financial program), political developments, and social factors contributed to the formation of American cultural identity in the early republic period.

	Assessments should not include topics related to the Seven Years' War, Continental Congress proceedings, or revolutionary conflicts leading to independence. Questions about cultural blending between Native American, European, and African American groups should be avoided. Additionally, religious influences from the Great Awakening on revolutionary thinking fall outside this standard's scope and should not be assessed.

Common Misconceptions:
* Learners might misunderstand the relationship between economic developments and cultural expression, failing to recognize how economic factors like Hamilton's financial program influenced both national institutions and regional cultural responses to these changes.
* Some students may incorrectly assume that regional cultural traditions in architecture, food, and social customs quickly diminished in importance as national identity strengthened, when these traditions actually persisted throughout the early republic period.
* Students may believe that American cultural identity was established primarily through formal political institutions, rather than understanding how everyday cultural practices, literature, arts, and public celebrations played crucial roles in developing new forms of national expression.
* Students might believe that American national culture emerged as a uniform entity after independence, rather than recognizing how regional variations in the Northeast, Mid-Atlantic, and Southern states continued to shape distinct local identities while contributing to broader national trends.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 982.0
Standard ID: KC-3.2.III.i+2+P
Standard Description: Explain how new forms of political institutions developed in the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of regional variations on the evolution of American political institutions.
* Analyze the use of political cartoons or propaganda from the era to explain differing regional views on new political institutions.
* Evaluate the role of regional conflicts in shaping the development of political parties and institutions in the early United States.
* Explain how economic, political, social, and foreign policy differences contributed to the development of distinct regional political cultures in the United States, including how Hamilton's financial program establishing national economic institutions represented a departure from earlier decentralized policies.
* Identify and describe claims from primary sources regarding new political institutions and compare these with regional perspectives.
* Identify the major new forms of political institutions that emerged in the United States during the post-Revolutionary period.
* Use maps to identify regions where certain political practices or institutions became prominent and explain the reasons for their development in those areas.

Assessment Boundaries:
* Assessments should focus on students analyzing specific examples of political institutional development such as the creation of early state constitutions, the Articles of Confederation, the Constitution's federalist structure, and the emergence of the first political parties. Students should identify how regional variations in economic systems, social structures, and foreign policy perspectives influenced the development of distinct political cultures, and analyze Hamilton's financial program as a departure from earlier decentralized policies. Assessment items should emphasize the transition from decentralized governance to the federal system.

	Assessments should not include the formation and actions of the First and Second Continental Congresses or religious influences from the Great Awakening on revolutionary thinking. Questions about political institutions that developed after this period (such as Jacksonian Democracy or later party systems) should be excluded, as should topics related to cultural blending between different groups in post-independence America.

Common Misconceptions:
* Some students may think that the United States quickly achieved political unity after independence, when in reality the nation experienced significant debates and compromises regarding the balance of federal versus state authority throughout the early national period.
* Students may focus primarily on domestic factors in the development of American political institutions, overlooking how international relations and foreign policy challenges (particularly with European powers) significantly shaped early political decisions and structures.
* Students might assume that new American political institutions emerged primarily from revolutionary ideals, underestimating how pre-existing colonial governance practices and regional political traditions influenced institutional development.
* Students might believe that political institutions in the United States developed similarly across different regions, not recognizing how economic, social, and geographic differences between regions shaped distinct political cultures and practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: KC-3.3.I
Standard Description: In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 991.0
Standard ID: KC-3.3.I+1+P
Standard Description: Explain how, in the decades after American independence, interactions among different groups resulted in competition for resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to identify perspectives on resource competition between groups in post-independence America.
* Compare and contrast how different groups managed resource competition to maintain or enhance their standing in the post-independence socio-political landscape.
* Describe the effects of resource competition on alliances between various groups in the United States after independence.
* Evaluate the long-term impacts of resource competition among groups on the national identity of the United States following independence.
* Explain how competition for resources among different groups influenced political and social dynamics in the United States during the decades following independence.
* Identify the key resources that were contested among different groups in post-independence America.
* Use statistical data and maps to illustrate and explain shifts in population centers due to resource competition among different groups during this period.

Assessment Boundaries:
* Assessments should focus on specific competitions for resources among various groups in the United States from 1783 to the early 1800s, including land disputes in the Northwest Territory, competition for trade routes and waterways, and conflicts over territorial boundaries. Questions should address how these resource competitions influenced political developments (such as the Northwest Ordinance and Jay's Treaty), created shifting alliances among Native American nations and settlers, and shaped early U.S. foreign policy with European powers who maintained presence in North America.

	Assessments should not include events and conflicts during the colonial period, Seven Years' War, or Revolutionary War. Questions about cultural blending, religious influences on revolutionary thinking, and Continental Congress activities are outside the scope of this standard. Additionally, assessments should avoid detailed analysis of primary sources revealing perspectives on colonial conflicts prior to independence.

Common Misconceptions:
* Some students may think that competition for resources primarily involved violent conflict, not recognizing the significant role of diplomatic negotiations, economic policies, and political compromises like the Northwest Ordinance and Jay's Treaty in managing resource disputes.
* Some students might misunderstand the continuing role of European powers (Britain, Spain, France) after American independence, not recognizing how these nations maintained territorial claims, trading relationships, and strategic alliances that significantly influenced resource competition within North America.
* Students might believe that Native American nations responded uniformly to resource competition, overlooking how different tribes developed varied strategies to protect their interests, including forming alliances with settlers, negotiating treaties, relocating to new territories, or engaging in armed resistance.
* Students might incorrectly assume that after independence, the federal government had immediate authority and capability to manage resource allocation, overlooking how states, local authorities, and private interests often competed with federal objectives and complicated resource distribution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 992.0
Standard ID: KC-3.3.I+2+P
Standard Description: Explain how, in the decades after American independence, interactions among different groups resulted in shifting alliances.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of these shifting alliances on the political and cultural landscape of early America.
* Compare the shifting alliances in different regions and explain their causes and effects.
* Examine primary sources to identify perspectives and interests that influenced alliances among different groups.
* Explain how competition for resources contributed to shifting alliances during the post-independence period.
* Identify key events that led to the formation of shifting alliances between different groups after American independence.
* Utilize maps to identify geographic regions where alliances shifted and explain the reasons for these shifts.

Assessment Boundaries:
* Assessments based on this standard should focus on specific examples of shifting alliances among different groups (U.S. government, Native American nations, Britain, Spain, France) in the post-independence period (1783-1820). Questions may address how competition for land, trade, and resources influenced these shifting alliances, the geographic regions where these alliances operated, and the impact of these relationships on early American political development. Assessments may include analysis of primary source excerpts that reveal different perspectives on alliance formation and diplomatic relationships during this period.

	Assessments should not include events from the colonial or Revolutionary War period prior to 1783, including the Seven Years' War, Ohio Valley conflicts before independence, or the Continental Congresses. Cultural blending processes should not be assessed unless directly connected to alliance formation, and religious influences on political thought should be excluded. Questions about the specific military strategies or battle outcomes of post-independence conflicts should be avoided.

Common Misconceptions:
* Some learners may underestimate how economic considerations—such as access to trade routes, natural resources, and markets—significantly influenced alliance formation and dissolution among different groups in the early republic, sometimes overriding political or cultural concerns.
* Some students may assume that alliances between the United States and European powers (or between Native American nations and European powers) remained stable throughout the post-independence period, overlooking how these relationships frequently shifted based on changing international conditions and immediate advantages.
* Students might believe that alliances in post-independence America were primarily based on ideological or cultural similarities rather than recognizing how practical concerns like security, trade access, and territorial ambitions often drove strategic partnerships between diverse groups.
* Students might overestimate the unity within major groups when forming alliances, not recognizing that different regions within the United States often had competing interests in foreign relations, and that Native American nations frequently pursued independent diplomatic strategies based on their specific circumstances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: KC-3.3.II
Standard Description: The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 1001.0
Standard ID: KC-3.3.II+1+P
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to safeguard its borders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the presence of European powers on the development of U.S. foreign policy during this period.
* Describe the effects of European territorial claims on U.S. economic interests and trade routes.
* Evaluate the effectiveness of American diplomatic efforts, such as treaties and negotiations, in maintaining national security and territorial integrity.
* Explain the diplomatic and military strategies employed by the United States to secure its borders against European encroachments.
* Identify the European powers present in North America during the late 18th and early 19th centuries, their areas of influence on the continent, and the continued imperial competition between Britain and Spain after France's removal.
* Use primary source documents to investigate the perspectives of American leaders regarding the European presence and the strategies they advocated.
* Use primary source maps to identify the territorial boundaries claimed by European powers and how these led to conflicts with the United States.

Assessment Boundaries:
* Assessment should focus on how the United States addressed border security challenges from European powers in the post-independence period (late 18th century). Content should include diplomatic and military strategies employed against specific European powers, particularly British presence in the Northwest Territory after the Treaty of Paris (1783) and Spanish control of navigation rights on the Mississippi River, as well as the impact of these challenges on early US foreign policy development and economic interests.

	Assessment should not include events from earlier colonial conflicts such as the Seven Years' War, the American Revolution, or later developments like the Louisiana Purchase and the War of 1812. Content related to Native American alliances with European powers, religious influences on revolutionary thinking, or cultural blending processes should be excluded from assessment of this standard.

Common Misconceptions:
* Some students may believe that European powers relinquished their territorial claims immediately after American independence, rather than understanding that European influence remained a persistent challenge requiring ongoing diplomatic and military responses.
* Some students may focus exclusively on military conflicts with European powers, overlooking how treaty negotiations, diplomatic relations, and international agreements served as crucial tools for the early United States to establish border security.
* Students might incorrectly assume that the United States had equal diplomatic leverage against each European power, not recognizing that American responses varied based on specific threats from Britain, Spain, and France.
* Students might misinterpret economic concerns such as navigation rights on the Mississippi River as secondary issues, rather than recognizing them as primary security interests that motivated American diplomatic efforts with European powers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 1002.0
Standard ID: KC-3.3.II+2+P
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to maintain neutral trading rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the geopolitical landscape of North America, influenced by European powers, affected American economic policies, specifically regarding trade.
* Describe the impact of European maritime practices on American shipping and trade during the period and how these practices challenged U.S. neutrality.
* Evaluate the effectiveness of U.S. foreign policies aimed at securing neutral trading rights in light of European influence, using primary and secondary sources for analysis.
* Explain the diplomatic challenges faced by the United States in maintaining neutral trading rights amidst competing European interests in North America.
* Identify the key European powers present in North America during the late 18th and early 19th centuries and their strategic interests.
* Utilize maps to assess the geopolitical distribution of European powers in North America and explain how this distribution posed challenges to American trading neutrality.

Assessment Boundaries:
* Assessment should focus on how European powers in North America (particularly Britain, France, and Spain) challenged U.S. neutral trading rights from the 1780s through the early 1800s. Questions should address specific policies and incidents such as maritime impressment, Jay's Treaty, the Quasi-War with France, the Louisiana Purchase, and the Embargo Act of 1807, along with how the geopolitical distribution of European territories influenced American trade options. Students should demonstrate understanding of how these challenges affected U.S. economic development and sovereignty through analysis of primary sources, maps, and data on trade patterns.

	Assessments should not include content on conflicts predating American independence such as the Seven Years' War, Ohio River Valley disputes, or Continental Congress activities. Questions should avoid focusing on Native American alliances with European powers, religious influences on revolutionary thinking, or cultural blending issues unless they directly relate to neutral trading rights and economic interests.

Common Misconceptions:
* Some students might believe that European influence on American trade ended with political independence, not recognizing how European powers continued to control key territories, waterways, and maritime routes that affected U.S. trading capabilities.
* Some students might misinterpret the concept of neutral trading rights as simply meaning free trade, rather than understanding the complex international context where neutrality itself was contested during conflicts like the Napoleonic Wars when European powers expected American allegiance.
* Students may incorrectly view U.S. trade challenges as primarily military confrontations, overlooking how diplomatic negotiations, economic policies, and legal disputes were often the primary means of addressing European interference with neutral trading rights.
* Students may underestimate how regional and sectional interests within the United States (such as differences between commercial Northeast and agricultural South) complicated the nation's ability to form unified responses to European challenges to neutral trading rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 1003.0
Standard ID: KC-3.3.II+3+P
Standard Description: Explain how the continued presence of European powers in North America challenged the United States to find ways to promote its economic interests.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how foreign trade policies were influenced by the presence of European powers and how these policies were used to enhance U.S. economic interests.
* Evaluate the impact of European colonial policies on the U.S. economy and how these led to legislative and policy responses.
* Examine a political cartoon or visual medium from the time period that critiques U.S. economic policy towards Europe and explain its significance.
* Explain the strategies employed by the United States to navigate competing European economic influences in North America.
* Identify and describe a primary source that illustrates U.S. economic responses to European presence in North America.
* Identify the economic interests of the United States that were impacted by the presence of European powers in North America.
* Through maps or graphs, demonstrate how U.S. economic interests were geographically or logistically affected by European expansion in North America.

Assessment Boundaries:
* Assessments should focus on specific economic treaties, policies, and diplomatic efforts developed by the United States to respond to European presence in North America after independence (1783) through the early republic period (circa 1820), including Jay's Treaty, Pinckney's Treaty, the Louisiana Purchase, and Hamilton's financial program. Students should demonstrate understanding of how geographic factors shaped U.S. economic interests, particularly regarding navigation rights on the Mississippi River and Atlantic trade routes, and how the U.S. employed diplomatic and legislative strategies to promote trade, commerce, and economic development despite European constraints.

	Assessments should not include the Seven Years' War (French and Indian War), events leading to American independence, or broad military conflicts unless directly connected to specific economic policies or treaties. Continental Congress formation and actions, religious influences on revolutionary thinking, and cultural blending processes between different groups should be excluded from assessment questions, as should detailed analysis of competing British, French, and American Indian objectives prior to U.S. independence.

Common Misconceptions:
* Some students may think that economic treaties with European powers (like Jay's Treaty or Pinckney's Treaty) immediately resolved all trade challenges, overlooking the gradual and sometimes limited implementation of these agreements and the ongoing need for diplomatic negotiation.
* Some students may underestimate the continued economic dependence of the early United States on European markets and financial systems, incorrectly assuming that political independence automatically created economic independence from former colonial powers.
* Students might believe that U.S. economic policies toward European powers were consistent across all regions, not recognizing how geographic factors (such as proximity to the Mississippi River, Great Lakes, or Atlantic ports) created different economic priorities and challenges for different parts of the country.
* Students might not recognize the connection between domestic economic policies (such as Hamilton's financial program) and responses to European influence, mistakenly viewing internal and external economic strategies as separate rather than interconnected approaches.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.13
Cluster Name: 12. Continuity and Change in the Period 3
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: Unit 3: Learning Objective P
Standard Description: Explain how the American independence movement affected society from 1754 to 1800.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: KC-3.1.I.A
Standard Description: Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French-Indian trade networks and American Indian autonomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 621.0
Standard ID: KC-3.1.I.A+1
Standard Description: Explain how colonial rivalry intensified between Britain and France in the mid-18th century as the growing population of the British colonies expanded into the interior of North America, threatening French-Indian trade networks and American Indian autonomy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of British colonial expansion on the relationship between European powers and American Indian tribes, and early colonial responses such as Benjamin Franklin's Albany Plan of Union (1754).
* Evaluate the historical significance of French and British colonial strategies in the context of their rivalry in North America, recognizing the French and Indian War as the North American theater of the global Seven Years' War (1754-1763).
* Examine primary sources from the period to identify perspectives on the British and French colonial rivalry and its impact on indigenous populations, including the roles of key figures such as George Washington as a colonial military leader and Benjamin Franklin as a colonial diplomat and political thinker.
* Explain how the expansion of British colonies into the interior of North America threatened French-Indian trade networks and American Indian autonomy, including how the French responded by building forts and strengthening Native American alliances.
* Identify the primary factors that led to the intensification of colonial rivalry between Britain and France in the mid-18th century, including George Washington's 1754 confrontation with French troops in the Ohio River Valley.
* Use maps to identify territorial changes and analyze how these changes reflected the colonial rivalry between Britain and France, particularly focusing on the strategic importance of the Ohio River Valley as a crucial region for trade, settlement, and water transportation.

Assessment Boundaries:
* Assessments based on this standard should focus on the causes and key events of colonial rivalry intensification between Britain and France in North America prior to 1763, including the expansion of British colonies into the interior, George Washington's 1754 confrontation with French forces, competition for the Ohio River Valley, and the impact on French-Indian trade networks and American Indian autonomy. Students should demonstrate understanding of French defensive strategies (fort-building and Native American alliances), early colonial responses like the Albany Plan of Union, and the French and Indian War as the North American theater of the global Seven Years' War.

	Assessments should not include British imperial policies implemented after 1763 (such as taxation measures and the Royal Proclamation), colonial responses to these policies, or detailed examination of specific Native American tribal alliances beyond their relation to trade networks and autonomy. Additionally, post-war Native American resistance strategies, the Iroquois Confederacy's specific responses, and broader European diplomatic history unrelated to North American events should be excluded.

Common Misconceptions:
* Learners may believe that French-Indian alliances were consistent across all Native American groups, rather than recognizing the varied responses and strategic decisions made by different tribes to protect their interests as European powers competed for territory.
* Some students might incorrectly assume that British colonial expansion was a coordinated imperial policy rather than primarily driven by population growth and individual settler initiatives seeking land and economic opportunities in the interior.
* Some students might think the colonial rivalry occurred solely due to territorial disputes, without recognizing the economic motivations tied to controlling trade routes, particularly the fur trade networks, which were significant to both British and French interests.
* Students might not recognize that early colonial responses like Benjamin Franklin's Albany Plan of Union (1754) represented significant attempts at inter-colonial cooperation predating the revolutionary period, demonstrating how the French threat motivated British colonies to consider forms of unity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: KC-3.1.I.B
Standard Description: Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 631.0
Standard ID: KC-3.1.I.B+1
Standard Description: Explain how Britain achieved a major expansion of its territorial holdings by defeating the French in the French and Indian War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic implications and burdens placed on the British government as a result of the territorial expansion following the French and Indian War.
* Analyze the role of Native American alliances and their effects on the outcome and consequences of the French and Indian War.
* Assess the impact of the British victory on the relationship between Britain and its North American colonies post-war.
* Evaluate primary source documents from the period to identify British and French perspectives on the war's outcomes and territorial changes.
* Explain the diplomatic efforts and treaties involved in expanding Britain's territorial holdings after the French and Indian War, particularly the 1763 Treaty of Paris which granted Britain control of French Canada and Spanish Florida.
* Identify the key military and strategic factors that contributed to Britain's victory over France in the French and Indian War, including William Pitt's strategy of conquering French Canada which led to victories at Louisbourg, Quebec, and Montreal (1758-1760).
* Use maps to identify how territorial boundaries changed as a result of the French and Indian War and discuss the significance of these changes.

Assessment Boundaries:
* Assessment should focus on the military strategies employed during the French and Indian War, particularly William Pitt's focus on conquering French Canada and the key British victories at Louisbourg, Quebec, and Montreal (1758-1760). Students should demonstrate understanding of how the 1763 Treaty of Paris expanded British territorial holdings in North America, including the acquisition of French Canada and Spanish Florida. Assessment may include map-based questions that identify territorial changes and their significance to British imperial expansion.

	Assessment should not include British imperial policies implemented after the war (such as the Sugar Act, Stamp Act, or Proclamation of 1763), colonial responses to these policies, or detailed examination of Native American alliances during the conflict. Questions about economic implications should be limited to Britain's increased war debt (£132 million by 1763) without extending to subsequent taxation policies directed at the colonies.

Common Misconceptions:
* Some students might think that William Pitt was a military general who fought in battles, rather than understanding his role as Britain's Secretary of State who shaped the strategic direction of the war through military and financial support.
* Some students might underestimate the strategic importance of the Ohio River Valley in the conflict, not recognizing it as crucial contested territory that contained fertile land and important water routes connecting the Great Lakes to the Mississippi River.
* Students may confuse the timeline and geographic scope of the conflict, potentially misunderstanding that the French and Indian War (1754-1763) was the North American theater of the broader global Seven Years' War between Britain and France.
* Students might believe that the French and Indian War was primarily a conflict between European powers, overlooking how the growing British colonial population's expansion into the interior of North America threatened French trade networks and triggered the initial confrontations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 632.0
Standard ID: KC-3.1.I.B+2
Standard Description: Explain how Britain's defeat of the French in the French and Indian War came at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between Britain's increased territorial holdings and the financial burden of the war, leading to efforts to raise revenue from the colonies.
* Discuss the historical significance of Britain's financial situation post-war in shaping colonial policies that precipitated unrest.
* Evaluate the long-term effects of Britain's post-war efforts to generate revenue and tighten control, including widespread colonial resistance resulting from the end of Britain's previous policy of salutary neglect.
* Explain the impact of the French and Indian War's expenses on Britain's decision to consolidate control over the American colonies.
* Identify the expenses incurred by Britain during the French and Indian War and how they influenced subsequent imperial policies, including how Britain's war debt doubled to approximately £132 million by 1763.
* Using primary source documents, identify and describe British policies aimed at raising revenue post-French and Indian War, and analyze their reception among colonists.
* Utilize maps to illustrate changes in British territorial control post-French and Indian War and explain the strategic importance of these acquisitions.

Assessment Boundaries:
* Assessments based on this standard should focus on Britain's financial condition after the French and Indian War, including the doubling of war debt to £132 million by 1763, and how this economic burden influenced Britain's decision to end salutary neglect and seek revenue from the American colonies. Students should be able to analyze the relationship between Britain's territorial expansion, the resulting administrative and defense costs, and the subsequent need to consolidate control over colonial possessions. The assessment should emphasize Britain's financial motivations rather than ideological factors.

Assessments should not include specific British revenue measures (such as the Sugar Act, Stamp Act, or Townshend Acts), colonial resistance efforts, or detailed responses from Native American groups. Additionally, specific administrative reorganization strategies, military enforcement approaches, and policies limiting western expansion beyond mentioning the general concept of the Proclamation Line should be excluded from assessment questions.

Common Misconceptions:
* Some students might incorrectly assume that Britain's territorial gains from the French and Indian War were immediately profitable, rather than recognizing these new territories initially created additional financial and administrative burdens requiring more revenue.
* Some students might think that Britain's war debt doubling to £132 million was a minor financial concern, rather than understanding it was a significant economic burden that directly motivated new colonial policies.
* Students may believe that Britain's attempts to raise revenue from the colonies were primarily motivated by a desire to restrict colonial autonomy, rather than understanding these efforts were largely driven by the need to address severe war-related financial pressures.
* Students may misunderstand the relationship between the war's financial impact and the end of salutary neglect, potentially viewing these as separate and unrelated developments rather than directly connected outcomes of Britain's expensive victory.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: KC-3.1.I.C
Standard Description: After the British victory, imperial officials' attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 641.0
Standard ID: KC-3.1.I.C+1
Standard Description: Explain how the British victory led to imperial officials' attempts to prevent colonists from moving westward and generated colonial opposition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts from colonial dissidents to describe the grievances and rhetoric used against British imperial policies.
* Compare and contrast the perspectives of British officials and colonial settlers regarding westward expansion and frontier policy using primary source documents.
* Evaluate how native groups like the Iroquois reacted to British policies and colonial expansion, employing data from trade and diplomatic relations.
* Explain the reasons behind the colonial opposition to British attempts to prevent westward expansion, considering both economic and political factors.
* Identify and describe the specific policies implemented by British imperial officials to prevent colonial expansion westward following the British victory in the Seven Years' War, particularly the Royal Proclamation of 1763 which prohibited settlement west of the Appalachian Mountains.
* Utilize historical maps to identify key geographic barriers and territories affected by British policies that aimed to restrict colonial expansion post-war.

Assessment Boundaries:
* Assessments based on this standard should focus on the British victory in the Seven Years' War and its direct consequences, particularly the Royal Proclamation of 1763 prohibiting colonial settlement west of the Appalachian Mountains. Students should demonstrate understanding of British motivations for restricting westward expansion (including financial concerns and avoiding conflicts with Native Americans) and the various colonial responses to these restrictions. Assessments may include analysis of historical maps to identify affected territories and geographic barriers relevant to westward expansion policies.

	Assessments should not include detailed examination of other British revenue measures such as the Sugar Act, Stamp Act, Townshend Acts, or Tea Act. The specific resistance strategies of Native American groups beyond general acknowledgment of resistance, colonial protest movements beyond initial opposition to the Proclamation, and French perspectives on the war outcomes are also outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may underestimate how the economic consequences of the Seven Years' War influenced British western policy decisions, failing to connect Britain's substantial war debt with its attempts to better control colonial development and prevent expensive frontier conflicts.
* Some students might incorrectly assume that the Proclamation of 1763 effectively prevented westward settlement, when in reality many colonists disregarded these restrictions and moved into prohibited territories, contributing to tensions with British authorities.
* Some students might think that the British established the Proclamation Line of 1763 solely to protect Native American interests, rather than understanding Britain's multiple motivations including avoiding costly frontier conflicts, managing imperial finances after an expensive war, and maintaining control over colonial expansion.
* Students may believe that colonial opposition to British westward expansion policies was immediate and uniform across all colonies, overlooking how responses varied based on regional interests, with frontier communities typically responding more negatively than coastal settlements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 642.0
Standard ID: KC-3.1.I.C+2
Standard Description: Explain how, after the British victory, native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of native resistance strategies to colonial expansion post-Seven Years' War using primary source accounts.
* Compare native groups' trade relationships with different European powers after the Seven Years' War, utilizing maps of trade networks.
* Describe the effects of European trade relations on the political dynamics within native groups after the Seven Years' War.
* Evaluate the effectiveness of native groups' resistance to colonial encroachments in maintaining their territorial integrity.
* Explain how native groups resisted colonist encroachments on tribal lands following the Seven Years' War, including organized resistance efforts such as Pontiac's Rebellion of 1763.
* Identify the strategies used by native groups to continue trading with Europeans after the British victory in the Seven Years' War.

Assessment Boundaries:
* Assessments based on this standard should focus on native groups' dual objectives of maintaining trade relationships with Europeans while simultaneously resisting colonial encroachments on their lands following the British victory in the Seven Years' War. Questions may address general resistance approaches (including Pontiac's Rebellion as an example), the effects of changing trade relationships on native groups, and the varied effectiveness of resistance efforts in protecting tribal lands. Assessments should incorporate how native groups navigated the new power dynamics after the French removal from North America.

	Assessments should not include specific details about British imperial policies beyond general concepts, detailed accounts of the Iroquois Confederacy's specific strategies, or comprehensive analysis of native trade adaptation strategies. Questions about French or British perspectives on the war outcome, specific colonial responses to British policies, or native alliances during the war itself should be avoided. Assessments should not address later policies of removal or assimilation beyond the immediate post-war period.

Common Misconceptions:
* Some students might assume that resistance to colonial expansion was primarily military in nature, overlooking how native groups employed diplomatic negotiations, strategic alliances, and other non-military approaches to protect their lands.
* Students might assume that resistance efforts like Pontiac's Rebellion were isolated incidents rather than part of broader, ongoing strategies native groups employed to maintain territorial integrity while adapting to changing circumstances.
* Students might believe that the British victory in the Seven Years' War created a simplified political landscape, not recognizing that native groups continued to navigate complex relationships with various European powers and colonial populations to maintain their sovereignty.
* Students might incorrectly view native groups' responses as an either/or choice between trade and resistance, not recognizing that many groups simultaneously pursued trade relationships with Europeans while opposing territorial encroachments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.2
Cluster Name: 1. Seven Years’ War (The French and Indian War)
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: Unit 3: Learning Objective B
Standard Description: Explain the causes and effects of the Seven Years’ War (the French and Indian War).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: KC-3.1.II.A
Standard Description: The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 651.0
Standard ID: KC-3.1.II.A+1
Standard Description: Explain how the imperial struggles of the mid-18th century began to unite the colonists against perceived and real constraints on their economic activities and political rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the period to identify expressions of colonial unity and resistance against British-imposed constraints on rights and economic activities.
* Describe the processes and events that led to increasing cooperation among the colonies, such as the formation of inter-colonial assemblies and committees of correspondence.
* Evaluate the impact of specific British policies (e.g., Navigation Acts, Proclamation of 1763) on colonial economies and political rights, explaining how these policies contributed to a sense of common identity and purpose among the colonies.
* Explain how British policies imposing economic and political constraints, such as taxation without representation, contributed to colonial unity against the imperial authorities.
* Identify the major imperial struggles of the mid-18th century, such as the French and Indian War, and explain their role in uniting the colonists by highlighting shared economic and political grievances.
* Use maps to assess British imperial strategies and how territorial changes post-war influenced colonial perspectives and grievances.

Assessment Boundaries:
* Assessments based on this standard should focus on specific British policies that constrained colonial economic activities (such as the Sugar Act, Currency Act, and Townshend Acts) and political rights (including taxation without representation and limitations on colonial self-governance). Students should demonstrate understanding of how these policies contributed to colonial unity through organized resistance strategies like boycotts, committees of correspondence, and collective protests. The assessment should emphasize how colonists articulated their grievances using arguments about their rights as British subjects and the traditional rights of local self-rule.

Assessments should not include content about the French and Indian War, specific Enlightenment thinkers, political cartoons, or the specific contributions of different social classes or women to the independence movement. Additionally, detailed examination of events after 1774 and the specific roles of colonial leaders in promoting independence beyond Franklin and Dickinson falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that economic grievances against British policies affected all colonies equally, not recognizing that different regions experienced varying impacts based on their economic structures and relationship with British trade.
* Some students might incorrectly assume that colonial opposition to British policies represented unified sentiment throughout the colonies, not appreciating the significant loyalist presence and the spectrum of opinions ranging from reconciliation to independence.
* Some students might think that colonial unity emerged suddenly rather than developing gradually through organized responses to a series of British policies enacted between 1763-1774, overlooking the progressive buildup of resistance and coordination among colonies.
* There's a possibility that students could overemphasize taxation as the primary colonial grievance, not recognizing that colonists also objected to constraints on political rights such as trial by jury, local governance, and the principle of consent of the governed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 652.0
Standard ID: KC-3.1.II.A+2
Standard Description: Explain how new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies began to unite the colonists against perceived and real constraints on their economic activities and political rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons or propaganda from the period, such as Paul Revere's depiction of the Boston Massacre of 1770, to explain how they portrayed British policies and influenced colonial sentiment.
* Analyze the ways in which British actions were perceived to infringe upon the political rights of the colonists, leading to increased colonial opposition and unity, including how events like the Boston Tea Party of 1773 and the subsequent Coercive Acts of 1774 intensified colonial resistance.
* Compare British governmental perspectives on North American colonial governance, including the concept of virtual representation, with the colonial view to understand the causes of rising tensions.
* Evaluate the impact of British policies on colonial economic activities and how these constraints motivated colonies to seek greater self-governance.
* Explain how British taxation efforts without colonial consent, like the Stamp Act and Townshend Acts, fueled colonial dissent and united various groups against perceived economic constraints.
* Identify key British policies that attempted to assert authority over the American colonies, such as various acts of taxation without direct colonial representation and the Quartering Act which required colonists to house and supply British soldiers.
* Utilize historical maps to identify key regions where British enforcement of laws was particularly oppressive and explain how these regions responded to British policies of taxation and control.
* Utilize primary source documents from the period, such as pamphlets or speeches, to identify and describe colonial arguments against British taxation and authority.

Assessment Boundaries:
* Assessments should focus on analyzing British taxation and authority policies from 1763-1774, including the Proclamation of 1763, Sugar Act, Currency Act, Stamp Act, Townshend Acts, Tea Act, Quartering Act, and Coercive Acts, and how these united colonists against perceived constraints on their economic activities and political rights. Students should demonstrate understanding of colonial responses such as the principle of no taxation without representation, boycotts, Committees of Correspondence, the Boston Tea Party, and the development of parallel governing structures through Committees of Observation and Safety.

	Assessments should not include the French and Indian War context, specific Enlightenment thinkers, political cartoons, women's roles in British-occupied regions, or contributions of different social classes beyond general colonial unity. Questions about colonial leaders should be limited to Franklin and Dickinson, avoiding detailed analysis of other leaders' approaches to promoting independence.

Common Misconceptions:
* Some students may misunderstand the colonial objection to British taxation, thinking colonists opposed all taxes rather than recognizing the distinction colonists made between acceptable trade regulation and taxation without representation or consent.
* Some students may think colonial opposition to British policies was immediate and uniform, rather than understanding that resistance developed gradually, with varying responses across different colonies and significant debate among colonists, including loyalist support for British policies.
* Students might assume colonial resistance primarily consisted of violent actions like the Boston Tea Party, not recognizing that economic resistance through boycotts, non-importation agreements, and the creation of alternative governance structures like Committees of Correspondence played crucial roles in building colonial unity.
* Students might incorrectly believe that taxation was the only British policy colonists opposed, overlooking how other measures like the Quartering Act, writs of assistance, vice-admiralty courts without juries, and Parliament's assertion of authority through the Declaratory Act also fueled resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: KC-3.1.II.B
Standard Description: Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule, and the ideas of the Enlightenment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 661.0
Standard ID: KC-3.1.II.B+1
Standard Description: Explain how colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to identify claims about the rights of British subjects made by colonial leaders, such as in speeches or letters.
* Compare arguments concerning the rights of British subjects across different colonies to understand regional variations in resistance.
* Evaluate the impact of British policies on colonial perceptions of their rights and the resulting calls for resistance.
* Explain how colonial leaders utilized the concept of 'rights of British subjects' to underpin their arguments against British legislative actions.
* Identify continuity and change over time in the articulation of rights by colonial leaders from the initial resistance through to the Declaration of Independence.
* Identify the foundational rights of British subjects as they were understood by colonial leaders and used to justify resistance to British policies, including the right to trial by jury that was violated by vice-admiralty courts.
* Utilize political cartoons from the period to explain public perceptions of British abuses of the rights of British subjects.

Assessment Boundaries:
* Assessments based on this standard should focus on how colonial leaders framed their resistance arguments using the concept of rights of British subjects, including the right to trial by jury, representation in taxation matters, and self-governance through colonial assemblies. Questions should examine specific British policies (such as the Stamp Act, Townshend Acts, and Coercive Acts) that colonists viewed as violations of their rights, and how colonial leaders articulated these rights violations in key documents, speeches, and through organized resistance strategies like boycotts and committees of correspondence.

	Assessments should not include detailed analysis of specific Enlightenment thinkers or their philosophical principles, though general reference to natural rights principles is acceptable when directly connected to British subjects' rights. Questions should avoid covering colonial unity during the French and Indian War, women's specific roles in British-occupied regions, political propaganda imagery, or contributions of specific social classes to the independence movement beyond their relation to rights-based arguments.

Common Misconceptions:
* Learners may believe that colonial leaders used consistent rights-based arguments throughout the resistance period, rather than understanding how these arguments evolved from seeking redress as loyal British subjects to eventually justifying independence.
* Some students might assume that taxation without representation was the primary rights-based argument of colonial leaders, overlooking other fundamental rights claims such as trial by jury, protection from standing armies, and colonial self-governance.
* Students may incorrectly interpret colonial resistance as primarily motivated by abstract principles rather than recognizing how colonial leaders connected rights violations to specific British policies like the use of vice-admiralty courts, writs of assistance, and the stationing of troops in colonial homes.
* Students might think that colonial leaders developed their resistance arguments primarily as immediate responses to new taxes, without recognizing how these arguments were grounded in longstanding British constitutional traditions and precedents regarding the rights of subjects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 662.0
Standard ID: KC-3.1.II.B+2
Standard Description: Explain how colonial leaders based their calls for resistance to Britain on arguments about the rights of the individual.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as pamphlets or speeches from colonial leaders, to identify claims regarding individual rights and assess their arguments for resistance against Britain using these claims.
* Compare the arguments about individual rights in two different colonial sources, explaining similarities and differences in their appeals and strategies for resistance.
* Evaluate how the arguments for individual rights articulated by colonial leaders influenced public opinion and the broader movement towards American independence.
* Explain how colonial leaders used the language of 'natural rights' to justify their resistance to British rule.
* Identify key Enlightenment ideas related to individual rights that influenced colonial leaders' calls for resistance against British policies.
* Utilize political cartoons or illustrations from the period to explain how visual media was used to communicate ideas of individual rights and resistance to popular audiences.

Assessment Boundaries:
* Assessments based on this standard should focus on how colonial leaders articulated arguments about individual rights to justify resistance to British policies, including concepts of natural rights, representation, trial by jury, and protection from unreasonable searches. Students should be able to identify and analyze these arguments in primary sources like pamphlets, letters, and declarations, specifically addressing how these arguments connected to resistance against policies such as the Stamp Act, Townshend Acts, and Coercive Acts.

	Assessments should not include specific Enlightenment philosophers or detailed analysis of their theories, the contributions of different social classes or women to the Patriot movement, or colonial leaders' promotional strategies beyond their rights-based arguments. Visual propaganda, imperial struggles as context for colonial unity, and territorial changes shown through historical maps should also be excluded from assessment.

Common Misconceptions:
* Learners may understand rights of the individual primarily through a modern lens, missing how colonial conceptions of individual rights often emphasized collective rights of communities to self-governance and considered rights within the context of social responsibilities and existing governmental structures.
* Some students may believe that arguments about individual rights emerged suddenly during the revolutionary period, rather than recognizing how these ideas developed gradually through colonial experiences with self-governance and reactions to specific British policies like the Stamp Act and Townshend Acts.
* Students might incorrectly assume that colonial leaders' rights-based arguments were primarily theoretical philosophical positions, when many of these arguments were direct responses to practical grievances such as taxation without representation, restrictions on trial by jury, and forced quartering of troops.
* Students might think that colonial leaders' arguments about individual rights were intended to establish complete personal freedom, when these arguments were typically framed within the context of seeking the traditional rights of British subjects and establishing proper colonial self-governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 663.0
Standard ID: KC-3.1.II.B+3
Standard Description: Explain how colonial leaders based their calls for resistance to Britain on arguments about local traditions of self-rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify claims and evidence where colonial leaders discuss local self-governance traditions as grounds for resistance.
* Describe how regional differences in colonial governance influenced the overall narrative of resistance against British control.
* Evaluate the historical significance of local self-rule traditions in shaping colonial resistance ideologies against Britain.
* Explain the connection between local traditions of self-rule in the colonies and the ideological justification for resisting British policies, including how the use of Townshend Acts revenue to pay colonial officials undermined colonial assemblies' traditional control over salaries.
* Identify the local traditions of self-rule that colonial leaders referenced when arguing for resistance against Britain.
* Use maps to locate regions with strong local self-rule traditions and analyze how these regions contributed to the resistance narrative.

Assessment Boundaries:
* Assessments based on this standard should focus on how colonial leaders specifically cited local traditions of self-rule to justify resistance to British policies. Questions should cover colonial assemblies' traditional powers (including control over officials' salaries), regional variations in self-governance (such as New England town meetings and the Virginia House of Burgesses), the development of no taxation without representation as a principle of self-rule, and how British policies like the Townshend and Intolerable Acts directly challenged established self-governance practices.

	Assessments should not include broader contexts like the French and Indian War, specific Enlightenment philosophers, political cartoons, women's roles in the Patriot movement, social class contributions to independence, or detailed analysis of colonial leaders beyond their arguments about self-rule. Questions about economic concerns or trade regulations should only be included if they directly relate to undermining local self-governance traditions.

Common Misconceptions:
* Some students might not understand that colonial assemblies' traditional control over paying officials' salaries was a crucial form of political leverage, and that the Townshend Acts' use of revenue to pay colonial officials directly undermined this foundation of local self-rule.
* Students might believe that colonial resistance was primarily a reaction to new British taxes rather than a defense of established traditions of self-governance that had developed over generations in the colonies.
* Students might think that colonial self-governance practices were similar across all regions, not recognizing how self-rule traditions varied significantly between New England, the Middle Colonies, and the Southern Colonies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 664.0
Standard ID: KC-3.1.II.B+4
Standard Description: Explain how colonial leaders based their calls for resistance to Britain on the ideas of the Enlightenment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary documents from colonial leaders that utilize Enlightenment ideas to argue for resistance.
* Compare Enlightenment-influenced arguments for resistance with other contemporary justifications used by colonial leaders.
* Evaluate the influence of Enlightenment ideas on the development of colonial arguments for political and personal liberties.
* Explain how Enlightenment principles were integrated into the rhetoric of colonial resistance movements.
* Identify key Enlightenment thinkers and their ideas that influenced colonial leaders' resistance narratives against Britain.
* Incorporate visuals or political cartoons of the period to explain how Enlightenment-based arguments were popularized among the colonists.

Assessment Boundaries:
* Assessments based on this standard should focus on how colonial leaders integrated Enlightenment principles such as natural rights, consent of the governed, and representative government into their arguments against British policies. Students should analyze how these ideas appeared in colonial resistance rhetoric and documents, including arguments against taxation without representation, restrictions on trial by jury, and limitations on self-governance. Assessments should also evaluate students' ability to compare Enlightenment-influenced justifications with other contemporary arguments for resistance.

	Assessments should not include questions about specific Enlightenment philosophers by name or require detailed knowledge of their individual theories. Questions about the French and Indian War, political cartoons, women's roles, social class contributions, or colonial leaders beyond Franklin and Dickinson should be excluded. The Declaration of Independence itself should not be the primary focus of assessment questions.

Common Misconceptions:
* Some students may misunderstand how colonial leaders adapted and reinterpreted Enlightenment principles to fit their specific circumstances, believing instead that these ideas were applied without modification from European philosophical texts.
* Some students may think that Enlightenment principles were the only basis for colonial resistance, overlooking how colonial leaders also used arguments based on British constitutional traditions, economic interests, and local customs of self-governance.
* Students might assume that colonial leaders primarily used Enlightenment-based arguments to advocate for independence from the beginning, rather than initially seeking to secure their rights as British subjects within the imperial system.
* Students might incorrectly believe that colonial resistance arguments based on Enlightenment ideas emerged suddenly rather than developing gradually through colonial responses to specific British policies like the Stamp Act, Townshend Acts, and Coercive Acts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: KC-3.1.II.C
Standard Description: The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 671.0
Standard ID: KC-3.1.II.C+1
Standard Description: Explain how the effort for American independence was energized by colonial leaders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the strategies used by colonial leaders to promote the cause of independence, including their participation in conventions, written propaganda, and organizations such as the Sons of Liberty.
* Compare and contrast the roles of two different colonial leaders in promoting the Revolutionary cause, considering their audiences and methods.
* Evaluate the effectiveness of specific initiatives led by colonial leaders in increasing support for independence, such as rallies or publications.
* Explain how colonial leaders influenced public opinion and mobilized support for the independence movement in their regions.
* Identify and explain the point of view and arguments of a colonial leader's speech or writing on independence, assessing its impact on the movement.
* Identify key colonial leaders who energized the American independence effort, such as politicians and intellectual figures, during the Revolutionary era.
* Use primary source documents, such as pamphlets or speeches, to analyze how colonial leaders communicated their ideas and persuaded others to join the independence movement.

Assessment Boundaries:
* Assessments should focus on examining how colonial leaders, particularly Benjamin Franklin and John Dickinson, energized the American independence movement through their writings, speeches, participation in resistance organizations, and coordination of economic protests. Questions may address leaders' strategies such as establishing Committees of Correspondence, organizing boycotts, guiding the Sons of Liberty, publishing persuasive arguments, and how these actions mobilized public support. Assessment may include analysis of primary sources such as pamphlets, letters, or speeches that demonstrate how these colonial leaders communicated their ideas.

	Assessments should not include questions about the French and Indian War, specific Enlightenment thinkers (Locke, Montesquieu, Rousseau), political cartoons, colonial leaders beyond Franklin and Dickinson, or the specific contributions of women or different social classes to the independence movement. Questions should avoid focusing on the broader consequences of independence or events after 1776.

Common Misconceptions:
* Some students might misunderstand the relationship between various resistance organizations (like the Sons of Liberty and Committees of Correspondence) and colonial leaders, not recognizing how leaders strategically worked through these groups to coordinate resistance across different regions.
* Students might assume that colonial leaders primarily influenced public opinion through written intellectual arguments, overlooking how leaders also organized concrete actions like boycotts, public demonstrations, and local committee meetings to mobilize support.
* Students might believe that colonial leaders like Benjamin Franklin and John Dickinson immediately advocated for complete independence, rather than understanding how many leaders initially sought reconciliation with Britain while defending colonial rights before gradually shifting toward independence.
* Students might incorrectly view colonial resistance as primarily centered on violent protests, not recognizing how many colonial leaders strategically employed peaceful methods such as economic boycotts, petitions, and legal arguments to build broader support for their cause.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: KC-3.1.II.D
Standard Description: In the face of economic shortages and the British military occupation of some regions, men and women mobilized in large numbers to provide financial and material support to the Patriot movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 681.0
Standard ID: KC-3.1.II.D+1
Standard Description: Explain how and why, in the face of economic shortages and the British military occupation of some regions, men mobilized in large numbers to provide financial and material support to the Patriot movement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the diverse roles and contributions of men in the Patriot movement were influenced by British military occupation and economic challenges.
* Analyze primary and secondary sources to assess the impact of British military presence on the mobilization efforts in various communities.
* Develop a map-based analysis to identify regions most affected by British occupation and correlate them with levels of Patriot support mobilized.
* Evaluate the effectiveness of material and financial support provided by men to the Patriot movement in overcoming British military challenges.
* Explain the economic, social, and political motivations that drove men to provide financial and material support to the Patriot movement in occupied regions.
* Identify the factors that led to large-scale mobilization of men to support the Patriot movement despite economic shortages and occupations by British forces.

Assessment Boundaries:
* Assessment should focus on factors that motivated men to mobilize in support of the Patriot movement despite economic shortages and British military occupation, including regional variations in support, specific forms of financial and material assistance provided, and the role of local organizations like Committees of Observation and Safety. Students should demonstrate understanding of how specific British policies (such as the Quartering Act and Intolerable Acts) created economic hardships that paradoxically strengthened Patriot resolve and mobilization efforts in different regions.

	Assessment should not include analysis of womens roles in the Patriot movement, contributions of specific social classes to independence, or the influence of Enlightenment principles on resistance documents. Additionally, detailed examination of colonial leaders propaganda strategies or broad imperial struggles preceding 1763 falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may think that Patriot support was similar across all colonial regions, not recognizing that the extent of British military occupation and local economic conditions created significant regional variations in both the forms and levels of support.
* Some students might oversimplify men's motivations for supporting the Patriot movement as purely ideological or military, when many were driven by complex combinations of economic self-interest, community pressure, local leadership influence, and resistance to specific British policies like the Quartering Act.
* Students might believe that economic shortages primarily discouraged support for the Patriot movement, when in many cases these hardships actually motivated men to mobilize against what they perceived as unjust British economic policies.
* Students might incorrectly assume that men's support for the Patriot cause was limited to military service, overlooking the diverse financial contributions, material supplies, and participation in boycotts and committees that constituted vital support mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.3
Cluster Name: 2. Taxation Without Representation
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: Unit 3: Learning Objective C
Standard Description: Explain how British colonial policies regarding North America led to the Revolutionary War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: KC-3.2.I.A
Standard Description: Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege, while religion strengthened Americans' view of themselves as a people blessed with liberty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 691.0
Standard ID: KC-3.2.I.A+1
Standard Description: Explain how and why Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Enlightenment thinkers on colonial political literature and discourse, using primary sources when applicable.
* Compare Enlightenment ideas with pre-existing colonial beliefs about government and social hierarchy, using secondary sources for context.
* Describe how the Enlightenment emphasis on reason and progress affected colonial views on hereditary privilege.
* Evaluate the historical significance of Enlightenment ideas in shaping American revolutionary thought.
* Explain how Enlightenment philosophies, as an 18th-century intellectual movement emphasizing reason, individual rights, and scientific method, contributed to a shift in colonial attitudes toward government, individual rights, and traditional authority structures including religious institutions.
* Identify major Enlightenment ideas from thinkers such as Locke and Rousseau that influenced American political figures including Jefferson, Franklin, Washington, and Adams to emphasize individual talent over hereditary privilege.

Assessment Boundaries:
* Assessment should focus on analyzing specific examples of how Enlightenment philosophers such as John Locke, Montesquieu, and Rousseau influenced American political thinkers. Examine how these ideas led to emphasis on individual merit over heredity in political thought, highlighting figures like Benjamin Franklin and Thomas Jefferson. Avoid expanding to unrelated philosophical movements or detailed biographies unrelated to political impacts.
* Assessment should focus on the general principles of Enlightenment philosophy (reason, natural rights, social contract theory) and how these concepts influenced American political thinkers to value individual merit over hereditary privilege. Students should be able to explain the shift in colonial political thought that challenged traditional authority structures and aristocratic power, while identifying key Enlightenment influences on figures like Jefferson, Franklin, Washington, and Adams.

	Assessment should not include detailed analysis of specific revolutionary documents (Common Sense, Declaration of Independence), explicit textual connections between particular Enlightenment philosophers and American revolutionary texts, or religious influences on liberty concepts. Pre-existing colonial governance structures, specific metrics of document influence, and the application of these principles in later American history should be excluded from assessment.

Common Misconceptions:
* Learners may believe that Enlightenment ideas originated in America rather than understanding how American thinkers adapted European philosophical concepts to their particular colonial context and concerns.
* Some students might think that the emphasis on individual talent over hereditary privilege resulted in immediate social equality, overlooking the continued presence of social hierarchies and gradual nature of this philosophical shift in early America.
* Some students might think that the emphasis on individual talent over hereditary privilege was a universally accepted principle among American thinkers, ignoring the continued presence of strong social hierarchies and resistance to such ideas.
* Students may believe that Enlightenment ideas were adopted uniformly by American political thinkers, rather than recognizing the diverse interpretations and selective application of these philosophies within colonial political discourse.
* Students may believe that Enlightenment ideas were only influential in European contexts, not recognizing their significant role in shaping American political thought during the years leading up to the Revolution.
* Students might assume that the rejection of hereditary privilege was primarily motivated by abstract philosophical principles, without recognizing how practical colonial experiences and existing social conditions influenced American receptivity to these Enlightenment concepts.
* Students often assume that the influence of Enlightenment philosophy in America was homogenous, not realizing that different thinkers emphasized different aspects of these ideas, leading to diverse interpretations and applications.
* There is a misconception that the Enlightenment ideas were adopted in a straightforward and unchallenged manner, without accounting for the debates and adaptations that American political thinkers engaged in to align these ideas with their context.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 692.0
Standard ID: KC-3.2.I.A+2
Standard Description: Explain how and why religion strengthened Americans' view of themselves as a people blessed with liberty

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Great Awakening on colonial attitudes toward individual liberty and how religious revivals contributed to colonial resistance against British rule and shaped American identity.
* Correlate religious philosophies, such as the concept of a 'City Upon a Hill,' with the evolution of American liberty.
* Evaluate how religious diversity in the colonies contributed to a broader understanding of liberty.
* Explain how religious sermons and teachings promoted ideas of liberty among American colonists.
* Identify the role of religion in shaping the American colonists' perception of liberty.
* Use primary sources to explain the role of religious rhetoric in colonial revolutionary ideas.

Assessment Boundaries:
* Assessment should concentrate on the analysis of key religious movements and figures that helped to reinforce the American view of liberty as a divine right during the period leading up to the American Revolution. Focus on how sermons, religious texts, and leaders like George Whitefield contributed to this worldview. Avoid inclusion of religious influences on political developments post-independence, such as the role of religion in the formation of the new government.
* Assessment should focus on how religious beliefs, movements, and philosophy contributed to Americans' understanding of themselves as uniquely blessed with liberty during the colonial and revolutionary periods. Students should demonstrate understanding of the Great Awakening's general influence on individualism and challenging authority, how religious diversity shaped broader concepts of liberty, and how religious philosophies like the City Upon a Hill influenced American identity in relation to liberty.

	Assessment should not include specific theological arguments, detailed content from sermons or religious texts, or named religious leaders and their specific writings. Questions about post-independence religious influences on American government formation, specific biblical references, or denominational doctrines should be avoided, as should detailed mechanisms of how the Great Awakening promoted individual autonomy.

Common Misconceptions:
* A frequent misunderstanding is that religion directly caused the desire for independence, rather than understanding that religious beliefs contributed to a shared sense of identity and moral justification for seeking liberty.
* Some students may misunderstand the relationship between religious beliefs and independence movements, thinking religion directly caused revolutionary sentiment rather than recognizing how religious concepts provided a framework for understanding liberty that complemented political arguments.
* Some students may perceive Enlightenment ideas and religious concepts of liberty as entirely separate influences, rather than understanding how these often complementary perspectives interacted to shape the distinctive American view of liberty.
* Some students might think that only Protestant religious leaders influenced the idea of liberty, failing to recognize the diverse religious influences, including those from other denominations and faiths, that played roles during the period.
* Students may incorrectly believe that the influence of religion on American views of liberty was uniform across all colonies, ignoring the regional differences in religious beliefs and practices that affected perceptions of liberty differently.
* Students might assume that religious perspectives on liberty remained static throughout the colonial period, not recognizing how these views evolved in response to changing colonial conditions and growing tensions with Britain.
* Students might incorrectly believe that religious influence on American views of liberty was consistent across different colonies, overlooking how regional religious variations and practices shaped different understandings of liberty throughout colonial America.
* There is often a misconception that all religious rhetoric was supportive of the American Revolution, with students missing that not all religious groups or leaders were in favor of independence or aligned with the revolutionary cause.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: KC-3.2.I.B
Standard Description: The colonists' belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine's Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American history, shaping Americans' understanding of the ideals on which the nation was based.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 701.0
Standard ID: KC-3.2.I.B+1
Standard Description: Explain how and why the colonists' belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine's Common Sense and the Declaration of Independence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the historical context in which Thomas Paine wrote Common Sense, and how this context influenced its reception and impact among the colonists.
* Compare the arguments in Common Sense with those in other revolutionary texts of the period to understand different perspectives on government and individual rights.
* Corroborate the influence of Common Sense and the Declaration of Independence by analyzing contemporary responses or critiques from other primary sources of the time.
* Describe the role of the Declaration of Independence in articulating the concept of natural rights and republican governance to both American colonists and the international community.
* Evaluate the long-term significance of the ideological foundations laid by the Declaration of Independence in shaping American political thought throughout history.
* Explain how the ideas expressed in Common Sense influenced colonial attitudes towards governance and individual rights in the period leading up to the American Revolution.
* Identify the main arguments presented in Thomas Paine's Common Sense and the Declaration of Independence that emphasize the superiority of republican forms of government based on natural rights and how these ideas promoted broader political participation among common citizens.
* Use primary sources such as excerpts from Common Sense and the Declaration of Independence to assess the use of natural rights theory in advocating for independence and republican governance.

Assessment Boundaries:
* Assessments based on this standard should focus on students' understanding of how republican government principles and natural rights theory were expressed in Common Sense and the Declaration of Independence, and why colonists believed these forms of government were superior to monarchy. Students should be able to identify general arguments for republicanism and natural rights in these documents and explain how these ideas promoted broader political participation among colonists. Assessments should emphasize the connection between these documents and the colonists' developing beliefs about legitimate governance.

	Assessments should not include analysis of specific phrases, detailed arguments, or rhetorical strategies from these documents, nor require students to connect ideas to specific Enlightenment thinkers. Questions about religious influences, detailed reception statistics, or specific applications of these principles in later American history beyond general significance fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students might incorrectly believe that Thomas Paine's 'Common Sense' had minimal impact in translating complex political theories into accessible arguments that ordinary colonists could understand and embrace.
* Some students might think the ideas of natural rights and republican government originated with American colonists, rather than recognizing how these documents adapted and applied existing philosophical traditions to the specific context of colonial independence.
* Students may incorrectly assume that the Declaration of Independence primarily served as a legal document for separation rather than an ideological framework articulating fundamental principles about government's relationship to natural rights.
* Students might misunderstand republicanism as direct democracy rather than representative government based on natural rights, overlooking how these documents articulated a government derived from popular consent while establishing protective structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.4
Cluster Name: 3. Philosophical Foundations of the American Revolution
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: Unit 3: Learning Objective D
Standard Description: Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: KC-3.1.II.E
Standard Description: Despite considerable loyalist opposition, as well as Great Britain's apparently overwhelming military and financial advantages, the Patriot cause succeeded because of the actions of colonial militias and the Continental Army, George Washington's military leadership, the colonists' ideological commitment and resilience, and assistance sent by European allies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 711.0
Standard ID: KC-3.1.II.E+1
Standard Description: Explain how despite considerable loyalist opposition, as well as Great Britain's apparently overwhelming military and financial advantages, the Patriot cause succeeded because of the actions of colonial militias and the Continental Army.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of key battles including Lexington and Concord, Bunker Hill, Saratoga, and Yorktown that led to turning points in the Revolutionary War.
* Describe how logistical challenges faced by the British army contrasted with those managed by the Continental Army and colonial militias.
* Describe how the Continental Army's strategic operations and training, particularly Baron von Steuben's disciplinary reforms at Valley Forge, contributed to the success of the Patriot cause against British forces.
* Evaluate the effectiveness of George Washington's leadership in unifying the Continental Army and militias to overcome British advantages.
* Explain the role of colonial militias in challenging British military dominance during the American Revolutionary War.
* Identify the differences between colonial militias (local civilian forces of part-time citizen-soldiers) and the Continental Army (the professional army established by the Second Continental Congress) in military tactics and explain how these differences aided in the American victory.
* Utilize maps to analyze the geographic strategies employed by colonial militias and the Continental Army in securing victories against British forces.

Assessment Boundaries:
* Assessment should focus on students ability to explain how the actions and contributions of colonial militias and the Continental Army led to Patriot success despite British military and financial advantages and Loyalist opposition. Questions should address the significance of key battles like Lexington, Concord, Bunker Hill, Saratoga, and Yorktown as turning points in the war, as well as the transformation of the Continental Army at Valley Forge under Baron von Steuben.

	Assessment should not include specific tactical details of militia or Continental Army operations, geographic influences on military strategies, or logistical challenges faced by either side. Questions about George Washingtons leadership qualities, ideological foundations of the revolution, propaganda techniques, or European assistance should be avoided as these are covered by separate standards.

Common Misconceptions:
* Some students might assume that Loyalist opposition was minimal or inconsequential, overlooking that a significant portion of colonists remained loyal to Britain and posed substantial challenges to the Patriot cause.
* Students may incorrectly think that the American victory was inevitable once the war began, rather than recognizing that Britain possessed significant military and financial advantages that made the Patriot victory remarkable and hard-won.
* Students might believe that colonial militias and the Continental Army were a single unified force, rather than understanding they were distinct entities with different structures and roles that complemented each other in securing the Patriot victory.
* Students might misunderstand the significance of Valley Forge, viewing it merely as a time of hardship rather than recognizing how Baron von Steubens training transformed the Continental Army into a more disciplined and effective fighting force capable of challenging British regulars.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 712.0
Standard ID: KC-3.1.II.E+2
Standard Description: Explain how despite considerable loyalist opposition, as well as Great Britain's apparently overwhelming military and financial advantages, the Patriot cause succeeded because of George Washington's military leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how George Washington's leadership influenced the morale and effectiveness of the Continental Army in the face of British military advantages.
* Assess the role of George Washington's leadership in overcoming loyalist opposition and maintaining the resolve of the colonies.
* Compare the strategic approaches of George Washington with those of British commanders to explain the relative effectiveness of Washington's military tactics.
* Explain the impact of George Washington's decision-making during critical military engagements on the overall success of the Revolutionary War.
* Identify the key strategies employed by George Washington that contributed to the success of the Patriot cause during the Revolutionary War.
* Utilize primary accounts, such as letters and military orders, to describe George Washington's leadership style and its impact on the Revolutionary War's outcome.

Assessment Boundaries:
* Assessments based on this standard should focus on George Washington's key leadership qualities, decision-making processes during critical battles, and his perseverance in maintaining army morale and effectiveness despite British military advantages. Questions should address Washington's ability to adapt his strategies over time, his leadership during specific events such as Valley Forge and the Battle of Trenton, and how his command decisions directly contributed to Patriot success despite loyalist opposition.

	Assessments should not include specific details about Continental Army or militia tactics, organizational structures, or the complementary relationship between these forces. Questions should avoid addressing specific logistical challenges, geographic influences on military strategy, or ideological foundations including revolutionary writings, speeches, or Enlightenment influences on colonial thought. Additionally, diplomatic achievements and political developments not directly connected to Washington's military leadership should be excluded.

Common Misconceptions:
* Some learners might believe that Washington's victories resulted primarily from British military mistakes, rather than recognizing his strategic decisions to avoid major confrontations, wage a war of attrition, and capitalize on opportunities at critical moments like the Battle of Trenton.
* Some students might think Washington's primary contribution was his personal battlefield tactics, overlooking how his leadership qualities—maintaining army cohesion, inspiring loyalty, and persevering through hardships like Valley Forge—were equally crucial to the Patriot cause.
* Students may incorrectly assume that Washington operated independently in directing the war effort, rather than understanding that his effectiveness partially stemmed from collaboration with other military leaders, foreign allies, and the Continental Congress.
* Students may mistakenly believe that Washington's military leadership was consistently successful throughout the Revolutionary War, rather than recognizing that he experienced significant early setbacks and developed his strategic approach through adaptation and learning over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 713.0
Standard ID: KC-3.1.II.E+3
Standard Description: Explain how despite considerable loyalist opposition, as well as Great Britain's apparently overwhelming military and financial advantages, the Patriot cause succeeded because of the colonists' ideological commitment and resilience.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, including the Declaration of Independence, to determine how ideological writings and speeches stirred support for the Patriot cause despite significant opposition.
* Analyze secondary sources that discuss the relationship between ideological commitment and colonial unity in the battle against the British.
* Evaluate the role of colonial propaganda in bolstering ideological commitment and resilience among Patriots (colonists supporting independence) against Loyalist opposition (colonists remaining faithful to the British Crown), using examples of primary sources.
* Explain how the colonists' ideological beliefs contributed to their resilience against British military and financial advantages.
* Explain how the philosophical ideas of the Enlightenment influenced the colonists' ideological commitment during the Revolution.
* Identify the key ideological commitments that motivated the colonists during the American Revolution, including the political developments of the First and Second Continental Congresses that fostered colonial unity.

Assessment Boundaries:
* Assessments based on this standard should focus on how the colonists' ideological commitment and resilience contributed to the success of the American Revolution despite British advantages and Loyalist opposition. Students should demonstrate understanding of how political developments such as the Continental Congresses fostered colonial unity, how ideological principles expressed in key documents inspired colonial resolve, and how colonists maintained their commitment through hardships like Valley Forge. Assessments may include interpretation of primary and secondary sources that illustrate ideological themes and principles of the Revolution.

	Assessments should not include specific examples of revolutionary writings, speeches, or propaganda techniques, nor detailed analysis of Enlightenment philosophical influences on colonial thought. Questions about specific military tactics of militia or Continental Army forces, logistical challenges, or geographic factors influencing military strategy should be avoided. The focus should remain on ideological commitment rather than military or tactical details.

Common Misconceptions:
* Learners may perceive the American victory as inevitable due to British logistical challenges, failing to recognize how the colonists' ideological resolve enabled them to persist through severe hardships like the winter at Valley Forge when the cause seemed most hopeless.
* Some students may believe that Loyalist opposition was minimal or insignificant, not recognizing that Patriots had to overcome substantial internal colonial resistance through ideological persuasion and resilience.
* Students might incorrectly assume that colonial unity behind the Patriot cause was immediate and widespread, overlooking the gradual development of unified ideological commitment through events like the Continental Congresses and the rejection of reconciliation attempts.
* Students might underestimate the importance of colonists' ideological commitment, incorrectly assuming that material factors or foreign assistance were the primary determinants of the Patriot victory rather than the colonists' persistent dedication to revolutionary principles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 714.0
Standard ID: KC-3.1.II.E+4
Standard Description: Explain how despite considerable loyalist opposition, as well as Great Britain's apparently overwhelming military and financial advantages, the Patriot cause succeeded because of assistance sent by European allies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand the scope of European support to the colonists and how it contributed to their victory.
* Compare the contributions of different European allies to discern their relative impact on the outcome of the American Revolution.
* Corroborate claims about the role of European assistance in achieving a Patriot victory using diverse sources such as military records and diplomatic correspondence.
* Evaluate the impact of European military support on the strategic decisions made by the Continental Army.
* Explain how the assistance from European allies helped to offset Great Britain's military and financial advantages during the Revolutionary War, ultimately leading to the Treaty of Paris (1783) that secured American independence.
* Identify key European allies, including France, Spain, and Holland, and the specific forms of support they provided to the Patriot cause during the American Revolution.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific European allies (France, Spain, and Holland) contributed to American victory through military, naval, financial, and diplomatic assistance during key events such as the Battle of Saratoga (1777) and the Siege of Yorktown (1781). Students should demonstrate understanding of how these alliances strategically undermined Britain's military and financial advantages and ultimately led to the Treaty of Paris (1783). Assessment questions may include the roles of key figures like the Marquis de Lafayette and the specific contributions of the French navy.

	Assessments should not cover ideological foundations of the revolution, detailed tactics of colonial military forces, or the logistical and geographic factors influencing military strategies. Questions about European assistance should focus on direct contributions to American independence rather than broader international relations outside the context of the Revolutionary War.

Common Misconceptions:
* Some students may think that European allies provided support from the beginning of the Revolutionary War, not recognizing that France's formal alliance came only after the American victory at Saratoga in 1777 demonstrated the colonists' potential for success.
* Some students may view European assistance as supplementary to American efforts, not fully appreciating how the global nature of the conflict against Britain—with European powers engaging British forces in multiple theaters—significantly stretched British military resources and contributed to the American victory.
* Students might believe that European nations supported the American Revolution primarily for ideological reasons, overlooking how France, Spain, and Holland were motivated largely by strategic interests in weakening their British rival.
* Students might underestimate the significance of French naval support, particularly during the Siege of Yorktown, where the French fleet's blockade prevented British reinforcement and was crucial to forcing Cornwallis's surrender.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.5
Cluster Name: 4. The American Revolution
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: Unit 3: Learning Objective E
Standard Description: Explain how various factors contributed to the American victory in the Revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: KC-3.2.I.C
Standard Description: During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 721.0
Standard ID: KC-3.2.I.C+1
Standard Description: Explain how during and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the Revolutionary era to assess how arguments for liberty and equality were used to support the abolitionist movement.
* Describe the social and political conditions that inspired abolitionist sentiment during and immediately following the American Revolution.
* Evaluate the impact of revolutionary rhetoric on slavery debates by comparing the differing responses in Northern states (which began gradual emancipation) and Southern states (which maintained and expanded slavery) post-Revolution.
* Explain how the principles of the American Revolution contributed to increased awareness of social inequalities, particularly regarding slavery.
* Identify key individuals and groups who advocated for the abolition of slavery, including enslaved African Americans who petitioned for freedom based on natural rights principles or responded to opportunities like Lord Dunmore's 1775 Proclamation.
* Use historical reasoning to draw connections between the American Revolution and subsequent calls for the abolition of slavery.

Assessment Boundaries:
* Assessment should focus on how Revolutionary ideals of liberty and equality raised awareness of social inequalities, particularly slavery, and how various individuals and groups responded to these contradictions during and immediately after the American Revolution (1775-1800). Students should demonstrate understanding of enslaved African Americans' petitions for freedom based on natural rights principles, their responses to opportunities like Lord Dunmore's 1775 Proclamation, and the regional variations in responses to abolition calls, particularly comparing Northern gradual emancipation with Southern maintenance of slavery.

	Assessment should not include connections between the American Revolution and movements outside the United States such as the French Revolution, Haitian Revolution, or Latin American independence movements. Coverage of specific abolition advocates beyond general categories (such as Quakers) should be avoided, as should detailed examination of Republican Motherhood or women's rights movements, broader political democracy advocacy, or abolition movements beyond 1800.

Common Misconceptions:
* Some students might incorrectly assume that natural rights arguments from the Revolution were consistently applied to all people, not recognizing that many Revolutionary leaders maintained slavery despite rhetoric about liberty and equality.
* Students might believe that enslaved African Americans were passive recipients of freedom rather than active agents who strategically used Revolutionary rhetoric in petitions or seized opportunities like Lord Dunmore's Proclamation to pursue their own liberation.
* Students might mistakenly think that the ideals of the American Revolution immediately led to widespread abolition of slavery, when in reality Revolutionary principles inspired debates but resulted in only gradual emancipation in Northern states while slavery persisted and expanded in Southern states.
* Students might misunderstand regional responses to abolition calls, failing to recognize how economic interests, social structures, and political considerations influenced the different trajectories of Northern and Southern states regarding slavery following the Revolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 722.0
Standard ID: KC-3.2.I.C+2
Standard Description: Explain how during and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for greater political democracy in the new state and national governments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the democratic ideals of the American Revolution inspired calls for expanded political democracy and assess their impact on state constitutions in the post-revolutionary period.
* Describe the relationship between the American Revolution's republican ideals and the subsequent push for political reforms aimed at increasing democracy.
* Evaluate how economic, social, and political inequalities revealed during the American Revolution motivated reform movements in the states and national government.
* Explain the impact of societal inequalities highlighted during the American Revolution on political democratic reforms, including the reduction of property requirements for white male voters while women and most African Americans remained disenfranchised.
* Identify key individuals and groups who advocated for greater political democracy during and after the American Revolution and explain their motivations.
* Use historical reasoning to explain relationships between revolutionary ideals and the subsequent developments in political reform movements.

Assessment Boundaries:
* Assessment should focus on how awareness of inequalities during and after the American Revolution inspired calls for greater political democracy within the United States, including reduced property requirements for voting, early women's advocacy efforts (particularly by Adams and Murray), and African Americans' use of revolutionary ideals to advocate for rights. Students should demonstrate understanding of specific democratic reforms in state constitutions, varying regional approaches to expanding suffrage, and the limitations of these reforms in addressing inequalities for women and African Americans.

	Assessment should not include international revolutionary movements such as the French, Haitian, or Latin American revolutions, nor their connections to American revolutionary ideals. Additionally, abolition advocacy beyond basic connections to democratic principles, Republican Motherhood's relationship to later women's rights movements, and in-depth coverage of individuals advocating for expanded democracy beyond Adams and Murray should be excluded from assessment.

Common Misconceptions:
* Students might assume that calls for increased democracy represented mainstream views, when many political leaders remained cautious about expanding suffrage too broadly, fearing that extending voting rights too far would threaten social stability and property rights.
* Students might believe that revolutionary figures' advocacy for democratic principles resulted in consistent implementation of these ideals, not recognizing that significant gaps existed between democratic rhetoric and actual political reform, particularly regarding rights for women and African Americans.
* Students might misinterpret democratic reforms as being consistent across states, overlooking how different regions, particularly Northern versus Southern states, varied significantly in their approaches to expanding political rights.
* Students might misunderstand the nature of post-Revolutionary democratic reforms, thinking that calls for increased democracy led to immediate universal suffrage rather than recognizing that most reforms primarily expanded voting rights for white men through reduced property requirements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: KC-3.2.I.D
Standard Description: In response to women's participation in the American Revolution, Enlightenment ideas, and women's appeals for expanded roles, an ideal of "republican motherhood" gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 731.0
Standard ID: KC-3.2.I.D+1
Standard Description: Understand that the idea of "republican motherhood" called on women to teach republican values within the family and granted women a new importance in American political culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze images and political cartoons of the era to identify depictions of "republican motherhood" and discuss their intended messages regarding women’s roles.
* Analyze primary sources, such as letters and publications from the era, to identify arguments supporting the role of women in promoting republican values through "republican motherhood."
* Compare the concept of 'republican motherhood' with traditional roles of women prior to the American Revolution, highlighting the societal changes it represented while acknowledging the continued legal constraints married women faced under common law.
* Evaluate the impact of "republican motherhood" on subsequent movements for women's rights and roles in society, using secondary sources to support your analysis.
* Explain how the idea of "republican motherhood" provided a new significance for women in American political culture, considering the historical context of the American Revolution and Enlightenment ideas.
* Identify the key characteristics of the concept of "republican motherhood" and its expected role in teaching republican values within the family.
* Utilize graphical data displaying women's literacy rates or educational opportunities pre- and post-Revolution to explain how "republican motherhood" might have influenced these changes.

Assessment Boundaries:
* Assessments based on this standard should focus on understanding the concept of republican motherhood in post-revolutionary America, including how it called on women to educate children in republican values, its origins in Revolutionary participation and Enlightenment thought, and its paradoxical nature in both elevating women's importance while confining their influence to domestic spheres. Students should analyze primary sources from figures like Abigail Adams and Judith Sargent Murray, compare women's pre- and post-Revolutionary roles, and evaluate how republican motherhood represented both change and continuity in women's status.

	Assessments should not include connections between republican motherhood and subsequent women's rights movements or feminism. Additionally, assessments should avoid exploring republican motherhood in relation to French Revolutionary ideals, Latin American independence movements, the Haitian Revolution, or broader abolition advocacy beyond the specific American post-revolutionary context.

Common Misconceptions:
* Learners might overlook how republican motherhood simultaneously expanded educational opportunities for women while reinforcing the idea that women's primary contributions to the republic should remain within the domestic sphere.
* Some students may incorrectly view republican motherhood as conferring direct political participation for women, when it actually granted women importance in political culture primarily through their indirect influence as educators of future male citizens while women themselves remained excluded from formal political rights.
* Students may fail to recognize the contradiction between the republican ideals that women were expected to instill in their children and the continued legal limitations married women faced under common law, including restrictions on property ownership, contract-making, and legal standing.
* Students might believe that republican motherhood represented a radical break from traditional gender roles, rather than understanding how it primarily redefined women's domestic roles to include the civic responsibility of raising virtuous republican citizens while maintaining many traditional constraints.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 732.0
Standard ID: KC-3.2.I.D+2
Standard Description: Explain how, in response to women's participation in the American Revolution, the ideal of "republican motherhood" gained popularity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the democratic ideals of the American Revolution inspired women's participation, including the Daughters of Liberty who organized boycotts of British goods and produced homespun cloth during the pre-Revolutionary period.
* Analyze primary documents from the post-Revolutionary period to identify arguments for and against the role of "republican motherhood."
* Compare the societal roles for women before and after the spread of the "republican motherhood" ideal.
* Describe the influence of Enlightenment ideals on the concept of "republican motherhood."
* Evaluate the impact of "republican motherhood" on gender roles and family structure in the early United States.
* Explain the concept of "republican motherhood" and its significance in post-Revolutionary America.

Assessment Boundaries:
* Assessments based on this standard should focus on women's participation in the American Revolution (including the Daughters of Liberty), the concept and significance of republican motherhood in post-Revolutionary America, Enlightenment influences on this ideal, and its impact on gender roles and family structure in the early republic (1775-1800). Students should analyze primary documents reflecting arguments about women's roles and compare women's societal positions before and after the spread of republican motherhood.

	Assessments should not include republican motherhood's relationship to subsequent women's rights movements beyond 1800, connections to the French or Haitian Revolutions, or broader democratic and abolition advocacy of the period. Questions about specific Latin American independence movements influenced by American ideals should also be avoided.

Common Misconceptions:
* Some students might misunderstand republican motherhood as applying broadly across society, whereas it primarily influenced middle and upper-class white women's experiences and expectations.
* Some students might think that republican motherhood granted women significant new political rights, when it primarily emphasized women's roles within the domestic sphere while elevating the importance of their contribution to the new republic.
* Students may incorrectly believe that women's participation in Revolutionary activities led to immediate legal changes for women, rather than understanding that most women continued to face legal restrictions under common law despite the new republican ideology.
* Students may incorrectly view republican motherhood as primarily a woman-led movement for expanded rights, rather than recognizing it as a societal ideal that simultaneously elevated women's educational importance while reinforcing traditional gender roles within the domestic sphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 733.0
Standard ID: KC-3.2.I.D+3
Standard Description: Explain how, in response to Enlightenment ideas, the ideal of "republican motherhood" gained popularity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify differing perspectives on "republican motherhood" and women's roles in post-Revolutionary America.
* Analyze the relationship between women's participation in the American Revolution and the emergence of "republican motherhood."
* Evaluate the historical significance of "republican motherhood" in shaping educational priorities within families during the late 18th and early 19th centuries.
* Explain how the popularization of "republican motherhood" contributed to a new role for women in American political culture during and after the American Revolution.
* Identify the key Enlightenment ideas that influenced the concept of "republican motherhood" and explain their significance in this context.
* Use visual or textual primary sources, such as political pamphlets or women's writings, to explain how "republican motherhood" reflected Enlightenment ideals.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific Enlightenment concepts influenced the ideal of republican motherhood, women's contributions to the American Revolution, and how this new role granted women importance in American political culture while confining them to domestic spheres. Students should analyze how republican motherhood shaped educational priorities within families and demonstrate understanding of primary sources that illustrate women's evolving roles as educators of republican values during the post-Revolutionary period.

	Assessments should not include connections between republican motherhood and subsequent women's rights movements, comparative analyses with other revolutionary movements (French, Haitian, Latin American), or broader societal changes unrelated to women's educational roles within families. Questions about specific abolition advocates or expanded political democracy beyond the context of republican motherhood should be avoided.

Common Misconceptions:
* Some students may incorrectly assume that republican motherhood emerged independently of women's revolutionary activities, overlooking how women's participation in boycotts, fundraising, and household management during the Revolution influenced this new ideal.
* Students might believe that republican motherhood represented a dramatic break from traditional gender roles, rather than recognizing how it simultaneously expanded educational opportunities for women while reinforcing their confinement to domestic responsibilities.
* Students might misinterpret the relationship between Enlightenment ideas and republican motherhood, not recognizing that while Enlightenment concepts of reason and education influenced the ideal, these ideas were applied selectively to enhance women's domestic roles rather than to advocate for their equal political participation.
* Students might think that republican motherhood granted women formal political rights, rather than understanding it primarily emphasized women's civic role in educating future citizens within the domestic sphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 734.0
Standard ID: KC-3.2.I.D+4
Standard Description: Explain how, in response to women's appeals for expanded roles, the ideal of "republican motherhood" gained popularity

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the popularity of "republican motherhood" redefined women's roles in teaching and maintaining republican values within families.
* Compare the impact of "republican motherhood" with other social movements seeking expanded roles for women after the Revolution.
* Evaluate the influence of "republican motherhood" on the status and perception of women in American political culture.
* Explain how the concept of "republican motherhood" reflected Enlightenment ideas and women's participation in revolutionary activities.
* Identify key figures and arguments in the Enlightenment and American Revolution that influenced women's appeals for expanded roles, including activists like Abigail Adams and Judith Sargent Murray who challenged traditional gender roles.
* Use primary sources to identify how "republican motherhood" was portrayed in political discourse and literature of the time.

Assessment Boundaries:
* Assessments based on this standard should focus on how the concept of republican motherhood emerged from women's participation in the American Revolution and Enlightenment ideals. Students should demonstrate understanding of how republican motherhood redefined women's domestic roles to include teaching republican values to future citizens, key advocates like Abigail Adams and Judith Sargent Murray, and how this concept granted women new importance in American political culture while still limiting their influence to the domestic sphere. Primary sources reflecting period discourse on women's roles should be incorporated into assessments.

	Assessments should not include connections between republican motherhood and subsequent women's rights movements, broader revolutionary ideals influencing France, Haiti, or Latin America, or comparisons to abolition advocacy. Questions should avoid exploring women's roles beyond the family or domestic sphere, and should not suggest republican motherhood led to formal political participation or legal rights for women in the early republic.

Common Misconceptions:
* Some students might misinterpret republican motherhood as primarily focused on expanding women's formal political participation, rather than understanding it as a way women could influence society through their domestic role of educating future citizens.
* Some students might think that republican motherhood significantly challenged traditional gender roles, when it largely reinforced women's domestic responsibilities while reframing them as politically important for the new republic.
* Students may incorrectly believe that appeals by women like Abigail Adams resulted in immediate changes to women's legal status, when most married women continued to face legal constraints under common law despite the ideal of republican motherhood.
* Students may mistakenly view republican motherhood as an entirely new concept that emerged solely from the American Revolution, rather than recognizing its connections to pre-existing Enlightenment ideas and colonial practices that were adapted to the new republican context.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: KC-3.2.I.E
Standard Description: The American Revolution and the ideals set forth in the Declaration of Independence reverberated in France, Haiti, and Latin America, inspiring future independence movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: Unit 3: Learning Objective F
Standard Description: Explain the various ways the American Revolution affected society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.6
Cluster Name: 5. The Influence of Revolutionary Ideals
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: Unit 3: Learning Objective G
Standard Description: Describe the global impact of the American Revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: KC-3.2.II.A
Standard Description: Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: KC-3.2.II.B
Standard Description: The Articles of Confederation unified the newly independent states, creating a central government with limited power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 761.0
Standard ID: KC-3.2.II.B+1
Standard Description: Explain how the Articles of Confederation unified the newly independent states, creating a central government with limited power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the challenges associated with decentralization under the Articles of Confederation, including issues with interstate commerce, international trade, financial systems, and foreign policy.
* Compare the strengths and weaknesses of the Articles of Confederation with those of the United States Constitution regarding central power and governance.
* Evaluate how the Articles of Confederation facilitated or hindered the unity among states during its implementation period.
* Explain how fear of monarchical power influenced the Articles of Confederation's design as a weak central government without a strong executive branch, and assess how this design affected its ability to address national and international issues.
* Identify specific historical events or conflicts that highlighted the limitations of the central government under the Articles of Confederation and explain their significance.
* Identify the key structural components of the government as established by the Articles of Confederation, including its unicameral Congress with one vote per state, lack of executive and judicial branches, and explain how these components contributed to uniting the independent states.
* Use maps or charts to illustrate how the geographical distribution of states influenced the need for a unifying legal framework under the Articles of Confederation.

Assessment Boundaries:
* Assessments based on this standard should focus on the structure of government under the Articles of Confederation (unicameral Congress, one vote per state, lack of executive and judicial branches), how fear of monarchical power influenced its design, and specific powers granted to and withheld from the central government. Questions should address how the Articles unified the states through collective defense, diplomatic representation, and territorial governance (Northwest Ordinance), while also examining challenges like Shays's Rebellion that demonstrated the limitations of central authority.

	Assessments should not include detailed comparisons with Constitutional structures, specific state economic policies, or philosophical justifications for property restrictions. Questions about foreign relations should avoid detailed examination of specific diplomatic failures (British frontier posts, Spanish Mississippi closure, Barbary piracy), and should not require knowledge of geographical factors affecting interstate relationships beyond the scope of the standard.

Common Misconceptions:
* Some students may think that the Articles of Confederation's limitations were unintentional design flaws, rather than recognizing that many features (such as the lack of taxation power and executive authority) were intentional safeguards against what the founders perceived as potential tyranny.
* Some students might misunderstand the amendment process under the Articles, not realizing that the requirement for unanimous consent from all states created significant barriers to reform and contributed to the governance challenges that emerged.
* Students may incorrectly assume that the Articles of Confederation accomplished nothing significant, overlooking achievements like the Northwest Ordinance which established procedures for western settlement, territorial governance, and new state admission.
* Students might believe that the Articles of Confederation created no functional central government, when in fact it established a framework for collective defense, foreign diplomacy, and territorial governance that provided limited but meaningful unity among the states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 762.0
Standard ID: KC-3.2.II.B+2
Standard Description: Explain how difficulties over international trade after the Revolution led to calls for a stronger central government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the lack of a strong central government contributed to the difficulty in managing international trade relations post-Revolution.
* Compare the viewpoints from different states regarding the need for a stronger central government to manage trade effectively, drawing from historical sources.
* Evaluate the calls for a stronger central government in response to international trade issues using primary source evidence.
* Explain how these international trade challenges highlighted the limitations of the Articles of Confederation.
* Identify the specific difficulties in international trade faced by the United States after the Revolution.
* Utilize statistical data and graphs to illustrate the economic impacts of trade difficulties on various states, leading to the constitutional reform movement.

Assessment Boundaries:
* Assessments should focus on specific international trade challenges faced under the Articles of Confederation, including Congress's inability to regulate foreign commerce, enforce trade agreements, or create unified trade policies across states. Students should analyze how these trade difficulties impacted different states economically and how these varying impacts influenced state perspectives on the need for stronger central authority. Assessments should incorporate interpretation of economic data showing trade patterns and their consequences during this period.

	Assessments should not include broader constitutional powers beyond those directly related to trade regulation, foreign relations issues unrelated to commerce, or detailed examination of the Constitutional Convention proceedings. Questions about internal unrest, state constitutions, property qualifications, or territorial governance systems like the Northwest Ordinance should be excluded unless directly connected to international trade difficulties.

Common Misconceptions:
* Some students may believe that international trade difficulties affected all states equally, overlooking how maritime states with major ports experienced different economic impacts than agricultural interior states, contributing to varied perspectives on the need for central government trade authority.
* Some students may conflate general economic problems of the post-Revolutionary period with trade-specific difficulties, failing to distinguish how trade challenges uniquely demonstrated the need for constitutional reform that would grant Congress specific commerce regulation powers.
* Students might incorrectly attribute trade problems solely to foreign nations' restrictions, without recognizing how the decentralized structure under the Articles prevented effective negotiation, retaliation against unfair trade practices, or creation of a unified American trade policy.
* Students might mistakenly assume that after the Revolution, each state conducted international trade independently without federal involvement, rather than understanding that Congress could negotiate treaties but lacked authority to enforce trade agreements or regulate commerce effectively.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 763.0
Standard ID: KC-3.2.II.B+3
Standard Description: Explain how difficulties over finances after the Revolution led to calls for a stronger central government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the financial instability influenced the push for the Constitutional Convention.
* Compare the economic powers of the Articles of Confederation to those proposed in the U.S. Constitution.
* Evaluate the significance of events like Shays' Rebellion in promoting the call for a stronger central government.
* Explain the impact of financial weaknesses under the Articles of Confederation on the national economy.
* Identify specific financial challenges faced by the United States after the Revolution, including post-war depression, inability to repay war debts, inflation due to excessive paper money, and interstate disputes over trade and taxation.
* Use primary and secondary sources to corroborate the role of financial difficulties in the call for a stronger federal government.

Assessment Boundaries:
* Assessments should focus on students' understanding of specific financial challenges that emerged after the American Revolution, including war debts, lack of federal taxation power, currency inflation, and interstate trade disputes under the Articles of Confederation. Students should demonstrate how these financial weaknesses contributed to economic instability and led directly to calls for the Constitutional Convention, with particular attention to how events like Shays' Rebellion exemplified the central government's inability to address financial crises effectively.

	Assessments should not include constitutional solutions to these financial problems, foreign relations issues beyond their direct financial impact, or details about state-level economic policies. Questions about internal unrest beyond Shays' Rebellion, specific arguments from The Federalist Papers, or the specific structure of the Constitution created to address these weaknesses should be avoided.

Common Misconceptions:
* Some students may think that the financial difficulties after the Revolution were primarily due to foreign debt, overlooking the significant domestic issues of interstate trade barriers, currency instability, and inability to enforce tax collection.
* Some students might not understand the chronological progression from the Revolutionary War to the Articles of Confederation to the Constitution, sometimes believing the Constitution was drafted immediately after independence without the intervening period of financial difficulty under the Articles.
* Students might believe that financial challenges under the Articles of Confederation were primarily state-level problems rather than national concerns, failing to recognize how the lack of coordinated economic policy affected the entire union.
* Students might incorrectly believe that the Articles of Confederation provided the central government with sufficient power to resolve financial issues, not understanding that the lack of taxation authority and inability to regulate commerce significantly hindered economic recovery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 764.0
Standard ID: KC-3.2.II.B+4
Standard Description: Explain how difficulties over interstate commerce after the Revolution led to calls for a stronger central government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze excerpts from The Federalist Papers to identify arguments regarding the necessity of a central authority to regulate commerce efficiently.
* Compare the economic philosophies concerning federalism that influenced debates over interstate commerce regulation, using primary sources.
* Compare the economic powers held by the central government under the Articles of Confederation with those under the U.S. Constitution, focusing on the regulation of interstate commerce.
* Describe how specific interstate commerce issues, like inconsistent tariffs or trade barriers, might have directly influenced the movement towards a stronger federal government.
* Explain how the lack of centralized regulation over interstate commerce contributed to economic inefficiencies and disputes between states during the post-Revolutionary period.
* Identify key difficulties related to interstate commerce under the Articles of Confederation that led to economic disruptions among the states.
* Utilize a map or graph showing the economic impact of interstate trade barriers to interpret how these geographic challenges influenced political discourse on federal government powers.

Assessment Boundaries:
* Assessments based on this standard should focus on specific interstate commerce challenges under the Articles of Confederation, including trade disputes between states, tariff barriers, lack of uniform commercial regulations, and the economic inefficiencies these created. Students should explain how these difficulties contributed to the Annapolis Convention of 1786 and subsequently led to increasing calls for a stronger central government. The assessment should evaluate understanding of the relationship between commercial problems and the momentum for constitutional reform.

	Assessments should not include detailed analysis of the Constitution's solutions to these problems, foreign relations weaknesses, or the specific contents of The Federalist Papers. Additionally, geographical analyses of state boundaries, state-level economic policies beyond their impact on interstate commerce, and internal unrest beyond their direct connection to commercial disputes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might attribute calls for stronger central government exclusively to Shays's Rebellion, overlooking how interstate commercial difficulties equally contributed to the movement for constitutional reform.
* Some students may misunderstand the Annapolis Convention, thinking it was unrelated to commercial issues, rather than recognizing it was specifically convened to address interstate commerce difficulties.
* Students may think all states experienced identical commercial challenges under the Articles of Confederation, not recognizing that coastal, agricultural, and manufacturing states faced different trade obstacles that influenced their positions on federal commercial power.
* Students might believe that the Articles of Confederation prohibited interstate commerce, when in reality the national government simply lacked authority to effectively regulate commerce between states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 766.0
Standard ID: KC-3.2.II.B+6
Standard Description: Explain how difficulties over internal unrest after the Revolution led to calls for a stronger central government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how various political groups and figures responded to internal unrest, and assess their influence in shaping public opinion regarding the need for a stronger central government.
* Compare the governmental structures under the Articles of Confederation and the subsequent U.S. Constitution in terms of their ability to manage internal unrest.
* Evaluate primary source documents from the period, such as letters or speeches, to understand contemporary perspectives on internal unrest and government power.
* Explain how Shays' Rebellion highlighted the weaknesses of the Articles of Confederation and fueled calls for a stronger central government.
* Explain the economic conditions that contributed to internal unrest and how these factors were addressed or ignored by various state governments, leading to calls for reform.
* Identify key instances of internal unrest following the American Revolution and describe their impact on the political climate in the newly independent states.
* Use maps to identify regions most affected by internal unrest and explain why these areas may have been particularly prone to instability.

Assessment Boundaries:
* Assessments based on this standard should focus on Shays's Rebellion as the key example of internal unrest, examining how this event exposed specific weaknesses of the Articles of Confederation government, particularly its inability to maintain domestic order. Students should demonstrate understanding of how the Articles' structural limitations—such as the lack of executive authority, inability to levy taxes, and difficult amendment process—prevented effective response to internal unrest, thereby fueling calls for a stronger central government. Assessment should include understanding of the deliberate design choices made in the Articles based on fear of monarchical power and how these choices proved problematic when addressing domestic rebellion.

	Assessments should not include broader discussions about economic policies, foreign relation challenges, or instances of internal unrest beyond Shays's Rebellion unless directly connected to the rebellion itself. Additionally, specific details about the Constitution's structural remedies, The Federalist Papers' arguments, state constitutions, or geographical factors affecting governance should be excluded from assessments on this standard.

Common Misconceptions:
* Some students might think that the weaknesses of the Articles of Confederation in addressing internal unrest were unintentional design flaws, rather than understanding that many limitations were deliberately included due to fears of monarchical power based on colonial experiences with British rule.
* Students may assume that calls for a stronger central government emerged mainly from economic concerns, without recognizing that the inability to suppress internal rebellion and maintain civil order under the Articles of Confederation was a significant motivation for constitutional reform.
* Students may incorrectly believe that Shays's Rebellion created immediate consensus about the need for a stronger central government, without recognizing that significant debate occurred regarding how much additional authority the federal government should possess to address such internal challenges.
* Students might incorrectly believe that internal unrest during this period resulted primarily from foreign threats or external conflicts, rather than understanding that domestic uprisings like Shays's Rebellion stemmed from internal economic hardships and highlighted the central government's inability to maintain order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: KC-3.3.I.C
Standard Description: As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states; the ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 771.0
Standard ID: KC-3.3.I.C+1
Standard Description: Explain how and why as settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Northwest Ordinance on the development of public education and property rights in the new states.
* Compare primary source documents from the period to assess public reception and debate surrounding the Northwest Ordinance.
* Evaluate the significance of the prohibition of slavery in the Northwest Territory as stipulated by the Northwest Ordinance.
* Explain how the Northwest Ordinance facilitated the admission of new states and the promotion of public education in the Northwest Territory.
* Identify the key provisions of the Northwest Ordinance and the preceding Land Ordinance of 1785 enacted by Congress during the westward movement of the 1780s.
* Use a map to identify the territories affected by the Northwest Ordinance and explain the strategic significance of their geographic locations.

Assessment Boundaries:
* Assessments based on this standard should focus on the provisions and purposes of both the Northwest Ordinance of 1787 and the Land Ordinance of 1785, including the process for admitting new states from territories, promotion of public education through land grants, protection of property rights, and prohibition of slavery in the Northwest Territory. Students should demonstrate understanding of how these ordinances structured westward expansion, their geographic application north of the Ohio River, and their significance for the development of new states during the Articles of Confederation period.

	Assessments should not include constitutional aspects that followed the Articles period, the broader context of state constitutions and property qualifications, or detailed analysis of geographical factors beyond identifying the Northwest Territory. Questions about primary source documents should be limited to understanding the ordinances themselves rather than broader debates about constitutional reform or the Federalist Papers.

Common Misconceptions:
* Some students might confuse the Northwest Ordinance of 1787 with the Land Ordinance of 1785, not recognizing that the Land Ordinance established the township survey system while the Northwest Ordinance created the process for territories to become states.
* Some students might think that the Northwest Ordinance applied to all western territories rather than specifically the territories north of the Ohio River and east of the Mississippi River, which would later become Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota.
* Students might believe that the Northwest Ordinance created states immediately rather than understanding it established a three-stage process whereby territories would gradually gain self-government and eventually apply for statehood.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 772.0
Standard ID: KC-3.3.I.C+2
Standard Description: Explain how the Northwest Ordinance of 1787 promoted public education and protected private property.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the motivations and debates among Congress members about implementing the ban on slavery in the Northwest Territory.
* Assess how the ban on slavery in the Northwest Territory influenced future state admissions and their constitutions.
* Compare the Northwest Ordinance's stance on slavery with other contemporary legislative actions related to slavery.
* Evaluate the significance of the Northwest Ordinance's anti-slavery clause in the broader context of the United States' expansion and sectional conflicts.
* Explain the historical context surrounding Congress's decision to include a ban on slavery in the Northwest Ordinance.
* Identify key provisions of the Northwest Ordinance regarding the prohibition of slavery in the Northwest Territory.
* Use primary source documents to trace the legislative process and debates that led to the inclusion of the anti-slavery provision in the Northwest Ordinance.

Assessment Boundaries:
* Assessments based on this standard should focus on the Northwest Ordinances specific provisions for promoting public education through land reservations for schools and its mechanisms for protecting private property rights in the Northwest Territory. Students should be able to explain how these provisions supported orderly western settlement and state formation. The assessment may also include the ordinance's prohibition of slavery as a significant element of property rights regulation in the territory.

	Assessments should not include broader constitutional issues, detailed comparisons with state property or education systems, or the long-term impacts of the ordinance beyond the immediate post-Revolutionary period. Questions about geographical boundaries, foreign policy implications, or detailed implementation challenges of the ordinance should be avoided.

Common Misconceptions:
* Some learners might mistakenly view the Northwest Ordinance as merely organizing territorial governance without understanding its significant role in establishing frameworks for education and property that would influence future state constitutions.
* Some students might think that the Northwest Ordinance established a complete public education system rather than primarily reserving land within townships to support future educational development.
* Students may believe that the property protections in the Northwest Ordinance applied equally to all inhabitants, not recognizing the distinctions made between settlers, indigenous peoples, and the complex status of existing inhabitants.
* Students might incorrectly assume that the provisions for public education and property rights were immediately implemented across the territory, rather than understanding these as frameworks that guided development as population increased and territories progressed toward statehood.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 773.0
Standard ID: KC-3.3.I.C+3
Standard Description: Explain how and why the Northwest Ordinance of 1787 banned slavery in the Northwest Territory.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Northwest Ordinance on the socio-political landscape of the Northwest Territory, especially in relation to the ban on slavery north of the Ohio River, which established this waterway as a boundary between free and slave regions.
* Describe how the enactment of the Northwest Ordinance influenced the development of new states during westward expansion.
* Evaluate the historical significance of the Northwest Ordinance's ban on slavery within the context of U.S. expansionist policies.
* Explain the relationship between westward movement during the 1780s and the legislative measures taken by Congress through the Northwest Ordinance to control slavery.
* Identify and describe the role of Congress in enacting the Northwest Ordinance as settlers moved westward in the 1780s.
* Identify the key features of the Northwest Ordinance and explain how it promoted the ban on slavery in the Northwest Territory.

Assessment Boundaries:
* Assessments based on this standard should focus on Article 6 of the Northwest Ordinance which banned slavery in the Northwest Territory, the congressional process of enacting this ban, and the reasoning behind establishing the Ohio River as a boundary between free and slave regions. Students should be able to analyze how this prohibition reflected political ideologies of the time and served as the first significant federal precedent for addressing slavery in new territories, influencing future sectional debates about western expansion.

	Assessments should not include the public education provisions, land surveying methods, or property rights sections of the Northwest Ordinance. Questions about the broader weaknesses of the Articles of Confederation government, Constitutional development, state constitutions, or detailed geographical factors beyond the Ohio River boundary should be avoided as these fall outside the scope of this standard.

Common Misconceptions:
* Some students might mistakenly think that the Northwest Ordinance's provisions against slavery represented a universal consensus against the institution, rather than understanding it as a political compromise that generated disagreement among various factions in the Confederation Congress.
* Students may believe that the Northwest Ordinance's ban on slavery was consistently and effectively enforced throughout the Northwest Territory, when in practice enforcement varied and some forms of indentured servitude persisted in parts of the region.
* Students may incorrectly assume that the Ohio River boundary established by the Northwest Ordinance permanently resolved sectional disputes over slavery's expansion, when in fact it became a focal point for increasing tensions during subsequent westward expansion.
* Students might interpret the Northwest Ordinance as primarily a territorial organization document rather than recognizing its significant role in establishing a precedent for restricting slavery's expansion through federal legislation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.7
Cluster Name: 6. Articles of Confederation
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: Unit 3: Learning Objective H
Standard Description: Explain how different forms of government developed and changed as a result of the Revolutionary Period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: KC-3.2.II.C.i
Standard Description: Delegates from the states participated in the Constitutional Convention and through negotiation, collaboration, and compromise proposed a constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 781.0
Standard ID: KC-3.2.II.C.i+1
Standard Description: Explain how delegates from the states participated in the Constitutional Convention and, through negotiation, collaboration, and compromise, proposed a constitution.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the impact that regional differences had on the debates and compromises during the Constitutional Convention, particularly the divide between northern commercial interests and southern agricultural interests, as well as disputes between large and small states.
* Expand on the details of the Great Compromise to include explicit mention of the bicameral structure and how each chamber addressed different state concerns.
* Explain how negotiation and collaboration among delegates during the Constitutional Convention addressed conflicting interests between states.
* Explain the process by which the Constitution was drafted and proposed to the states, highlighting the procedural steps taken by the delegates, key structural elements like the Electoral College system for presidential selection, and the convention's goal of addressing weaknesses in the Articles of Confederation.
* Identify the key participants in the Constitutional Convention (55 delegates who were predominantly wealthy white men with legal or political experience) and describe their roles in the negotiations that led to the Constitution, noting the exclusion of women, African Americans, and ordinary citizens from the process.
* Utilize primary source documents from the Constitutional Convention to explain how specific issues of federal structure were debated and resolved.

Assessment Boundaries:
* Assessments based on this standard should focus on the roles of delegates at the Constitutional Convention, the competing interests they represented, and the specific compromises they negotiated (such as the Great Compromise, Three-Fifths Compromise, and compromise on the slave trade). Students should be able to explain the competing Virginia and New Jersey Plans, identify how regional differences between northern and southern states influenced negotiations, and describe the process by which the Constitution was drafted and proposed to states for ratification.

	Assessments should not include analysis of primary source documents from the Convention or require evaluation of their arguments. Geographic and demographic data analysis correlating Federalist/Anti-Federalist support with economic interests, assessment of long-term impacts of Constitutional compromises on sectional tensions, and detailed examination of post-ratification political developments should be avoided in assessments.

Common Misconceptions:
* Some students might attribute the creation of the Constitution primarily to well-known figures like Madison and Washington, overlooking the significant contributions of many delegates whose negotiations and compromise proposals shaped the final document.
* Some students might think that the Constitutional Convention proceeded without significant disagreement, not recognizing the intense debates and difficult compromises that were necessary to reach agreement on issues like representation and slavery.
* Students may believe that delegates at the Constitutional Convention shared similar visions for the new government, when in fact they brought diverse interests and priorities based on their states' sizes, economic systems, and regional concerns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: KC-3.2.II.D
Standard Description: The Constitutional Convention compromised over the representation of slave states in Congress and the role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade after 1808.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 791.0
Standard ID: KC-3.2.II.D+1
Standard Description: Explain how the Constitutional Convention compromised over the representation of slave states in Congress.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the debates and discussions documented from the Constitutional Convention that led to the compromise over slave state representation.
* Compare the perspectives of Northern and Southern delegates at the Constitutional Convention about the regulation of slave representation and how these views were reconciled.
* Evaluate the effectiveness of the compromises on the representation of slave states and their impact on later political developments in the United States.
* Explain the significance of the Three-Fifths Compromise, which counted each enslaved person as three-fifths of a person for purposes of taxation and representation, in balancing the interests of slave and free states within the federal legislative structure.
* Identify the key compromises made during the Constitutional Convention regarding the representation of slave states in Congress.
* Use primary sources from the Constitutional Convention to corroborate the intentions and outcomes of the compromises regarding slave state representation.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific compromises made during the Constitutional Convention regarding slave state representation in Congress, particularly the Three-Fifths Compromise that counted enslaved people as three-fifths of a person for representation and taxation purposes. Questions should address how these compromises sought to balance power between Northern and Southern states, the relationship between the Three-Fifths Compromise and the structure of Congress established by the Great Compromise, and the compromise to allow Congress to prohibit the international slave trade after 1808 as it related to securing Southern states' support for the Constitution.

	Assessments should not include analysis of primary source documents from the Convention, evaluation of demographic data regarding slave populations, or examination of the long-term sectional tensions resulting from these compromises. Questions should avoid moral judgments about the compromises, detailed analysis of individual delegates' positions, or connections to later political developments beyond the ratification period.

Common Misconceptions:
* Some students may believe that the compromise on the slave trade (prohibition after 1808) was separate from representation issues, rather than understanding it as part of the interconnected negotiations that secured Southern states' support for the Constitutional framework and affected their representation in the new government.
* Some students may confuse the Three-Fifths Compromise with the Great Compromise, not recognizing that while related, they addressed different issues—the former dealing with how enslaved people would be counted for representation and taxation, and the latter establishing the bicameral structure of Congress.
* Students might incorrectly believe that the Three-Fifths Compromise was designed to recognize enslaved people as partial citizens with some rights, rather than understanding it as a political calculation that affected representation in Congress without granting any rights to enslaved individuals.
* Students might think that Northern states wanted enslaved people counted fully for taxation but not for representation, while Southern states wanted the opposite, missing the nuanced positions that existed among delegates from different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 792.0
Standard ID: KC-3.2.II.D+2
Standard Description: Explain how the Constitutional Convention compromised over the role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade after 1808.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the differing perspectives and interests of states regarding federal regulation of slavery during the Constitutional Convention debates.
* Evaluate the significance of the agreements made at the Constitutional Convention on future federal policy regarding slavery and the slave trade.
* Explain how the compromises at the Constitutional Convention addressed the issue of the international slave trade and its eventual prohibition after 1808.
* Identify the key compromises made at the Constitutional Convention regarding the federal government's role in regulating slavery and the slave trade.
* Use primary source documents from the Constitutional Convention to identify and analyze the debates on slavery and federal regulation.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific compromises made at the Constitutional Convention regarding federal regulation of slavery and the slave trade, particularly the agreement to allow Congress to prohibit the international slave trade after 1808. Students should be able to identify the key provisions of this compromise, explain the motivations and negotiations between Northern and Southern states that led to this agreement, and evaluate how these compromises balanced regional economic interests and political power concerns during the Convention period.

	Assessments should not include analysis of primary Convention documents, extraction of arguments from specific historical texts, or evaluation of diverse perspectives through primary sources. Questions about demographic data, long-term sectional tensions resulting from these compromises, or detailed political developments beyond the ratification period should also be excluded from assessment.

Common Misconceptions:
* Some learners might incorrectly view the slave trade compromise as granting the federal government broad authority to regulate slavery within states, rather than specifically addressing only the international importation of enslaved people while leaving domestic slavery largely under state control.
* Some students might believe that the Convention's decision to allow prohibition of the international slave trade after 1808 was primarily motivated by moral opposition to slavery, rather than understanding it as a negotiated compromise balancing economic interests and political power between Northern and Southern states.
* Students might incorrectly focus only on the Three-Fifths Compromise when discussing Constitutional compromises on slavery, overlooking the distinct compromise that postponed federal authority to prohibit the international slave trade until 1808.
* Students might mistakenly assume that the Constitution explicitly used the term slavery in its provisions about the slave trade, when the document deliberately avoided this specific language while still addressing the issue through more indirect terminology.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: KC-3.2.II.E
Standard Description: In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose principles were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 801.0
Standard ID: KC-3.2.II.E+1
Standard Description: Explain how in the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose principles were articulated in the Federalist Papers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the promise of adding a Bill of Rights influenced the ratification process and addressed Anti-Federalist concerns.
* Compare the ideological differences between Anti-Federalists and Federalists concerning the structure and powers of the federal government.
* Describe the historical context that led to the division between Federalists and Anti-Federalists, including the ratification process requiring approval by nine of thirteen states through specially elected state conventions, and incorporate maps to illustrate regions of Federalist and Anti-Federalist support.
* Evaluate the role of the Federalist Papers, primarily written by Alexander Hamilton and James Madison, in shaping public opinion and facilitating the ratification of the Constitution.
* Explain the key principles articulated in the Federalist Papers, particularly Madison's argument in Federalist No. 10 that a large republic would protect liberty by controlling factions through checks and balances, and how these principles supported the Federalist position on ratification.
* Identify the primary arguments put forth by Anti-Federalists in opposition to the ratification of the Constitution.
* Use primary sources, such as excerpts from the Federalist Papers or Anti-Federalist writings, to identify key arguments and evaluate their impact on the public discourse during the ratification debates.

Assessment Boundaries:
* Assessment should focus on students' ability to identify and compare key arguments made by Federalists in the Federalist Papers (particularly Madison's arguments in Federalist No. 10 about controlling factions) and Anti-Federalist concerns about centralized power and individual liberties. Questions should evaluate understanding of how the promise of a Bill of Rights influenced the ratification debate and addressed Anti-Federalist concerns, as well as the role of the Federalist Papers in shaping public opinion during the ratification process.

	Assessment should not include questions about the geographic distribution of Federalist and Anti-Federalist support correlated with economic interests or state size. Additionally, assessment should avoid broader subsequent political developments following ratification, such as the implementation of constitutional principles under early presidential administrations or long-term impacts of Constitutional compromises on sectional tensions.

Common Misconceptions:
* Some students might incorrectly assume that Federalists were unconcerned with individual rights, rather than believing the Constitution's structure of checks and balances would sufficiently protect those rights without explicit enumeration.
* Some students might think that Anti-Federalists opposed any form of national government, rather than specifically objecting to the Constitution's concentration of federal power and lack of explicit protections for individual rights.
* Students may believe that the Federalist Papers immediately resolved all opposition to the Constitution, not recognizing that ratification remained contentious in several states until Federalists promised to add a Bill of Rights.
* Students may mistakenly view the debate over ratification as a simple power struggle, not recognizing the sophisticated philosophical arguments both sides made about republicanism, representation, and the proper balance between liberty and order in government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 802.0
Standard ID: KC-3.2.II.E+2
Standard Description: Explain how Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Federalists' promise to add a Bill of Rights was pivotal in securing the ratification of the Constitution, focusing on the political strategy involved.
* Describe how primary sources, such as letters or debates from the Constitutional Convention, reflect the Federalists' promise and strategy regarding the Bill of Rights' inclusion.
* Evaluate the impact of the inclusion of the Bill of Rights on the ratification process and on the subsequent role of federal power limitation.
* Explain the Anti-Federalists' concerns regarding the lack of individual rights protections in the original Constitution and how these concerns were addressed by the promise of a Bill of Rights.
* Identify the Federalists' main arguments for ratification of the Constitution, emphasizing the necessity for a strong central government and how these arguments were communicated through the Federalist Papers.
* Utilize images or political cartoons of the period to examine public sentiment concerning the Constitution's ratification and the promise of a Bill of Rights.

Assessment Boundaries:
* Assessments should focus on the Federalists' strategic promise to add a Bill of Rights as a means to secure ratification of the Constitution, including specific arguments presented in the Federalist Papers, key Anti-Federalist concerns about individual rights, and how these concerns were addressed. Questions may include references to critical state ratifying conventions (particularly Virginia and New York), the political negotiations involved, and the intended purpose of the Bill of Rights in restricting federal power and protecting individual liberties.

Assessments should not include detailed analysis of Constitutional Convention primary sources, document interpretation methodologies, or geographic/demographic correlations between regions and Federalist/Anti-Federalist support. Additionally, questions about the specific content or development of the Bill of Rights after ratification, or long-term impacts of Constitutional compromises on later sectional tensions, should be excluded.

Common Misconceptions:
* Some students may mistakenly believe that the promise of a Bill of Rights immediately resolved all objections to the Constitution, rather than understanding that significant debate and compromise continued even after these promises were made in key states like Virginia and New York.
* Some students may think that Anti-Federalists had minimal influence on the final governmental structure, overlooking how their opposition led to the crucial addition of explicit protections for individual rights and limitations on federal power.
* Students might believe that the Bill of Rights was included in the original Constitution draft rather than understanding it was promised as a later addition specifically to address Anti-Federalist concerns during the ratification process.
* Students might interpret the Federalists' promise of a Bill of Rights as merely a political maneuver rather than recognizing many Federalists (particularly Madison) came to genuinely support constitutional amendments protecting individual liberties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.8
Cluster Name: 7. The Constitutional Convention and Debates over Ratification
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: Unit 3: Learning Objective I
Standard Description: Explain the differing ideological positions on the structure and function of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.9
Cluster Name: 8. The Constitution
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: KC-3.2.II.C.ii
Standard Description: Delegates from the states participated in the Constitutional Convention that created a limited but dynamic central government embodying federalism and providing for a separation of powers between its three branches.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.9
Cluster Name: 8. The Constitution
Lesson Name: *None specified*
Lesson Order: 811.0
Standard ID: KC-3.2.II.C.ii+1
Standard Description: Explain how delegates from the states participated in the Constitutional Convention that created a limited but dynamic central government embodying federalism

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the debates and compromises that occurred during the Constitutional Convention that led to the development of federalism in the U.S. Constitution, including how this system replaced the Articles of Confederation in 1788.
* Evaluate how the state delegates' decisions at the Constitutional Convention created a balance between a strong central government and states' rights, and how this federal-state power relationship has evolved over time.
* Explain the concept of federalism as it was incorporated into the U.S. Constitution through the efforts of the state delegates, including key provisions such as the Tenth Amendment, the Supremacy Clause, and the division of powers between federal and state governments.
* Identify and describe the significant compromises made during the Constitutional Convention, such as the Great Compromise and the Three-Fifths Compromise.
* Identify the key figures among the delegates who played significant roles in shaping a limited but dynamic central government during the Constitutional Convention, including James Madison's contributions to both the Constitutional framework and the subsequent development of the Bill of Rights.
* Use primary source documents from the Constitutional Convention and subsequent ratification debates to analyze the perspectives and arguments regarding federalism and the protection of fundamental freedoms such as those in the First Amendment.

Assessment Boundaries:
* Assessments based on this standard should focus on the concept of federalism as established in the Constitution, including the division of powers between national and state governments, constitutional provisions such as the Tenth Amendment and Supremacy Clause, and the evolution of federal-state relationships over time. Students should be able to explain how the Constitutional Convention created a limited but dynamic central government that balanced federal authority with states' rights, and how this system replaced the Articles of Confederation.

	Assessments should not include specific details about individual delegates' identities, backgrounds, or contributions, nor should they cover specific plans (Virginia, New Jersey) or compromises (Great Compromise, Three-Fifths Compromise) proposed during the Convention. Questions about The Federalist Papers, detailed analysis of primary sources, or specific speeches and writings of delegates should also be avoided.

Common Misconceptions:
* Some students may confuse federalism with a complete separation of powers between branches of government, rather than understanding federalism specifically addresses the vertical division of power between national and state governments.
* Some students may think that federalism established a fixed, unchanging relationship between federal and state powers, rather than recognizing that this relationship was designed to be dynamic and has evolved significantly throughout American history.
* Students might believe that federalism was created to primarily strengthen state governments, rather than understanding it was designed to balance power between a more effective national government and state governments while addressing weaknesses of the Articles of Confederation.
* Students might incorrectly view the Constitution's system of federalism as an entirely new concept, not recognizing how it responded to specific problems experienced under the Articles of Confederation while preserving certain aspects of state sovereignty.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 3
Unit Name: Period 3: 1754-1800
Cluster ID: AP USH Topic 3.9
Cluster Name: 8. The Constitution
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: Unit 3: Learning Objective J
Standard Description: Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: KC-4.1.I
Standard Description: The nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1011.0
Standard ID: KC-4.1.I+1+A
Standard Description: Explain how the nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to evaluate the arguments for and against the expansion of suffrage and how these debates influenced political participation in the United States.
* Compare the transition to universal white male suffrage in the United States to similar suffrage movements in other democracies of the time.
* Describe the impact of expanding suffrage on political party dynamics and electoral outcomes during the period from 1800 to 1848.
* Explain how the expansions in suffrage for white men by the 1840s reflected broader democratic principles in society and politics at the time.
* Explain the relationship between the expansion of suffrage and major social and political changes during the Jacksonian Age, such as changes in political parties and voter turnout trends.
* Identify the key legislative and social movements that led to the expansion of suffrage from property ownership to voting rights for all adult white men during the early 19th century.
* Utilize political maps to demonstrate changes in voter representation and electoral outcomes as a result of expanded suffrage rights.

Assessment Boundaries:
* Focus on assessing how specific legislative changes and state actions, such as the elimination of property requirements for voting, led to the expansion of suffrage to all adult white men. Include the influence of political figures and movements advocating for broader electoral participation. Avoid extending the analysis beyond issues related to suffrage changes, such as other political reforms or movements not directly linked to suffrage.

Common Misconceptions:
* Many students mistakenly believe that the expansion of suffrage was an overnight change, not understanding it was a gradual process influenced by socio-political factors and varying state laws.
* Some students erroneously think the expansion of suffrage led to immediate universal voting rights, not realizing it exclusively benefited white males and that many states still imposed restrictions.
* Students often misconceive that there was little debate or controversy over changing the voting requirements, underestimating the political battles and resistance faced by reformers.
* There is a common misconception that once suffrage was expanded to all adult white men, it provided democratic equality, ignoring the continued disenfranchisement of women and African Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1012.0
Standard ID: KC-4.1.I+2+A
Standard Description: Explain how the nation's transition to voting by all adult white men was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of increased voting rights on the strategies and platforms of emerging political parties in the early 19th century United States.
* Compare the goals and ideologies of the Democratic and Whig parties with respect to their views on suffrage and democracy.
* Evaluate the role of voter participation in shaping political campaigns and elections in the context of expanded suffrage from 1800 to 1848.
* Explain how the growth of political parties influenced regional political tensions and the emergence of significant policy debates during the period.
* Explain the relationship between the expansion of suffrage and the development of the Second Party System (Democrats and Whigs) during this period.
* Identify the key legislative and societal changes that enabled the expansion of suffrage to all adult white men in the United States by 1848.
* Use primary source documents to identify and describe arguments about the role of political parties in a more democratic society during this era.

Assessment Boundaries:
* Limit the assessment to analyzing the factors that led to the rise of political parties during the transition to voting by all adult white men. This should include the role of changes in political participation such as the expansion of suffrage, the influence of key political figures like Andrew Jackson, and the impact on state and national elections. Avoid focusing on broader social changes or movements unrelated to political party development.

Common Misconceptions:
* Some students might incorrectly think that the formation of political parties was mainly due to economic interests, rather than being driven by various social, political, and regional factors.
* Students may mistakenly believe that the expansion of suffrage to all adult white men automatically led to an inclusive political environment, without understanding the restrictions still in place for women and people of color.
* Students often assume that once voting rights expanded, all regions adopted the changes uniformly, not realizing the varied pace and resistance across different states.
* There is a common misconception that the growth of political parties was a harmonious process, failing to recognize the intense conflicts and rivalries that fueled party developments in this era.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: KC-4.1.II
Standard Description: While Americans embraced a new national culture, various groups developed distinctive cultures of their own

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1021.0
Standard ID: KC-4.1.II+1+A
Standard Description: Explain how, while Americans embraced a new national culture, various groups developed distinctive cultures of their own.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how immigration and nativism contributed to the development of distinctive cultural identities across different regions in the United States.
* Compare and contrast the cultural values and practices of emerging religious movements, such as those sparked by the Second Great Awakening, with those of other social groups of the time.
* Evaluate the impact of regional economic and social differences on the formation of distinctive cultural identities among groups such as immigrants, African Americans, and Native Americans.
* Examine primary and secondary sources to analyze the diversity of cultural expressions that emerged in response to national development and regional particularities.
* Explain how the Second Great Awakening influenced both mainstream American culture and the development of unique subcultures during this period.
* Identify the different cultural movements and groups that emerged in the United States from 1800 to 1848 and describe their distinctive characteristics.
* Use political cartoons from the period to identify and explain differing perspectives on national versus regional cultural identities.

Assessment Boundaries:
* Assessment should concentrate on students being able to exemplify specific cultural movements or practices that developed among distinct groups during this period. These may include the cultural developments within Native American tribes, African American communities, or religious communities such as the Mormons. Emphasis should be on identifying the factors that led to cultural distinctions, and examples of persistence or change within these groups. Avoid broader assessments of cultural integration into the national culture or impacts outside of cultural distinctiveness, such as broader political movements or economic changes that are covered by other standards.
* Focus on specific contributions from the Classical world, such as Greco-Roman scientific texts, mathematical principles, and engineering innovations, and how these facilitated European advancements in technology and innovation. Exclude contributions from Islamic and Asian worlds as it falls outside this substandard.

Common Misconceptions:
* Students may mistakenly believe that the spread of knowledge from the Classical world to Europe was solely through the Renaissance, overlooking earlier contributions from periods such as the High Middle Ages.
* Students might assume that technological and scientific advancements were only one-way (from the Classical world to Europe), ignoring the fact that there was a significant exchange of knowledge.
* Students often overlook the role of translation movements, such as the translations of Greek and Roman texts into Arabic and then into Latin, and how this facilitated the spread of this knowledge.
* There can be a misconception that these advancements directly led to innovations without considering the incremental nature of scientific developments and the amalgamation of ideas over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: KC-4.1.III
Standard Description: Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1031.0
Standard ID: KC-4.1.III+1+A
Standard Description: Explain how increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between transcendentalist ideas and the reform movements that emerged during this period.
* Compare the influence of two different intellectual movements on American society and how they shaped actions outside governmental structures.
* Corroborate accounts from different historical sources depicting the efforts and challenges faced by reformers in this period, through analyzing diaries, letters, or newspaper articles.
* Evaluate the impact of these religious and intellectual movements on American culture and society, drawing from political cartoons or propaganda posters from the period.
* Explain how the Second Great Awakening influenced the social and political activism of Americans working outside governmental structures.
* Explain how these reform movements sought to advance democratic ideals and bring about change in American society.
* Identify and describe key reform movements (such as abolitionism, temperance, and women's rights) that operated outside formal government institutions.
* Identify the key religious and intellectual movements that inspired Americans to work outside government institutions during the period from 1800 to 1848.
* Support with evidence how these movements reflect a change in American society's alignment with democratic ideals, using primary and secondary sources.
* Use maps to discuss the geographical spread and regional differences in the influence of these movements across the United States from 1800 to 1848.

Assessment Boundaries:
* Limit assessment to key figures and prominent movements involved in religious and intellectual efforts outside government institutions, focusing on the impact they had on societal change. Include specific examples such as the role of the Second Great Awakening in promoting temperance and abolitionist movements, and other influential efforts like Transcendentalism. Avoid assessing broader cultural developments unless they directly relate to the actions taken outside of governmental structures.

Common Misconceptions:
* A common misunderstanding is that these movements were minor or disconnected events, rather than interconnected efforts responding to broader societal changes, such as the Second Great Awakening, which spurred many into action.
* Some students might incorrectly believe that the motivations behind reforms were uniform and not as diverse as the movements themselves, failing to recognize that different religious and intellectual philosophies inspired a variety of social and moral reforms.
* Students often assume that religious and intellectual movements acted exclusively through political or governmental reforms when many of their activities took place through grassroots or voluntary organizations.
* There is a misconception that only formal political movements can effect societal change, thereby underestimating the significant impact of religious and intellectual movements that worked outside traditional government systems to initiate reform.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: KC-4.2.I
Standard Description: New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1041.0
Standard ID: KC-4.2.I+1+A
Standard Description: Explain the new transportation systems and technologies that dramatically expanded manufacturing.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to evaluate the impact of transportation innovations on regional manufacturing hubs.
* Compare the effects of different transportation technologies on manufacturing expansion within varying regional contexts.
* Explain how the interaction between new transportation systems and increased manufacturing output contributed to broader economic development in the United States.
* Explain the role of technological advancements in transportation in transforming the manufacturing industry in the early 19th century.
* Identify the new transportation systems developed during this time and describe their impact on manufacturing.
* Utilize maps and other visual sources to correlate the spread of transportation networks with the growth of the manufacturing sector.

Assessment Boundaries:
* Assessment should focus on evaluating the understanding of significant transportation developments, such as canals, roads, and railroads, and their specific impact on manufacturing during the early 19th century. Emphasize the role these technologies played in expanding market reach and manufacturing capabilities. Avoid broader analysis of agricultural developments or unrelated technological innovations outside of transportation that affect other sectors.

Common Misconceptions:
* Some students might think that all regions benefited equally from new transportation networks, failing to recognize that Northern and Midwestern regions were more significantly impacted than the Southern regions, primarily due to the nature of these networks and economic focus.
* Students often mistakenly believe that railroads were the only significant transportation innovation of this period, overlooking the critical roles that canals and steamships played in transporting raw materials and finished goods, thus facilitating manufacturing expansion.
* There is a misconception that technological advancements in transportation directly created factories, without understanding that these advancements primarily reduced transportation costs and linked regional markets, which indirectly spurred industrial growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1042.0
Standard ID: KC-4.2.I+2+A
Standard Description: Explain the new transportation systems and technologies that dramatically expanded agricultural production.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain different perspectives on the role of transportation technology in agricultural expansion.
* Analyze the impact of specific transportation technologies on agricultural markets and production efficiency during this period.
* Compare the effects of different transportation technologies on agricultural practices across various regions of the United States.
* Evaluate the historical significance of transportation advancements in transforming agricultural practices and production in the United States.
* Explain how innovations in transportation systems, such as canals and railroads, enabled significant growth in agricultural production.
* Identify the new transportation systems and technologies that facilitated the expansion of agricultural production from 1800 to 1848.
* Utilize maps to identify geographical regions where transportation developments had the greatest impact on agricultural expansion.

Assessment Boundaries:
* Limit the assessment to an analysis of specific transportation systems and technologies that contributed to the expansion of agricultural production, such as the development of canals (e.g., Erie Canal), roads, and railroads during this period. Focus on how these developments directly increased agricultural yields and market access for farmers. Avoid details related to the manufacturing expansion or judicial and legislative actions promoting infrastructure beyond agricultural impacts.

Common Misconceptions:
* A common misconception is that the primary function of canals and railroads was to support domestic personal travel, rather than their crucial role in transporting agricultural products to national and international markets.
* Some students mistakenly think transportation improvements had immediate uniform effects across all states, overlooking regional differences and the gradual integration of these systems.
* Students often misunderstand that transportation advancements only benefited urban areas and neglect the significant impact on rural agricultural regions, particularly through the expansion of markets and increased efficiency in transporting goods.
* There is a belief that the development of transportation networks, such as canals, roads, and railroads, simply replaced older forms of transportation without realizing how these new technologies complemented existing systems, expanding their reach and accessibility.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1050.0
Standard ID: KC-4.2.II
Standard Description: The changes caused by the market revolution had significant effects on U.S. society, workers' lives, and gender and family relations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1051.0
Standard ID: KC-4.2.II+1+A
Standard Description: Explain how the changes caused by the market revolution significantly affected U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the market revolution on gender and family relations, noting how economic shifts influenced social roles and expectations.
* Assess how technological innovations during the market revolution contributed to societal changes, supported by relevant data and graphs showcasing economic growth.
* Compare primary sources from the period to understand differing perspectives on the societal changes initiated by the market revolution.
* Evaluate the regional differences in how the market revolution affected Northern, Southern, and Western American societies, using maps to illustrate economic changes.
* Explain how the market revolution altered the daily lives of American workers, including shifts in labor opportunities and conditions.
* Identify the key changes brought about by the market revolution and how they contributed to the acceleration of the American economy and its societal effects.

Assessment Boundaries:
* Focus the assessment on students' understanding of specific social changes brought about by the Market Revolution, such as the rise of urban centers, the decline of traditional rural and artisan economies, and the growth of a more mobile workforce. Emphasize how these transformations altered societal norms and structures, including shifts in class dynamics and regional identities. Avoid evaluation of political changes or technological advancements' direct impacts on the economy, except where they specifically affected social structures.

Common Misconceptions:
* Some might mistakenly believe that the economic changes during the market revolution only impacted the economy, ignoring significant social transformations including new gender roles and family dynamics.
* Students may think that the market revolution led to uniform improvements in living standards across all social classes, not recognizing the widening gap between the rich and poor and the emergence of a distinct middle class.
* Students often have the misconception that urbanization and industrial growth were smooth processes without conflict or social issues, not accounting for the labor unrest and social challenges that arose due to rapid changes.
* There is often a misconception that technological advancements were uniformly welcomed and unopposed, as students may overlook the resistance from certain societal groups that were negatively affected by these changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1052.0
Standard ID: KC-4.2.II+2
Standard Description: Explain how the changes caused by the market revolution significantly affected workers' lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1052.0
Standard ID: KC-4.2.II+2+A
Standard Description: Explain how the changes caused by the market revolution significantly affected workers' lives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how changes in commerce during the market revolution altered workers' economic and social status.
* Compare the impact of the market revolution on different groups of workers, such as men, women, and children.
* Describe how the market revolution contributed to shifts in family dynamics and gender roles.
* Examine primary or secondary sources to assess workers' responses to the challenges of the market revolution, such as forming unions or striking.
* Explain how technological innovations during the market revolution affected workers' skills and job security.
* Identify key changes in the workplace environment due to the market revolution.

Assessment Boundaries:
* Focus assessments on specific impacts of the market revolution on workers' lives, such as changes in labor conditions, the shift from artisanal to factory work, and the formation of early labor unions. Avoid broad societal impacts or changes that do not directly relate to the working conditions and experiences of laborers during this period.

Common Misconceptions:
* A common misconception is that technological advancements during the market revolution only increased job opportunities without considering how mechanization also led to job displacement.
* Students may believe that the shift to factory-based work was a universally accepted change, overlooking the resistance and strikes organized by workers in response to poor labor conditions.
* Students often assume that the market revolution immediately improved all workers' living conditions, not realizing the increase in labor exploitation and the harsh working environments that many faced.
* There is often a misunderstanding that the market revolution only impacted urban areas, while in reality, it significantly affected agricultural sectors and rural workers as well.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1053.0
Standard ID: KC-4.2.II+3+A
Standard Description: Explain how the changes caused by the market revolution significantly affected gender and family relations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of industrialization on women's participation in the labor force during the market revolution.
* Compare gender relations in pre-market revolution America to those during and after the market transformation.
* Evaluate the significance of the market revolution in transforming societal views on gender roles and relations.
* Explain how the market revolution altered traditional family structures and gender expectations.
* Identify and explain the connection between the market revolution and the expansion of educational opportunities for women.
* Identify the key changes in gender roles that emerged as a result of the market revolution.
* Use statistical data from the period to examine changes in women's employment patterns influenced by the market revolution.
* Utilize primary sources, such as letters or diaries, to assess the experiences of women and their roles during the market revolution.

Assessment Boundaries:
* Assessment should focus on assessing the specific impacts of the market revolution on gender relations with particular emphasis on changes such as the separate spheres ideology and the shifting roles of women in the domestic and public spheres. Inquiry should involve analyzing different perspectives on how these roles evolved and the social, economic, or political factors that influenced these changes. Avoid addressing broader societal changes unrelated to gender, or unrelated later developments. The students should be able to connect primary sources, such as writings or reports from the era, to these gender-related developments.

Common Misconceptions:
* A common misunderstanding is that the market revolution's impact on gender relations solely affected women, whereas it also altered expectations and responsibilities for men within the household and workplace.
* Some students might think that the shift in gender relations was uniform across all regions, failing to recognize the variations in the North and South due to economic and cultural differences.
* Students may mistakenly believe that the market revolution led to immediate equality between genders, ignoring the persistence of traditional gender roles and resistance to change.
* There is a misconception that women's roles solely became more restrictive during this period, neglecting the emerging opportunities for women in new occupations outside the domestic sphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: KC-4.2.III
Standard Description: Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1061.0
Standard ID: KC-4.2.III+1+A
Standard Description: Explain the economic development that shaped settlement patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps and data sets to explain the impact of economic patterns on settlement and regional development.
* Analyze the relationship between economic development and regional growth, citing specific examples from different areas of the United States.
* Evaluate the significance of infrastructure improvements, such as transportation advances, on national unification.
* Explain how technological innovations during this period contributed to economic development and the growth of national and regional identities.
* Identify and describe claims from primary accounts regarding the effects of economic development on settlement and regional identities.
* Identify key economic developments from 1800 to 1848 that influenced settlement patterns in the United States.

Assessment Boundaries:
* Assessments should specifically target students' understanding of how innovations in technology, such as the development of transportation networks like roads, canals, and railroads, and agricultural practices during this era influenced settlement and trade patterns. This should include examining how these developments contributed to national unification and regional growth, particularly focusing on areas such as the Ohio and Mississippi Rivers. Students should avoid using examples outside the 1800-1848 timeframe and focus on settlement and trade within this specific context, not on unrelated cultural or social changes.

Common Misconceptions:
* Some students may incorrectly assume that the nation's economic development harmonized all regional identities, overlooking the fact that distinct cultural and economic practices continued to characterize each region despite these economic connections.
* Students might incorrectly think that economic development during this era only caused prosperity, not considering the problems and tensions that arose, such as those over resource distribution and labor issues, which could impact national unity
* Students might mistakenly believe that economic development during this period only advanced the northern states, failing to grasp how agricultural growth in the South also played a critical role in the national economy and regional interdependence.
* There is often a misconception that technological advances like the railroad did not significantly impact trade or settlement patterns, not realizing how these innovations were vital in linking different parts of the nation and promoting regional growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1062.0
Standard ID: KC-4.2.III+2+A
Standard Description: Explain the economic development that shaped trade patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source accounts to compare the economic priorities and trade practices of the Northern and Southern regions.
* Analyze the impact of the Market Revolution on settlement patterns, including the growth of urban centers and westward expansion.
* Describe the relationship between economic development and the rise of regional identities, considering factors such as industrialization and reliance on agriculture.
* Evaluate the significance of the American System proposed by Henry Clay in promoting national economic growth and regional integration.
* Examine how the economic policies of different regions during this period fostered both unity and sectionalism within the United States.
* Explain how transportation innovations, such as the steamboat and the National Road, influenced trade patterns and regional connectivity in the United States.
* Identify the key innovations in technology and agriculture during the period and how they contributed to the acceleration of the American economy.
* Utilize maps and charts to identify changes in trade routes and economic centers in the America of this era and explain their significance.

Assessment Boundaries:
* Focus assessment specifically on how economic developments, such as the growth of internal trade networks like rivers and roads, facilitated regional interdependence and unified the nation. Examine concrete examples, such as the role of the Erie Canal and other transportation innovations that connected regional economies. Avoid broader analysis extending to post-1848 developments or changes, focusing strictly within this period's historical context.

Common Misconceptions:
* It is frequently believed that the economic changes during this time solely dealt with large-scale industries, without acknowledging the impact on small businesses and agricultural shifts across different regions.
* Some students might erroneously believe that technological advancements alone drove economic growth, overlooking the vital role of government policies and international trade relationships.
* Students often misunderstand that the economic development during this period benefitted all regions equally, ignoring the significant regional disparities and the North's industrial advantage over the agrarian South.
* There is a common misconception that the unification of the nation economically meant that cultural and political unification followed suit, not recognizing the persistent regional cultural and political divisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1070.0
Standard ID: KC-4.3.I
Standard Description: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1071.0
Standard ID: KC-4.3.I+1+A
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to create an independent global presence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the era that depict U.S. territorial expansion and discuss their viewpoints and implications.
* Analyze the impact of territorial expansion on U.S. foreign policy efforts to establish an independent global presence.
* Compare primary and secondary sources to understand different perspectives on U.S. territorial expansion.
* Evaluate the historical significance of the Louisiana Purchase and its role in promoting U.S. independence on the global stage.
* Explain how the concept of Manifest Destiny influenced United States territorial expansion efforts during this period.
* Identify key territorial acquisitions made by the United States in North America from 1800 to 1848.
* Use maps to identify U.S. territorial gains in this period and explain their strategic importance for an independent presence.

Assessment Boundaries:
* Assessment should concentrate on evaluating how specific territorial acquisitions, such as the Louisiana Purchase, played a role in the United States' ambition to establish a global presence. Focus can be on governmental actions and policies such as exploration and the Monroe Doctrine that facilitated these efforts. Avoid assessing broader consequences that resulted from these acquisitions, which are beyond establishing an independent global presence at this time.

Common Misconceptions:
* A common misconception is that the expansionist efforts were primarily peaceful negotiations, without acknowledging the conflicts and wars with Native American tribes and foreign entities that were significant in this period.
* Some students might believe that territorial expansion and the pursuit of an independent global presence were entirely separate pursuits, not realizing how closely linked these efforts were to promoting U.S. interests abroad.
* Students may mistakenly assume that territorial expansion in this timeframe was purely driven by outward aggression or conquest, failing to recognize the strategic goals related to commerce and creating a secure nation-state presence globally.
* There is often a misunderstanding that all efforts of expansion and claiming territory were met with unanimous support and enthusiasm within the United States, ignoring the significant opposition and debates over expansionist policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1072.0
Standard ID: KC-4.3.I+2+A
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that detail the U.S. territorial expansion efforts to support foreign trade.
* Analyze the influence of national policies on territorial expansion relating to foreign trade goals.
* Evaluate the role of government and private initiatives in the territorial expansion aimed at enhancing foreign trade.
* Explain how the acquisition of these territories facilitated the expansion of U.S. foreign trade.
* Identify the key territorial acquisitions made by the United States to promote foreign trade.
* Using maps, identify the geographic areas acquired by the U.S. for promoting foreign trade, and discuss their significance.

Assessment Boundaries:
* Assessments should concentrate on specific cases or key examples of territorial expansion efforts designed to bolster foreign trade, focusing primarily on actions such as the negotiation of treaties like the Adams-Onís Treaty or commercial engagements following the Louisiana Purchase. These territories helped establish routes for trade and strengthened the U.S. economy. Avoid including later events or decisions that do not directly result from attempts to expand trade during this period, such as the Mexican-American War, which falls outside the time frame.

Common Misconceptions:
* A common misconception is that the territorial expansion was a smooth and uncontested process, ignoring the conflicts with Native American populations and other nations.
* Some students might assume the economic benefits of expansion were immediate and universally positive, failing to consider the economic risks and instabilities brought about by such territorial acquisitions.
* Students may mistakenly believe that the United States' efforts to claim territory were solely driven by expansionist ambitions, without recognizing the strategic aim to bolster foreign trade through territorial control.
* Students often think that the U.S. government initiated expansion efforts uniformly across the continent, not realizing the regional variations and specific contexts that influenced different territorial policies and efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: KC-4.3.II
Standard Description: The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1081.0
Standard ID: KC-4.3.II+1+A
Standard Description: Explain how the United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Missouri Compromise and other legislative measures attempted to address the issue of slavery in the expanding western territories.
* Assess the impact of westward expansion on the intensification of sectional conflicts over slavery, using maps to illustrate territorial changes and their implications for slavery.
* Compare primary and secondary sources to understand differing views on the expansion of slavery into new territories and how these views were influenced by regional interests.
* Evaluate the role of prominent leaders and key political figures in shaping the national dialogue on slavery as the nation expanded westward.
* Explain the political, social, and economic factors that influenced debates over the extension of slavery in newly acquired western territories.
* Identify and explain the perspectives and motivations of different regional stakeholders in the debates over slavery’s extension into new territories.
* Identify key events and legislative acts that contributed to the contests over the extension of slavery into new territories as a result of the United States’ western expansion.
* Utilize statistical data or graphical representations to analyze migration patterns to newly acquired territories and their relation to the expansionist policies regarding slavery.

Assessment Boundaries:
* Focus on explaining the strategic advantages of gunpowder, cannons, and armed trade in imperial expansion, particularly in logistics, military effectiveness, and territorial control. Exclude in-depth discussions on the specific socioeconomic impacts or cultural exchanges that these technologies facilitated.
* Focus your assessment on the analysis of debates around key legislation and political events related to the extension of slavery into newly-acquired Western territories, such as the Missouri Compromise and the Texas Annexation. Evaluate students' understanding of how these events heightened regional tensions and contributed to sectional conflict. Avoid assessing broader impacts of territorial expansion unconnected to the slavery issue, such as economic growth or cultural impacts.

Common Misconceptions:
* Learners may mistakenly believe that empires spread gunpowder technology to new regions rather than relying on existing sources and innovation.
* Many students might wrongly assume that the extension of slavery into new territories was a straightforward process, ignoring the complicated legislative actions like the Missouri Compromise.
* Some students might confuse the reasons for expansion in different regions, failing to recognize that gunpowder and cannons were crucial in establishing and maintaining power both in Europe and non-European regions.
* Students may think that the Western lands acquisition automatically meant the expansion of slavery, not considering the active resistance and contentious debates it provoked.
* Students might think that gunpowder and cannons alone were responsible for imperial expansion while ignoring the significance of armed trade.
* Students often misunderstand that the Western expansion inherently resulted in uniform agreements on slavery, failing to recognize the intense political and regional conflicts it generated.
* There is a common misconception that economic factors alone drove the contests over slavery, overlooking the significant moral and cultural disagreements involved.
* There is often a misconception that military force alone enabled imperial growth, without acknowledging the economic incentives and power gained through control of trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.1
Cluster Name: Contextualizing Period 4
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: Unit 4: Learning Objective A
Standard Description: Explain the context in which the republic developed from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.10
Cluster Name: 9. The Second Great Awakening
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: KC-4.1.II.A.i
Standard Description: The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.10
Cluster Name: 9. The Second Great Awakening
Lesson Name: *None specified*
Lesson Order: 1301.0
Standard ID: KC-4.1.II.A.i+1
Standard Description: Explain how the rise of democratic and individualistic beliefs and a response to rationalism contributed to a Second Great Awakening among Protestants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how religious movements during the Second Great Awakening illustrated a shift towards more democratic and individualistic beliefs, including how preachers like Charles Grandison Finney advocated for free will and individual salvation over predestination.
* Describe how a response to rationalism was reflected in the rise of the Second Great Awakening.
* Evaluate the historical significance of the Second Great Awakening in relation to democratic and individualistic belief systems, including its role in expanding religious participation to lower classes, women, and African Americans, thereby challenging existing social hierarchies.
* Explain the interaction between the reaction against rationalism and the spread of democratic ideals in fostering a revivalist spirit among Protestants.
* Identify key democratic and individualistic beliefs that emerged during this period and analyze their impact on Protestant religious movements, including the defining characteristics of the Second Great Awakening (1790-1850s) such as emotional preaching and focus on personal conversion.
* Use primary source texts from the Second Great Awakening to identify responses against rationalism.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific democratic and individualistic beliefs that influenced the Second Great Awakening, such as free will and personal responsibility in spiritual matters. Students should be able to explain how these beliefs and the response to rationalism contributed to the characteristics of the Second Great Awakening, including emotional preaching, camp meetings, and emphasis on individual salvation. The assessment should emphasize the shift towards more democratic religious practices and the growth of Baptist and Methodist denominations.

Assessments should not include detailed information about geographical mobility patterns, regional data showing variations in the Second Great Awakening's manifestations, or specific examples of market forces interacting with religious revival in particular communities. Additionally, broader implications not directly tied to religious change, such as secular democratic reforms or economic changes due to the market revolution, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the emphasis on individual agency in the Second Great Awakening led to a decline in organized religion, rather than understanding how it contributed to the growth of certain Protestant denominations.
* Some students might incorrectly assume that the Second Great Awakening's emphasis on personal conversion experiences eliminated the need for communal religious gatherings, not recognizing the importance of events like camp meetings in the movement.
* Some students might think that the Second Great Awakening was primarily a reaction against rationalism, overlooking the influence of democratic and individualistic beliefs in shaping the movement.
* There's a possibility that students could misinterpret the Second Great Awakening's democratic elements as promoting complete equality in religious leadership, overlooking the continued limitations for certain groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.10
Cluster Name: 9. The Second Great Awakening
Lesson Name: *None specified*
Lesson Order: 1302.0
Standard ID: KC-4.1.II.A.i+2
Standard Description: Explain how changes to society caused by the market revolution contributed to a Second Great Awakening among Protestants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the economic developments of the market revolution created a societal atmosphere conducive to the Second Great Awakening, including how religious leaders criticized the market revolution's emphasis on wealth accumulation as promoting spiritual corruption.
* Analyze primary and secondary sources describing the societal changes of the market revolution and their correlation with the spread of the Second Great Awakening.
* Evaluate the impact of the market revolution's social transformations on the methods and messages of Second Great Awakening religious leaders, including how the religious movement inspired social reform efforts such as temperance, abolition, and mental health reform.
* Explain the relationship between increased social and geographical mobility due to the market revolution and the spread of Second Great Awakening religious ideas.
* Identify the specific social changes initiated by the market revolution that contributed to the rise of the Second Great Awakening among Protestants.
* Use maps to identify regions significantly impacted by the market revolution and assess how these areas responded to the Second Great Awakening.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad societal changes caused by the market revolution and their contributions to the Second Great Awakening among Protestants. Students should be able to explain how economic developments, such as increased individualism and social mobility, influenced religious beliefs and practices. The assessment should emphasize the relationship between market-driven social transformations and the methods and messages of Second Great Awakening religious leaders.

Assessments should not include specific geographical data, detailed accounts of revival spread, or examples from particular communities. Additionally, broader religious reforms and movements not directly linked to market revolution-induced societal changes should be avoided in assessments. Questions about specific individuals or events should be limited unless they directly illustrate the connection between societal changes and religious revival.

Common Misconceptions:
* Learners may believe that the market revolution's impact on religion was uniformly negative, overlooking how it facilitated the spread of new religious ideas and practices.
* Some students might incorrectly assume that the religious leaders of the Second Great Awakening were completely opposed to the economic changes of the time, rather than adapting their messages and methods to the new social realities.
* Some students might think that the Second Great Awakening was solely a reaction against the market revolution, rather than a complex response to broader societal changes.
* There's a possibility that students could view the Second Great Awakening as a unified movement across all Protestant denominations, not recognizing the varied responses influenced by regional and economic factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.10
Cluster Name: 9. The Second Great Awakening
Lesson Name: *None specified*
Lesson Order: 1303.0
Standard ID: KC-4.1.II.A.i+3
Standard Description: Explain how greater social and geographical mobility contributed to a Second Great Awakening among Protestants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between increased social mobility and the democratization of religion, particularly in Protestant denominations during the Second Great Awakening, including the founding of new religious movements such as Mormonism (1830) under Joseph Smith.
* Evaluate the impact of greater geographical mobility on the development of new religious communities during the Second Great Awakening, including the growth of Baptist and Methodist denominations into America's largest Protestant denominations by 1850.
* Explain how the combination of social mobility and market revolution pressures led to a greater appeal for evangelical movements during the Second Great Awakening.
* Explain the role of geographical mobility, including westward expansion, in spreading Second Great Awakening ideas and contributing to the movement's growth, particularly through camp meetings that gathered thousands for multiple days of preaching and communal religious experience.
* Identify significant patterns of social mobility during the early 19th century and explain how they influenced Protestant evangelicalism during the Second Great Awakening.
* Use historical maps to identify key regions affected by the Second Great Awakening and analyze how geographical mobility facilitated the spread of religious revivalism in those areas.

Assessment Boundaries:
* Assessments based on this standard should focus on the general impact of increased social and geographical mobility on Protestant evangelicalism during the Second Great Awakening. Students should be able to explain how mobility contributed to the spread of religious ideas, the formation of new religious communities, and changes in religious practices. The assessment should emphasize the relationship between mobility and the democratization of religion within the context of the early 19th century.

Assessments should not include specific statistical data about mobility patterns, detailed regional variations in religious responses, or examples from particular communities. Additionally, broader discussions of social reforms or movements not directly linked to the Second Great Awakening fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that increased mobility always led to the weakening of traditional religious practices, not recognizing how it sometimes reinforced and spread certain religious beliefs and practices.
* Some students might incorrectly assume that the democratization of religion during the Second Great Awakening was solely a result of geographical mobility, overlooking other contributing factors such as the rise of individualistic beliefs and reactions to the market revolution.
* Some students might think that social and geographical mobility uniformly affected all Protestant denominations during the Second Great Awakening, overlooking the varied responses and adaptations of different religious groups.
* There's a possibility that students could overemphasize the role of westward expansion in the Second Great Awakening, neglecting the importance of social mobility and urban religious developments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.10
Cluster Name: 9. The Second Great Awakening
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: Unit 4: Learning Objective J
Standard Description: Explain the causes of the Second Great Awakening.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: KC-4.1.II.A.ii
Standard Description: The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to moral and social reforms and inspired utopian and other religious movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1311.0
Standard ID: KC-4.1.II.A.ii+1
Standard Description: Explain how the rise of democratic and individualistic beliefs and a response to rationalism contributed to moral and social reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how responses to rationalism influenced specific moral reform movements in this period, including how Transcendentalists such as Ralph Waldo Emerson and Margaret Fuller promoted individualism while supporting abolition, women's rights, and educational reforms.
* Describe how the backlash to rationalism spurred the development of moral and social reforms.
* Explain how the rise of democratic ideals contributed to the evolution of social reform movements, using primary sources from the period.
* Explain the relationship between democratic beliefs and individualism in prompting moral and social reforms during the early 19th century.
* Identify and describe the role of individualistic beliefs in advancing specific social reforms from 1800 to 1848.
* Identify key democratic and individualistic beliefs that emerged in the United States during this period, including Enlightenment ideals and Jacksonian democracy, and explain how they shaped moral and social reform movements.

Assessment Boundaries:
* Assessments based on this standard should focus on the ideological foundations of moral and social reforms, including the influence of democratic and individualistic beliefs, and responses to rationalism. Students should be able to explain how these beliefs contributed to the development and goals of reform movements such as temperance, abolitionism, and women's rights. The assessment should emphasize the relationship between changing societal values and the emergence of various reform efforts during the early 19th century.

Assessments should not include detailed geographic information about reform movements, specific strategies of abolitionists, or comprehensive analyses of individual utopian communities. Additionally, in-depth examinations of the market revolution, the Second Great Awakening, or specific data about social and geographical mobility patterns fall outside the scope of this standard and should be avoided in assessments. Primary source analysis should be limited to brief excerpts that directly illustrate the connection between beliefs and reforms.

Common Misconceptions:
* Learners may believe that the response to rationalism completely rejected scientific or logical thinking, rather than understanding how it was often integrated with religious and moral reform movements.
* Some students might incorrectly assume that individualistic beliefs primarily promoted self-interest, without recognizing how they also inspired a sense of personal responsibility for social improvement and reform.
* Some students might think that democratic and individualistic beliefs always led to progressive social reforms, overlooking the complex and sometimes contradictory outcomes of these ideologies.
* There's a possibility that students could view moral and social reforms as solely driven by religious fervor, ignoring the significant influence of Enlightenment ideals and democratic principles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1312.0
Standard ID: KC-4.1.II.A.ii+2
Standard Description: Explain how the rise of democratic and individualistic beliefs and a response to rationalism inspired utopian and other religious movements.

Key Concepts:
*None specified*

Learning Objectives:
* Examine primary sources from the early 19th century to identify arguments that supported the rise of utopian and religious movements.
* Explain the response to rationalism during this period and analyze how it inspired new religious movements, including how the Second Great Awakening led to denominational colleges and created new public roles for women as teachers, moral guides, and social reformers.
* Identify key democratic and individualistic beliefs that arose in the early 19th century and explain their influence on utopian and religious movements.
* Identify patterns of continuity and change in religious and utopian movements influenced by democratic and individualistic beliefs during the early 19th century.
* Utilize visual or textual sources to explain how responses to rationalism motivated the development of utopian and other religious movements.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad concepts of democratic and individualistic beliefs, responses to rationalism, and their influence on utopian and religious movements in the early 19th century. Students should be able to explain how these ideological shifts inspired new religious and social reform movements, including the Second Great Awakening and its impact on women's roles in society. The assessment should emphasize the connections between these beliefs and the emergence of various reform efforts, such as temperance and abolitionism.

Assessments should not include detailed information about specific utopian communities, comprehensive analysis of the Second Great Awakening, or explicit geographic information about reform movements. Additionally, primary source analysis for corroboration and detailed information about the market revolution's specific aspects fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the response to rationalism during this period was uniformly anti-intellectual, failing to recognize the complex interplay between reason and faith in many reform movements.
* Some students might incorrectly assume that utopian and religious movements of this era were entirely separate from broader social and political reforms, overlooking their interconnections and mutual influences.
* Some students might think that all religious movements of the early 19th century were utopian in nature, overlooking the diversity of religious expressions and their varying relationships to social reform.
* There's a possibility that students could overestimate the immediate impact of democratic and individualistic beliefs on established religious institutions, not realizing that change often occurred gradually and unevenly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1313.0
Standard ID: KC-4.1.II.A.ii+3
Standard Description: Explain how changes to society caused by the market revolution contributed to moral and social reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data related to market changes and correlate them with the emergence of reform movements in the early 19th century.
* Analyze the connection between economic changes from the market revolution and the rise of utopian and religious movements.
* Describe how technological advancements during the market revolution influenced social reforms and inspired new religious movements.
* Evaluate the significance of the market revolution in shaping the moral landscape of early 19th-century America.
* Explain how the increased social and geographical mobility associated with the market revolution prompted specific moral and social reforms.
* Identify the key social changes driven by the market revolution that led to moral and social reforms during 1800-1848.
* Utilize primary source accounts from the period to assess the impact of the market revolution on social reform movements.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad societal changes caused by the market revolution and their direct relationship to moral and social reforms during 1800-1848. Students should be able to explain how economic shifts, increased social and geographical mobility, and technological advancements contributed to the emergence of reform movements. The assessment should emphasize the connection between market-driven societal changes and the rise of voluntary organizations, religious movements, and social reform efforts.

Assessments should not include detailed information about specific reform movements, geographic distributions of reform activities, or comprehensive analyses of individual reformers or events. Additionally, primary source analysis, specific data about mobility patterns, and detailed economic indicators fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that moral and social reforms were solely a reaction to negative aspects of the market revolution, not recognizing that some reforms were inspired by new opportunities and changing social dynamics.
* Some students might incorrectly assume that all social classes equally participated in and benefited from reform movements, not considering the varying impacts of the market revolution on different segments of society.
* Some students might think that the market revolution's impact on society was uniformly positive, overlooking the complex social issues that prompted various reform movements.
* There's a possibility that students could overemphasize the role of economic factors in driving reforms, underestimating the influence of religious and ideological motivations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1314.0
Standard ID: KC-4.1.II.A.ii+4
Standard Description: Explain how changes to society caused by the market revolution inspired utopian and other religious movements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that discuss the impact of market revolution changes on religious and utopian movements.
* Analyze the role of greater social and geographical mobility during the market revolution in promoting utopian ideals.
* Compare the motivations and outcomes of different utopian communities that emerged as a result of the market revolution.
* Evaluate the significance of religious movements as a response to the societal changes induced by the market revolution.
* Explain how specific aspects of the market revolution influenced the development of religious movements in the early 19th century.
* Identify the key social and economic changes brought about by the market revolution that contributed to the rise of utopian and other religious movements.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad societal changes caused by the market revolution and their influence on the emergence of utopian and religious movements. Students should be able to explain how economic shifts, increased mobility, and changing social structures contributed to the development of new religious ideas and utopian communities. The assessment should emphasize the motivations behind these movements and their significance as responses to societal changes.

Assessments should not include detailed information about specific utopian communities, comprehensive analyses of the Second Great Awakening, or particular geographic patterns of reform movements. Additionally, specific data about social and geographical mobility patterns falls outside the scope of this standard and should be avoided in assessments. Primary source analysis should be limited to general interpretations rather than specific examples from reform movements.

Common Misconceptions:
* Learners may believe that the market revolution had little impact on religious beliefs, overlooking how economic changes prompted a search for spiritual stability and new forms of community.
* Some students might incorrectly assume that women played only minor roles in utopian and religious movements, underestimating their significant contributions and leadership in various reform efforts.
* Some students might think that utopian movements of the time were solely a retreat from society, rather than recognizing their engagement in social reforms and experiments aimed at improving society.
* There's a possibility that students could assume all religious movements during this period were traditional, not recognizing that many were innovative responses to societal changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1315.0
Standard ID: KC-4.1.II.A.ii+5
Standard Description: Explain how greater social and geographical mobility contributed to moral and social reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how increased social mobility contributed to changes in societal norms and values that supported reform movements.
* Analyze primary sources, such as diaries and letters, to understand individual experiences of social mobility and their influence on engagement with moral and social reforms.
* Compare the effects of social mobility on reform movements in different regions of the United States using maps to visualize migration patterns.
* Explain the impact of geographical mobility on the spread of reform ideas during the early 19th century.
* Identify and describe the role of the Transportation Revolution in facilitating greater geographical mobility and its subsequent influence on reform movements.
* Identify key factors that increased social and geographical mobility from 1800 to 1848 and explain how these factors fostered new social reforms.

Assessment Boundaries:
* Assessments based on this standard should focus on the general relationship between increased social and geographical mobility and the emergence of moral and social reforms from 1800 to 1848. Students should be able to explain how factors such as the Transportation Revolution, urbanization, and the spread of ideas contributed to the development of reform movements like abolitionism, women's rights, and temperance. The assessment should emphasize the connection between mobility and changes in societal norms and values that supported these reforms.

Assessments should not include detailed geographic information about specific reform movements, comprehensive analysis of individual utopian communities, or specific data about mobility patterns. Additionally, in-depth examinations of the market revolution's economic aspects, detailed information about the Second Great Awakening, or comprehensive analysis of specific reform strategies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the impact of geographical mobility on reform movements was uniform across all regions of the United States, not considering the varying influences and responses in different areas.
* Some students might incorrectly assume that all leaders of reform movements experienced significant geographical mobility themselves, overlooking the role of communication networks and idea dissemination in spreading reform ideologies.
* Some students might think that increased social and geographical mobility automatically led to widespread support for all reform movements, overlooking the complex factors that influenced public opinion and participation in reforms.
* There's a possibility that students could view social mobility as solely an upward movement in economic status, neglecting other forms of social change that contributed to reform movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1316.0
Standard ID: KC-4.1.II.A.ii+6
Standard Description: Explain how greater social and geographical mobility inspired utopian and other religious movements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how increased societal and geographical mobility in the United States influenced the emergence and spread of religious movements like the Second Great Awakening.
* Describe how religious movements inspired by social and geographical mobility contributed to broader reforms or changes in American society, such as abolitionism or women's rights.
* Evaluate primary source documents (e.g., letters, religious texts, or community records) from specific utopian communities to understand how members articulated their goals and beliefs.
* Explain how the changes brought about by the market revolution provided both the means and the motive for individuals to pursue utopian ideals.
* Identify patterns or connections between the rise of utopian communities and the broader context of American mobility and expansion during this period.
* Identify the different utopian communities that arose in the early 19th century, such as the Shakers and Oneida Community, and describe their unique characteristics.
* Utilize historical maps to identify the locations of prominent religious and utopian movements and analyze how geographical factors facilitated or hindered their growth and development.

Assessment Boundaries:
* Assessments based on this standard should focus on the general influence of increased social and geographical mobility on the emergence and spread of utopian and religious movements in the United States between 1800 and 1848. Students should be able to explain how mobility contributed to the development of these movements and their broader impact on American society. The assessment should emphasize the connection between mobility, changing social structures, and the rise of reform-oriented ideologies.

Assessments should not include detailed information about specific utopian communities, comprehensive analysis of the Second Great Awakening, or specific data about mobility patterns. Additionally, detailed examples of restrictions on free African Americans, specific abolitionist strategies, and comprehensive information about the market revolution fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that utopian and religious movements were solely driven by economic factors, underestimating the influence of cultural, social, and philosophical ideas.
* Some students might incorrectly assume that all religious movements of this period promoted progressive social reforms, overlooking the variety of religious responses to increased mobility and societal changes.
* Some students might think that increased mobility uniformly led to the formation of utopian communities, overlooking the diversity of responses to social changes during this period.
* There's a possibility that students could view utopian communities as purely secular experiments, not recognizing the significant religious motivations behind many of these movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: KC-4.1.III.A
Standard Description: Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform efforts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1321.0
Standard ID: KC-4.1.III.A+1
Standard Description: Explain how and why Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the temperance movement to understand the motivations and arguments of its participants.
* Analyze the impact of voluntary temperance organizations on specific changes in policies or laws governing alcohol consumption during this era.
* Compare different temperance organizations in terms of their strategies and effectiveness in achieving their goals.
* Describe how religious movements influenced the establishment and growth of temperance societies.
* Evaluate the role of key figures and leaders in the temperance movement in shaping public opinion and policy.
* Explain the social and economic factors that contributed to the formation of temperance organizations, including why women formed a significant portion of supporters due to their suffering from male drunkenness through domestic violence and economic hardship in an era when married women had virtually no legal rights.
* Identify the various temperance-oriented voluntary organizations that emerged during this period and their goals.

Assessment Boundaries:
* Assessments based on this standard should focus on the formation, goals, and methods of specific temperance organizations, such as the American Temperance Society. Students should be able to explain the social, economic, and religious factors that motivated these organizations, including the significant role of women in the movement. The assessment should emphasize how these organizations aimed to change individual behaviors and societal norms regarding alcohol consumption, as well as their impact on policies and laws.

Assessments should not include detailed information about other reform movements unless directly related to temperance efforts. Additionally, specific geographic information about the distribution of temperance societies, comprehensive analysis of the Second Great Awakening, and detailed data about social and geographical mobility patterns fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the temperance movement was equally supported across all regions of the United States, overlooking regional, cultural, and economic factors that led to varying levels of support and resistance.
* Some students might incorrectly assume that the temperance movement was disconnected from other social issues of the time, failing to recognize its relationships with movements such as women's rights and religious revivals.
* Some students might think that the temperance movement was solely focused on achieving total prohibition of alcohol, rather than initially promoting moderation and reduced alcohol abuse.
* There's a possibility that students could underestimate the involvement of men in the temperance movement, not recognizing the significant role of male-led religious and moral organizations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1322.0
Standard ID: KC-4.1.III.A+2
Standard Description: Explain how and why Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through reform efforts other than temperance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the motivations behind the formation of voluntary organizations aimed at reforming societal behaviors and institutions, excluding temperance initiatives, between 1800 and 1848.
* Compare the objectives and outcomes of different voluntary reform movements, like abolition and women's suffrage, and their influence on societal change in the United States from 1800 to 1848.
* Corroborate and contrast historical accounts from primary sources detailing the experiences and contributions of voluntary groups advocating for reform beyond temperance, using documents, speeches, and letters from the period.
* Evaluate the impact of voluntary organizations and their reform efforts, outside temperance, on American society during the early 19th century.
* Explain the goals and strategies of new voluntary organizations formed to promote social reform in areas such as education and women's rights during this period, including Horace Mann's advocacy for free public schools, compulsory attendance, and improved teacher training as secretary of the Massachusetts Board of Education.
* Identify key reform movements other than temperance that took place in the United States between 1800 and 1848, such as the abolitionist and women's rights movements, as well as Dorothea Dix's 1840s crusade for mental health reform that led to state-funded mental hospitals.
* Using visual maps or charts, track the geographic spread and influence of various reform movements across the United States between 1800 and 1848, explaining regional differences in reform activity.

Assessment Boundaries:
* Assessment should focus on students' ability to analyze specific voluntary organizations formed to address societal reforms during 1800 to 1848, such as the abolitionist movements, women's rights (including suffrage and educational reform), and religious reform movements. Emphasize the reasons behind the formation of these organizations and their societal impacts. Avoid focusing solely on temperance movements or unrelated reform efforts that do not directly engage with voluntary organizations created to change individual behaviors or societal norms apart from temperance.
* Assessments based on this standard should focus on the motivations, goals, and societal impacts of voluntary organizations formed for social reform between 1800 and 1848, excluding temperance movements. Students should be able to identify key reform movements such as abolitionism, women's rights, and educational reform, and analyze the reasons behind their formation. The assessment should emphasize the diversity of reform efforts and their varying degrees of success within the context of changing American society.

Assessments should not include detailed geographic information about reform movements, comprehensive information about specific utopian communities, or primary source analysis. Additionally, specific data about social and geographical mobility patterns, detailed information about the market revolution's aspects, and comprehensive analysis of the Second Great Awakening fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that all voluntary organizations formed during this time had similar motivations and strategies, overlooking the diversity of goals and methods employed by different reform movements.
* Some students might incorrectly assume that women's involvement in reform movements was limited to issues directly affecting women, overlooking their significant contributions to various causes such as abolition and educational reform.
* Some students might think that reform movements during this period were uniformly successful in achieving their goals, when in reality, many faced significant opposition and achieved varying degrees of success.
* There's a possibility that students could assume that reform movements were solely driven by religious motivations, not recognizing the influence of other factors such as Enlightenment ideals and responses to societal changes from industrialization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: KC-4.1.III.B.i
Standard Description: Abolitionist and antislavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans' rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1331.0
Standard ID: KC-4.1.III.B.i+1
Standard Description: Explain how abolitionist and antislavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans' rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and legal restrictions placed on African Americans in Northern states despite increases in the free African American population.
* Corroborate the arguments of key abolitionist figures using diverse sources, analyzing their impact on both public opinion and policy changes towards emancipation.
* Describe the relationship between the growth of the free African American population in the North and the restrictions imposed on their rights, and explain the historical significance of this dynamic.
* Evaluate the effectiveness of different abolitionist strategies and tactics in promoting societal and legislative changes towards emancipation in the North.
* Explain how abolitionist and antislavery movements contributed to the gradual emancipation process in the Northern states.
* Identify significant abolitionist and antislavery movements in the North during the early 19th century and describe their key objectives.
* Use primary and secondary sources to compare the experiences and challenges faced by African Americans during the rise of abolitionist and antislavery movements.
* Utilize maps to identify key regions in the North where abolitionist activities were most concentrated and explain the significance of these locations in the broader abolitionist movement.

Assessment Boundaries:
* Assessments based on this standard should focus on the gradual achievement of emancipation in the North through abolitionist and antislavery movements, the growth of the free African American population, and the concurrent restrictions on African Americans' rights by state governments. Students should be able to identify key abolitionist figures (such as Frederick Douglass) and movements (like the Liberty Party), explain their contributions to the emancipation process, and analyze the complex relationship between increased freedom and persistent legal and social restrictions for African Americans in the North.

Assessments should not include detailed geographic information about reform movements, comprehensive analyses of specific utopian communities, or in-depth examinations of the market revolution's economic aspects. Additionally, specific data about social and geographical mobility patterns and detailed information about the Seneca Falls Convention beyond the Declaration of Sentiments fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that all abolitionist and antislavery movements had the same goals, strategies, and levels of success in promoting emancipation in the North.
* Some students might incorrectly assume that the growth of the free African American population in the North was solely due to emancipation efforts, overlooking other factors such as migration or natural population growth.
* Some students might think that emancipation in the North was an immediate and uniform process, rather than a gradual one that varied across different states and regions.
* There's a possibility that students could overestimate the extent of freedom and rights granted to African Americans in the North following emancipation, not recognizing the persistent legal and social restrictions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1350.0
Standard ID: KC-4.1.III.C
Standard Description: A women's rights movement sought to create greater equality and opportunities for women, expressing its ideals at the Seneca Falls Convention.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1351.0
Standard ID: KC-4.1.III.C+1
Standard Description: Explain how and why a women's rights movement sought to create greater equality and opportunities for women.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the women's rights movement sought to create greater equality and opportunities by comparing its strategies with other contemporary reform movements.
* Evaluate the impact of the Seneca Falls Convention on the women’s rights movement and subsequent social change.
* Examine primary sources from the Seneca Falls Convention to describe the arguments made for women's rights and equality.
* Explain the social and political challenges faced by the women's rights movement from 1800 to 1848, including how the Cult of Domesticity both confined women to the domestic sphere and paradoxically inspired their engagement in public reform.
* Identify and describe the connections between the women's rights movement and broader democratic and social reforms, including how figures like Sojourner Truth and the Grimké sisters uniquely addressed both abolition and women's rights, highlighting the intersection of race and gender within reform movements.
* Identify the goals and key figures of the early women's rights movement in the United States.

Assessment Boundaries:
* Assessments based on this standard should focus on the goals, key figures, and strategies of the women's rights movement from 1800 to 1848, including the significance of the Seneca Falls Convention and its Declaration of Sentiments. Students should be able to explain the social and political challenges faced by the movement, analyze its strategies compared to other contemporary reforms, and evaluate the impact of the Cult of Domesticity on women's roles and reform efforts.

Assessments should not include detailed information about specific events beyond the Seneca Falls Convention, comprehensive analyses of related topics such as the market revolution or the Second Great Awakening, or specific geographic information about reform movements. Additionally, post-1848 developments in women's rights and international comparisons fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the women's rights movement was universally supported by women, not recognizing the diversity of opinions among women at the time.
* Some students might incorrectly assume that the women's rights movement was entirely separate from other reform movements of the era, such as abolition and temperance.
* Some students might think that the women's rights movement was solely focused on gaining voting rights, overlooking other important goals such as property rights and educational opportunities.
* There's a possibility that students could underestimate the influence of the Cult of Domesticity on the women's rights movement, both as a constraining factor and a catalyst for reform.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1352.0
Standard ID: KC-4.1.III.C+2
Standard Description: Explain how and why a women's rights movement expressed its ideals at the Seneca Falls Convention.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary source document from the Seneca Falls Convention to identify the arguments made for women's rights.
* Analyze the historical context leading up to the Seneca Falls Convention and why it served as a pivotal moment for the women's rights movement.
* Compare differing perspectives within primary sources from the Seneca Falls Convention on the role of women in society.
* Evaluate the influence of the Seneca Falls Convention on later reform movements for gender equality.
* Explain the significance of the Declaration of Sentiments in expressing women's rights goals at Seneca Falls.
* Identify the key figures and documents from the Seneca Falls Convention that articulated the ideals of the women's rights movement.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific ideals expressed at the Seneca Falls Convention, including the content and significance of the Declaration of Sentiments and Resolutions. Students should be able to identify key figures such as Elizabeth Cady Stanton and Lucretia Mott, and explain their roles in shaping the movement's message. The assessment should emphasize the historical context leading up to the Convention and its immediate impact on the women's rights movement.

Assessments should not include detailed information about the entire women's rights movement beyond the Seneca Falls Convention or specific advancements in women's rights later in the 19th century. Additionally, comprehensive analysis of other reform movements of the era, such as abolitionism or temperance, falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the Seneca Falls Convention immediately resulted in significant legal changes for women, not recognizing that it marked the beginning of a long struggle for women's suffrage and equality.
* Some students might incorrectly assume that all attendees at the Seneca Falls Convention agreed on every point discussed, not recognizing that there were debates and differing perspectives among participants on various issues, including women's suffrage.
* Some students might think that the Seneca Falls Convention was the first time women's rights issues were discussed publicly, overlooking earlier local movements and discussions that contributed to this larger organized effort.
* There's a possibility that students could assume the Seneca Falls Convention focused solely on women's right to vote, not realizing that the Declaration of Sentiments addressed a range of issues including educational opportunities, property rights, and social equality.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: KC-4.3.II.B.i
Standard Description: Antislavery movements increased in the North.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1341.0
Standard ID: KC-4.3.II.B.i+1
Standard Description: Explain how antislavery movements increased in the North.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of specific reform movements in increasing awareness and support for antislavery in the North, including the Liberty Party formed in 1840 as the first antislavery political party, representing the political wing of the abolitionist movement.
* Compare the strategies used by northern antislavery activists to those elsewhere, using primary source material.
* Evaluate the impact of key publications and speeches from this era on the northern antislavery movement.
* Explain the social, economic, and political factors that spurred the growth of northern antislavery movements in this period.
* Identify key events and figures that contributed to the growth of antislavery movements in the North between 1800 and 1848, including Frederick Douglass's autobiography, his founding of The North Star newspaper in 1847, and his advocacy strategies.
* Utilize maps and demographic data to explain regional variations in antislavery sentiment in the North.

Assessment Boundaries:
* Assessments based on this standard should focus on key events, figures, and publications that contributed to the growth of antislavery movements in the North between 1800 and 1848. Students should be able to explain social, economic, and political factors that spurred this growth, including the influence of other reform movements. The assessment should emphasize the role of specific individuals like Frederick Douglass and organizations like the Liberty Party in increasing antislavery support.

Assessments should not include detailed geographic information about reform movements, comprehensive analyses of related movements (e.g., women's rights, temperance), or specific data about social and geographical mobility patterns. Additionally, detailed information about the market revolution's specific aspects or comprehensive analysis of the Second Great Awakening falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that antislavery movements in the North were solely driven by moral or religious motivations, overlooking economic and political factors.
* Some students might think that antislavery movements in the North were uniformly supported across all regions and social classes.
* There's a possibility that students could underestimate the role of women in northern antislavery movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.11
Cluster Name: 10. An Age of Reform
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: Unit 4: Learning Objective K
Standard Description: Explain how and why various reform movements developed and expanded from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1370.0
Standard ID: KC-4.1.II.D
Standard Description: Enslaved blacks and free African Americans created communities and strategies to protect their dignity and family structures, and they joined political efforts aimed at changing their status.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1371.0
Standard ID: KC-4.1.II.D+1
Standard Description: Explain how enslaved blacks created communities and strategies to protect their dignity and family structures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of cultural practices and communal support in safeguarding the dignity of enslaved blacks.
* Evaluate the significance of familial and communal bonds in the resistance against the dehumanizing effects of slavery.
* Explain how the creation of communities among enslaved individuals contributed to the preservation of their dignity and cultural identity.
* Identify the strategies enslaved blacks used to maintain and protect their family structures during this period.
* Utilize primary source narratives, such as Harriet Jacobs' accounts, to illustrate how enslaved people created supportive networks to protect their family and dignity, including addressing gender-specific challenges like sexual exploitation.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific strategies enslaved African Americans used to maintain family structures, preserve cultural identity, and protect their dignity within the constraints of slavery. Students should be able to identify and explain various community-building efforts, cultural practices, and support systems that enslaved people developed. The assessment should emphasize the role of these strategies in resisting dehumanization and maintaining a sense of identity.

Assessments should not include comprehensive analysis of slave rebellions, relationships between abolitionist movements and enslaved people's actions, or African American political advocacy through petitions and publications. Additionally, educational institutions established by free African Americans and specific challenges to free African American family structures fall outside the scope of this standard and should be avoided in assessments. Post-1848 developments should also be excluded.

Common Misconceptions:
* Learners may believe that cultural practices and traditions of enslaved African Americans were completely eradicated by the institution of slavery.
* Some students might think that enslaved people were unable to form any meaningful family bonds or community structures due to the constraints of slavery.
* There's a possibility that students could overlook the specific challenges faced by enslaved women, such as sexual exploitation, in maintaining dignity and family structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1372.0
Standard ID: KC-4.1.II.D+2
Standard Description: Explain how free African Americans created communities and strategies to protect their dignity and family structures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of political and social advocacy on the preservation of family structures within free African American communities.
* Analyze the relationship between religious institutions and the dignity preservation strategies of free African American communities.
* Describe the role of schools and educational opportunities established by free African Americans in fostering community cohesion and protecting family structures.
* Explain how the broader societal context influenced the development of strategies among free African Americans for community and familial protection.
* Explain the strategies free African Americans used to assert and maintain their dignity in the face of societal challenges between 1800 and 1848.
* Identify and evaluate primary source documents that provide insights into the community-building efforts of free African Americans, and explain their significance in historical context. (Stimulus required)
* Identify the key community institutions developed by free African Americans during this period to protect their family structures and explain their importance in maintaining social stability.
* Utilize visual data, such as maps or demographic tables, to illustrate patterns of settlement among free African Americans and how these supported community development. (Stimulus required)

Assessment Boundaries:
* Assessments based on this standard should focus on the creation of community institutions by free African Americans, such as churches and newspapers, and the strategies they employed to protect their dignity and family structures. Students should be able to explain the importance of these institutions in maintaining social stability and fostering a sense of identity. The assessment should emphasize the role of religious organizations, mutual aid societies, and community networks in supporting free African American families and asserting their rights.

Assessments should not include detailed analysis of slave rebellions, specific political advocacy efforts, or in-depth examinations of educational institutions established by free African Americans. Additionally, comprehensive discussions of the relationship between organized abolitionist movements and actions by enslaved people fall outside the scope of this standard and should be avoided in assessments. Methods for analyzing primary sources and visual data should not be the focus of assessment questions.

Common Misconceptions:
* Learners may believe that strategies for protecting dignity and family structures were uniform across all free African American communities, not recognizing the regional variations and adaptations to local circumstances.
* Some students might incorrectly assume that free African Americans had no means of public expression or community organization, overlooking the establishment of newspapers and mutual aid societies that played crucial roles in asserting their rights and preserving their culture.
* Some students might think that free African American communities were completely isolated from wider society, overlooking the complex interactions and negotiations that occurred between these communities and the broader population.
* There's a possibility that students could underestimate the role of African American churches in community building, assuming they were primarily focused on spiritual matters rather than serving as multifaceted institutions for social support and advocacy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1373.0
Standard ID: KC-4.1.II.D+3
Standard Description: Explain how enslaved blacks and free African Americans joined political efforts aimed at changing their status.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze excerpts from primary sources, such as speeches or letters, to explain the arguments made by enslaved blacks regarding the need to change their political status.
* Analyze the impact of abolitionist movements and their influence on the political action of enslaved blacks during this period.
* Describe specific instances where enslaved blacks directly participated in political movements or events aimed at altering their status, including participation in escape networks like the Underground Railroad that helped approximately a thousand enslaved people escape annually.
* Evaluate the significance of petitions, publications, and oratory by African Americans as means of political advocacy to change their status.
* Explain the role of free African American leaders in organizing and supporting enslaved blacks' political efforts to change their status.
* Identify the political strategies that enslaved blacks used to advocate for changes in their status from 1800 to 1848.

Assessment Boundaries:
* Assessments based on this standard should focus on specific examples of political efforts by enslaved blacks and free African Americans to change their status between 1800 and 1848. This includes participation in rebellions (e.g., Nat Turner's), involvement in escape networks like the Underground Railroad, establishment of independent black churches and newspapers, and creation of anti-slavery publications. Students should be able to identify these efforts and explain their significance in the context of changing African Americans' political status.

Assessments should not include comprehensive analysis of slave rebellions, detailed examination of educational institutions, or in-depth exploration of family preservation efforts. Additionally, the relationship between organized abolitionist movements and actions by enslaved people, as well as methods for analyzing primary sources, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that African American political efforts were confined to the Northern states, not recognizing the involvement of enslaved and free blacks in the South.
* Some students might incorrectly assume that enslaved African Americans had no agency in political efforts, overlooking their active participation in creating and sustaining resistance movements.
* Some students might think that political efforts by African Americans were limited to violent rebellions, overlooking non-violent forms of resistance and advocacy.
* There's a possibility that students could underestimate the diversity of political strategies employed by African Americans, focusing solely on escape attempts or rebellions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: KC-4.1.III.B.ii
Standard Description: Antislavery efforts in the South were largely limited to unsuccessful slave rebellions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1361.0
Standard ID: KC-4.1.III.B.ii+1
Standard Description: Explain how antislavery efforts in the South were largely limited to unsuccessful slave rebellions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze why these antislavery efforts, specifically the slave rebellions, were unsuccessful in achieving their objectives within the Southern context.
* Evaluate the impact of these slave rebellions on both the enslaved population and the larger Southern society, including subsequent changes in laws or policies such as stricter slave codes that restricted movement, assembly, and education of both enslaved and free African Americans.
* Explain how these unsuccessful slave rebellions contributed to the growing tensions leading up to the Civil War, considering the broader national context including the division between Northern states (which had abolished slavery by 1804) and Southern slave states.
* Explain the motivations and goals behind the slave rebellions in the Southern states during this period.
* Identify and describe the arguments presented by Southern leaders and slaveholders against the abolitionist movements and how these led to the failure of rebellions.
* Identify major unsuccessful slave rebellions that occurred in the South between 1800 to 1848, such as those led by Nat Turner or Denmark Vesey.
* Use primary sources, such as newspaper articles or personal letters from the time, to compare contemporary perceptions of slave rebellions and their significance.

Assessment Boundaries:
* Assessments based on this standard should focus on specific unsuccessful slave rebellions in the South between 1800 and 1848, such as Nat Turner's Rebellion and Denmark Vesey's alleged conspiracy. Students should be able to explain the motivations, outcomes, and limitations of these rebellions, as well as their impact on Southern society and slave codes. The assessment should emphasize the rarity and isolated nature of these rebellions within the context of Southern antislavery efforts.

Assessments should not include comprehensive analysis of slave rebellions, broader abolitionist movements, or African American political advocacy through petitions, oratory, and publications. Additionally, detailed examination of educational institutions established by free African Americans, challenges to family structures, and methods for analyzing primary sources fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that slave rebellions in the South had immediate and significant impacts on national antislavery movements, overlooking their limited scope and influence.
* Some students might incorrectly assume that slave rebellions were the only form of resistance against slavery in the South, overlooking other forms of cultural and social resistance.
* Some students might think that slave rebellions in the South were frequent and widespread, rather than rare and isolated incidents.
* There's a possibility that students could overestimate the level of organization and collaboration among different slave rebellions in the South.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.12
Cluster Name: 11. African Americans in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: Unit 4: Learning Objective L
Standard Description: Explain the continuities and changes in the experience of African Americans from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1390.0
Standard ID: KC-4.2.III.C
Standard Description: Southern business leaders continued to rely on the production and export of traditional agricultural staples, contributing to the growth of a distinctive Southern regional identity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1391.0
Standard ID: KC-4.2.III.C+1
Standard Description: Explain how Southern business leaders continued to rely on the production and export of traditional agricultural staples, contributing to the growth of a distinctive Southern regional identity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Southern wealth concentration in land and enslaved people limited industrial development, reinforcing an agricultural economy based on slave labor, and shaped Southern society and identity.
* Compare agricultural economies within the South (such as Upper South states like Virginia and Maryland versus Deep South states like Georgia, Alabama, and Mississippi) and with other regions to determine how geographic and economic factors differentiated regional identities.
* Evaluate how technological innovations like the cotton gin and international factors such as British textile demand spurred a cotton boom after 1800, leading to westward expansion and increased reliance on enslaved labor.
* Explain how the reliance on traditional agricultural staples by Southern business leaders contributed to the development of a distinct Southern regional identity during the early 19th century.
* Identify key agricultural staples (cotton, tobacco, rice, and sugar) that Southern business leaders focused on for production and export during 1800-1848, with emphasis on cotton's emergence as the dominant crop by the 1820s.
* Use primary source documents to describe the perspectives of Southern business leaders regarding agricultural production and export during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying key agricultural staples (cotton, tobacco, rice, and sugar) produced and exported by Southern business leaders between 1800-1848, with emphasis on cotton's dominance by the 1820s. Students should be able to explain how reliance on these staples contributed to a distinctive Southern regional identity, including the impact on economic structure, societal organization, and cultural values. The assessment should emphasize the relationship between agricultural focus, slavery, and limited industrial development in shaping Southern identity.

Assessments should not include detailed information about specific agricultural practices, soil quality, or crop yields. Additionally, comprehensive comparisons with non-Southern U.S. regions' agricultural economies fall outside the scope of this standard and should be avoided in assessments. Questions about industrial or non-agricultural economic activities should be limited.

Common Misconceptions:
* Learners may believe that most Southern business leaders were actively seeking to diversify the economy through industrialization, not recognizing the strong cultural and economic ties to agricultural traditions.
* Some students might incorrectly assume that the distinctive Southern regional identity developed solely from cultural factors, underestimating the significant impact of economic practices related to agriculture and slavery.
* Some students might think that environmental factors were the primary reason for the South's reliance on agricultural staples, overlooking the economic and political decisions that reinforced this dependence.
* There's a possibility that students could overestimate the diversity of the Southern economy, not realizing the extent of its dependence on a few key agricultural staples, particularly cotton.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1400.0
Standard ID: KC-4.3.II.A
Standard Description: As overcultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1401.0
Standard ID: KC-4.3.II.A+1
Standard Description: Explain how, as overcultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the 1808 ban on importing enslaved Africans led to a domestic slave trade that forcibly relocated over 1 million enslaved people from the Upper South to the Deep South and Western territories to meet labor demands on cotton plantations.
* Evaluate the significance of environmental degradation as a motivator for geographic relocation during this period.
* Examine primary and secondary sources to compare the agricultural capacity of the Southeast and the lands west of the Appalachians.
* Explain how geographic and environmental factors influenced slaveholders' decisions to relocate plantations to lands west of the Appalachians.
* Identify the factors leading to overcultivation in the Southeast and the subsequent depletion of arable land.
* Use maps to describe the migration patterns of slaveholders from the Southeast to the west of the Appalachians.

Assessment Boundaries:
* Assessments based on this standard should focus on the reasons for plantation relocation from the Southeast to lands west of the Appalachians, including overcultivation and soil depletion. Students should be able to explain how this relocation contributed to the growth of slavery in these new territories. The assessment should emphasize the role of the domestic slave trade following the 1808 ban on importing enslaved Africans, and how it facilitated the expansion of slavery westward.

Assessments should not include detailed information about specific agricultural practices in the Southeast or comprehensive data on crop yields and soil quality. Additionally, comparisons with non-Southern U.S. regional agricultural economies fall outside the scope of this standard and should be avoided in assessments. Questions about unrelated social or political developments outside this geographical and temporal context should also be excluded.

Common Misconceptions:
* Learners may believe that environmental factors were the only reason for plantation relocation, not considering other economic and political influences.
* Some students might incorrectly assume that all Southern leaders immediately viewed slavery as a 'positive good,' not realizing that this perspective evolved over time from earlier views of it as a 'necessary evil.'
* Some students might think that the relocation of plantations westward was a quick and easy process, overlooking the challenges and conflicts involved in this expansion.
* There's a possibility that students could misunderstand the domestic slave trade, thinking it was a voluntary movement of enslaved people rather than a forced relocation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: KC-4.3.II.B.ii
Standard Description: In the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of the Southern way of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1381.0
Standard ID: KC-4.3.II.B.ii+1
Standard Description: Explain how, in the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of the Southern way of life.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and economic factors that contributed to the acceptance of slavery by Southern leaders as a vital component of the Southern lifestyle.
* Evaluate the impact of Southern leaders' defense of slavery on the political and social dynamics within the South during this period.
* Examine primary sources, such as speeches and writings from Southern leaders, to identify the specific justifications for slavery as essential to Southern culture.
* Explain how Southern leaders' rhetoric evolved from viewing slavery as a 'necessary evil' to promoting it as a 'positive good,' using religious and paternalistic arguments to justify the institution despite the majority of Southerners not owning slaves.
* Identify how the chattel principle legally defined enslaved people as property that could be bought, sold, and inherited, forming the economic foundation of Southern society and key arguments used by Southern leaders to justify slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on Southern leaders' arguments for slavery as an integral part of Southern society, the evolution of their rhetoric from 'necessary evil' to 'positive good,' and the chattel principle's role in the Southern economy. Students should be able to analyze primary sources reflecting these arguments and explain how they justified slavery despite the majority of Southerners not owning slaves.

Assessments should not include detailed agricultural practices, specific crop yields, or comprehensive economic data comparing Southern and non-Southern regions. Additionally, broader debates on the morality of slavery or its future beyond the context of Southern leaders' arguments should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Southern leaders' support for slavery was based solely on economic factors, overlooking the cultural and social arguments they often used.
* Some students might incorrectly assume that the chattel principle was universally accepted without controversy throughout the South, overlooking potential dissent or moral qualms among some Southerners.
* Some students might think that most Southerners owned slaves, not realizing that slave ownership was concentrated among a minority of the population.
* There's a possibility that students could assume all Southern leaders held identical views on slavery, not recognizing the diversity of opinions that existed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.13
Cluster Name: 12. The Society of the South in the Early Republic
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: Unit 4: Learning Objective M
Standard Description: Explain how geographic and environmental factors shaped the development of the South from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1410.0
Standard ID: KC-4.1.I
Standard Description: The nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1411.0
Standard ID: KC-4.1.I+1+N
Standard Description: Explain how the nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to determine differing perspectives on the suffrage expansion, its limitations, and key Supreme Court decisions like Marbury v. Madison that established judicial review and transformed the Court into a powerful check on other branches of government.
* Describe the economic and social factors that led to the decline of property ownership requirements for voting during this period.
* Evaluate the broader societal implications and historical significance of expanding suffrage to all adult white men on American democracy, including how western states competed for settlers by expanding suffrage and how this reduced the relative political influence of still-disenfranchised African Americans and women.
* Explain how the expansion of suffrage influenced the development and strategies of political parties during this period.
* Explain the impact of Jacksonian Democracy on expanding political participation and its role in broadening suffrage.
* Identify the key legislative acts and state-level changes that facilitated the expansion of suffrage during the early 19th century to all adult white men.
* Use political cartoons and propaganda from the era to identify societal attitudes toward suffrage expansion and democratic participation.

Assessment Boundaries:
* Assessments based on this standard should focus on the gradual expansion of suffrage from property-based to adult white male voting, including key legislative acts, state-level changes, and the role of Jacksonian Democracy. Students should be able to explain economic and social factors leading to the decline of property requirements, the influence of western states in expanding suffrage, and the impact of suffrage expansion on political parties and participatory democracy.

Assessments should not include detailed analysis of specific Supreme Court cases, the Second Party System, or social movements unrelated to suffrage expansion. Additionally, visual political culture and Manifest Destiny fall outside the scope of this standard and should be avoided in assessments. The broader implications of suffrage expansion on women and people of color should be mentioned only in context of the limitations of white male suffrage.

Common Misconceptions:
* Learners may believe that the removal of property requirements for voting immediately addressed all socio-economic disparities in political participation.
* Some students might incorrectly assume that the expansion of suffrage to adult white men was universally supported by political leaders and established powers of the time.
* Some students might think that the expansion of suffrage to adult white men occurred rapidly and uniformly across all states, rather than as a gradual and varied process.
* There's a possibility that students could underestimate the role of western states in driving suffrage expansion as they competed for settlers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1412.0
Standard ID: KC-4.1.I+2+N
Standard Description: Explain how the nation's transition to voting by all adult white men was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source political posters or cartoons from the early 19th century to explain public sentiments regarding the expansion of suffrage and the growth of political parties.
* Analyze the role of political parties in facilitating or hindering the expansion of democratic ideals through changing suffrage policies.
* Describe how political competition and party strategies were influenced by the expanded electorate of the early 19th century.
* Evaluate the significance of the transition to a more inclusive voting system on the democratic practices and political participation in the United States.
* Explain how the expansion of suffrage to all adult white men affected the development and transformation of political parties during this period.
* Identify the key changes in suffrage laws that expanded voting rights to all adult white men during the early 19th century and explain their impact on the political landscape.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between the expansion of suffrage to all adult white men and the growth of political parties in the early 19th century. Students should be able to explain how changes in voting laws affected party development, analyze the role of parties in promoting or resisting democratic ideals, and evaluate the impact of these changes on political participation. The assessment should emphasize specific historical examples, such as the rise of Jacksonian democracy and the formation of the Democratic and Whig parties.

Assessments should not include topics beyond 1848, detailed explorations of visual political culture, or discussions of Manifest Destiny. Additionally, the roles of political parties in later periods or their involvement in issues not directly related to suffrage expansion fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that political parties during this period had fixed, unchanging platforms, not recognizing how they evolved in response to the expanding electorate and other societal changes.
* Some students might incorrectly assume that the expansion of suffrage to all adult white men immediately led to full democratic participation, not considering the continued disenfranchisement of women, African Americans, and other groups.
* Some students might think that the expansion of suffrage to all adult white men was universally supported and implemented simultaneously across all states, overlooking regional variations and resistance to these changes.
* There's a possibility that students could view the growth of political parties as solely a result of expanded suffrage, overlooking other contributing factors such as economic changes, improved communication, and transportation advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1420.0
Standard ID: KC-4.1.II
Standard Description: While Americans embraced a new national culture, various groups developed distinctive cultures of their own

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1421.0
Standard ID: KC-4.1.II+1+N
Standard Description: Explain how, while Americans embraced a new national culture, various groups developed distinctive cultures of their own.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how distinct cultural identities were expressed by different groups, including Native Americans, African Americans, and immigrant communities like Irish and German immigrants in the 1840s whose arrival, driven by famine and political unrest in Europe, triggered nativist reactions and the formation of anti-immigrant political groups.
* Analyze statistical data or demographics from the era to identify population changes and migrations that contributed to cultural diversification.
* Assess the role of cultural expressions such as literature, art, and music in fostering both a national identity and distinct regional identities.
* Correlate cultural developments with political or economic changes, determining how these interactions shaped both national and local identities.
* Describe how regional cultural differences (e.g., North, South, and West) influenced the development of distinctive local cultures during this period.
* Evaluate the impacts of the Second Great Awakening on both national and regional cultures, highlighting how this reaction against religious rationalism democratized American Christianity through emotional camp meetings, creating a model for popular participation that shaped political movements.
* Examine primary texts or speeches from the period to explain the contrasts between emerging national ideas and regional cultural expressions.
* Identify the key factors that contributed to the development of a national culture in the United States between 1800 and 1848.

Assessment Boundaries:
* Assessment should focus on specific examples of how different cultural groups, such as Native American tribes, African American communities, or immigrant groups, developed distinct cultural identities during this period. Assessments should examine how these groups maintained their cultural practices and languages despite the broader trend towards a unified national culture. Avoid broad assessments that encompass all facets of the national culture or political developments of the time.
* Assessments based on this standard should focus on the development of a national American culture between 1800 and 1848, alongside the persistence and growth of distinctive regional and group cultures. Students should be able to identify key factors contributing to national culture, describe regional differences, and analyze how specific groups (e.g., Native Americans, African Americans, immigrant communities) maintained or developed distinct cultural identities. The assessment should emphasize the impact of religious and intellectual movements, particularly the Second Great Awakening, on both national and regional cultures.

Assessments should not include detailed analysis of visual political culture, such as political cartoons or propaganda. Additionally, the concept of Manifest Destiny and its justifications for territorial expansion fall outside the scope of this standard and should be avoided in assessments. Questions about specific political developments or economic policies unrelated to cultural impacts should also be excluded.

Common Misconceptions:
* Learners may believe that cultural development during this period was uniform across all groups, overlooking the diverse range of cultural influences—including European, Native American, and African—that shaped American identity.
* Some students might incorrectly assume that the development of American national culture occurred in isolation from global influences, underestimating the significant impact of European artistic, literary, and philosophical ideas during this period.
* Some students might think that the emergence of a national culture completely erased regional cultural differences, not recognizing that distinctive local cultures often persisted or even strengthened in response to broader national trends.
* There's a possibility that students could misinterpret the Second Great Awakening as solely a religious movement, not recognizing its broader impact on social reform movements and political participation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1430.0
Standard ID: KC-4.1.III
Standard Description: Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1431.0
Standard ID: KC-4.1.III+1+N
Standard Description: Explain how increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of transcendentalist writers on societal ideals and how their work encouraged reform efforts outside government structures, including how Transcendentalism began as a rejection of religious orthodoxy but ultimately fueled social reform movements by elevating individual conscience over established authority.
* Compare the goals and tactics of different reform movements inspired by religious and intellectual ideals in the early 19th century.
* Describe the methods used by reformers to promote change in areas such as prison reform, women's rights, and mental health care, focusing on activities outside government legislation and how the women's rights movement grew from female abolitionists' experiences of discrimination, showing how participation in one reform movement often raises awareness of other inequalities.
* Evaluate the role of religious groups in the establishment and spread of educational and charitable institutions during this period.
* Evaluate the significance of non-governmental reform efforts on American society's development from 1800 to 1848.
* Explain how the Second Great Awakening influenced social reform movements, such as the temperance movement which initially focused on alcohol's harm to families and workplaces but became a model for other reforms by pioneering tactics like moral persuasion and women's activism.
* Identify the major religious and intellectual movements that inspired Americans to advance their ideals outside government institutions during the early 19th century.
* Using primary sources, identify the arguments made by reformers advocating for social change during this era.

Assessment Boundaries:
* Assessments based on this standard should focus on the major religious and intellectual movements of the early 19th century, such as the Second Great Awakening and Transcendentalism, and their influence on social reform efforts outside of government institutions. Students should be able to explain how these movements inspired Americans to advance their ideals through methods like moral persuasion, pamphleteering, and the formation of reform organizations. The assessment should emphasize the grassroots nature of these movements and their impact on specific reform efforts such as temperance, abolitionism, and women's rights.

Assessments should not include visual political culture or Manifest Destiny, as these topics fall outside the scope of this standard. Additionally, the direct role of governmental policy in these reforms should be avoided in assessments. Questions about specific political figures or legislation related to these movements should also be excluded unless directly relevant to the grassroots efforts of reformers.

Common Misconceptions:
* Learners may believe that efforts to advance ideals were limited to established religious or philosophical circles, potentially underestimating the significant grassroots involvement by ordinary Americans in these movements.
* Some students might incorrectly assume that these movements were solely focused on spiritual or philosophical change, overlooking their practical impact on social issues such as temperance, education, and women's rights.
* Some students might think that religious and intellectual movements had a uniform impact across all regions and communities, overlooking the varying degrees of influence these movements had depending on local conditions.
* There's a possibility that students could view the activities outside government as uncoordinated and ineffective, not recognizing the organized efforts and achievements accomplished through reform and abolitionist movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1440.0
Standard ID: KC-4.2.I
Standard Description: New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1441.0
Standard ID: KC-4.2.I+1+N
Standard Description: Explain the new transportation systems and technologies that dramatically expanded manufacturing.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of new transportation technologies on the economic and industrial growth of the United States.
* Evaluate the significance of transportation advancements in fostering regional and national economic integration.
* Examine primary and secondary sources to identify differing perspectives on the influence of transportation technologies on manufacturing.
* Explain how specific transportation innovations and manufacturing technologies like Whitney's interchangeable parts system facilitated the growth of manufacturing industries, enabling mass production across many industries and converting skilled craft work into simpler factory labor.
* Identify the key transportation systems and technologies that emerged during this period and describe their role in expanding manufacturing, including how the Erie Canal connected the Great Lakes to the Atlantic, proved the profitability of large transportation projects, and triggered a canal-building boom.
* Use maps to trace the development of transportation networks and explain their effect on manufacturing growth.

Assessment Boundaries:
* Assessments based on this standard should focus on major transportation advancements between 1800 and 1848, including canals (especially the Erie Canal), railroads, and steamboats, and their direct impact on manufacturing expansion. Students should be able to explain how these technologies enhanced distribution networks and manufacturing capabilities, particularly in the Northeast and Midwest regions. The assessment should emphasize the relationship between transportation improvements and the growth of industrial production.

Assessments should not include detailed information about agricultural impacts, visual political culture, or Manifest Destiny. Additionally, industrial developments beyond 1848 fall outside the scope of this standard and should be avoided in assessments. The social and cultural impacts of industrialization should not be a primary focus of the assessment.

Common Misconceptions:
* Learners may believe that all regions of the United States benefited equally from new transportation technologies, overlooking the fact that these systems primarily linked the Northern and Midwestern states and facilitated industrial growth predominantly in those areas.
* Some students might incorrectly assume that transportation developments had an immediate and uniform impact on manufacturing, whereas in reality, the effects were often gradual and varied across different industries and regions.
* Some students might think that new transportation systems like railroads and canals were developed primarily for passenger travel, rather than understanding their crucial role in facilitating the movement of goods for manufacturing expansion.
* There's a possibility that students could attribute the expansion of manufacturing solely to transportation improvements, failing to recognize the concurrent technological advancements in manufacturing processes, such as the use of steam engines and interchangeable parts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1442.0
Standard ID: KC-4.2.I+2+N
Standard Description: Explain the new transportation systems and technologies that dramatically expanded agricultural production.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Transportation Revolution on the efficiency and output of agricultural sectors in the U.S.
* Compare various transportation technologies of the era in terms of their effectiveness in promoting agricultural expansion.
* Evaluate the historical significance of transportation improvements on agricultural production and rural development in early 19th-century America.
* Explain how technological advancements in transportation contributed to the expansion of agricultural production during this period, including how the cotton gin made short-staple cotton profitable across vast areas, driving both westward expansion and increased demand for enslaved labor, transforming the South's economy and society.
* Identify key transportation technologies and systems from 1800 to 1848 that significantly enhanced agricultural production in the United States.
* Use maps to identify key transportation routes developed during this era and explain their relevance to the agricultural industry.

Assessment Boundaries:
* Assessments based on this standard should focus on the identification and explanation of specific transportation systems and technologies (such as canals, railroads, and steamboats) that contributed to agricultural expansion from 1800 to 1848. Students should be able to analyze the impact of these innovations on agricultural production, regional specialization, and economic development. The assessment should emphasize the relationship between transportation improvements and increased agricultural output, efficiency, and market access.

Assessments should not include detailed political aspects of westward expansion, visual political culture, or the concept of Manifest Destiny. Additionally, technological advancements not directly related to transportation or agricultural production during this period should be avoided in assessments. The focus should remain on the economic and agricultural impacts of transportation innovations rather than their broader social or political implications.

Common Misconceptions:
* Learners may believe that transportation advancements led directly to increased agricultural production without considering the intermediary processes, such as the distribution of seeds, tools, and information.
* Some students might incorrectly assume that new transportation systems were universally welcomed, without understanding the debates and opposition regarding their costs, environmental impacts, and effects on local economies.
* Some students might think that railroads were the primary transportation innovation during this period, overlooking the significant roles of canals and steamboats in expanding agricultural production.
* There's a possibility that students could assume transportation innovations benefited all regions equally, not recognizing the regional disparities in agricultural development and economic growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1450.0
Standard ID: KC-4.2.II
Standard Description: The changes caused by the market revolution had significant effects on U.S. society, workers' lives, and gender and family relations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1451.0
Standard ID: KC-4.2.II+1+N
Standard Description: Explain how the changes caused by the market revolution significantly affected U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how changes in technology affected the social structure of U.S. society during the market revolution.
* Compare the social effects of the market revolution in different U.S. regions using primary sources.
* Evaluate the significance of technological advancements during the market revolution in reshaping U.S. society.
* Explain the impact of the market revolution on gender roles and family dynamics in U.S. society.
* Identify key social and economic changes in U.S. society prompted by the market revolution, including Jackson's destruction of the Second Bank, motivated by his opposition to privileged interests, which led to state bank proliferation and speculative lending that triggered the Panic of 1837.
* Interpret statistical data to explain demographic shifts prompted by the market revolution.

Assessment Boundaries:
* Assessments based on this standard should focus on the social, economic, and technological changes brought about by the market revolution in U.S. society. Students should be able to identify and analyze the effects of new transportation systems, manufacturing processes, and agricultural innovations on social structures, gender roles, family dynamics, and regional economic development. The assessment should emphasize the interconnectedness of technological advancements, economic shifts, and societal changes within the context of early to mid-19th century America.

Assessments should not include detailed examinations of specific political ideologies, visual political culture, or territorial expansion related to Manifest Destiny. Additionally, post-Civil War developments and in-depth analyses of individual political figures or events fall outside the scope of this standard and should be avoided in assessments. The focus should remain on broader societal impacts rather than specific political or military events.

Common Misconceptions:
* Learners may believe that technological advancements during the market revolution primarily benefited urban areas, potentially underestimating their impact on rural communities and agricultural practices.
* Some students might incorrectly assume that the market revolution's impact on gender roles and family dynamics was universally accepted, not recognizing the diversity of responses and potential resistance to these changes across different social groups.
* Some students might think that the market revolution brought about immediate and uniform changes across all regions of the United States, overlooking regional variations in economic development and social structures.
* There's a possibility that students could view the social effects of the market revolution as entirely positive, overlooking potential negative consequences such as labor exploitation or disruption of traditional lifestyles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1452.0
Standard ID: KC-4.2.II+2+N
Standard Description: Explain how the changes caused by the market revolution significantly affected workers' lives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon or propaganda poster from the era to explain societal attitudes towards industrial labor and workers’ rights.
* Describe the shift from agrarian work to industrial labor during the market revolution and analyze how this transition affected workers' daily lives.
* Evaluate the significance of the market revolution in shaping gender and family relations by examining both primary and secondary source materials from the period.
* Explain the demographic changes within the workforce due to the market revolution, using primary source descriptions from the period to illustrate these shifts.
* Explain the impact of the factory system on labor conditions and evaluate how these changes prompted responses, such as the early labor movement, among workers.
* Identify and compare the roles and experiences of skilled versus unskilled workers as a result of the market revolution.
* Identify the technological innovations that were part of the market revolution and explain how they transformed the workplace and labor practices in the early 19th century United States.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific impacts of the market revolution on workers' lives, including changes in labor conditions, the transition from agrarian to industrial labor, the rise of factory work, and the implications for skilled versus unskilled workers. Students should be able to analyze primary sources such as workers' accounts, employment records, or factory regulations to demonstrate understanding of these changes. The assessment should emphasize the diversity of experiences across different regions, industries, and demographic groups within the context of the early 19th century United States.

Assessments should not include analysis of political cartoons, propaganda posters, or other visual materials related to suffrage, democracy, or party politics. Additionally, questions about Manifest Destiny, territorial acquisitions, or broader economic motivations beyond their direct impact on workers' lives should be avoided. The assessment should not extend to technological advancements or economic impacts that do not directly relate to labor conditions and workers' experiences.

Common Misconceptions:
* Learners may believe that technological advancements during the market revolution primarily benefited workers, without considering how some innovations might have led to job displacement or more demanding work environments.
* Some students might incorrectly assume that the transition from agrarian to industrial labor occurred at the same pace and in the same way across all parts of the United States during the market revolution.
* Some students might think that the market revolution led to uniform improvements in working conditions for all laborers, overlooking the varied experiences across different industries and regions.
* There's a possibility that students could underestimate the extent to which the market revolution affected women's participation in wage labor and their roles within the family structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1453.0
Standard ID: KC-4.2.II+3+N
Standard Description: Explain how the changes caused by the market revolution significantly affected gender and family relations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of economic changes due to the market revolution on women's labor opportunities and societal roles, including how New England textile factories created opportunities for young farm women while society responded with the cult of domesticity to define separate male and female spheres.
* Compare and contrast the impact of the market revolution on gender arrangements in different regions of the United States.
* Evaluate the historical significance of the market revolution in transforming gender expectations and relationships in the U.S.
* Explain how the market revolution contributed to the shift in gender roles and family dynamics in early 19th-century America.
* Identify the major societal changes caused by the market revolution that impacted gender relations during the period 1800 to 1848.
* Use primary sources such as diaries, letters, or articles to identify perspectives of individuals on changing gender relations during the market revolution.

Assessment Boundaries:
* Assessments based on this standard should focus on the market revolution's impact on gender roles, family dynamics, and women's labor opportunities between 1800 and 1848. Students should be able to analyze how economic changes, such as the rise of textile factories, influenced societal expectations for men and women, including the development of the cult of domesticity. The assessment should emphasize regional differences in the market revolution's effects on gender relations and family structures.

Assessments should not include topics related to visual political culture, Manifest Destiny, or political movements unrelated to gender norms. Additionally, detailed explorations of specific technological innovations or economic policies fall outside the scope of this standard and should be avoided in assessments, unless directly linked to changes in gender and family relations.

Common Misconceptions:
* Learners may believe that the cult of domesticity emerged solely as a reaction to women entering the workforce, overlooking other contributing factors.
* Some students might think that the market revolution's impact on gender roles was uniform across all regions and social classes in the United States.
* There's a possibility that students could overestimate the extent to which new economic opportunities led to immediate and widespread changes in family structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1460.0
Standard ID: KC-4.2.III
Standard Description: Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1461.0
Standard ID: KC-4.2.III+1+N
Standard Description: Explain the economic development that shaped settlement patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of economic developments on the trade patterns and economic unification of the United States during this period.
* Evaluate the relationship between economic developments and regional growth, considering the variations between the North, South, and West, including how Clay's American System caused sectional conflict by benefiting Northern industries while Southern states paid higher tariff prices without seeing equal advantages.
* Explain how advancements in technology and agriculture contributed to changes in regional and national identities.
* Identify key economic developments between 1800 and 1848 that influenced American settlement patterns.
* Interpret primary source accounts of economic change to assess its impact on national unity and regional growth.
* Use graphs and maps to demonstrate how economic developments influenced settlement patterns and regional interdependence.

Assessment Boundaries:
* Assessments based on this standard should focus on specific economic developments between 1800 and 1848 that influenced American settlement patterns, regional growth, and national unification. Students should be able to analyze how advancements in transportation, agriculture, and manufacturing shaped trade patterns and regional economies. The assessment should emphasize the interplay between economic changes and settlement expansion, including the role of infrastructure projects like canals and the impact of technological innovations on different regions.

Assessments should not include detailed explorations of visual political culture, such as political cartoons or propaganda. Additionally, discussions of Manifest Destiny, including its definition, origin, or justifications for territorial acquisitions, fall outside the scope of this standard and should be avoided in assessments. The focus should remain on economic factors rather than political or ideological motivations for expansion.

Common Misconceptions:
* Learners may believe that technological innovations were the sole driver of economic unification, without considering the crucial role of infrastructure development, such as roads and canals, in linking regional economies.
* Some students might incorrectly assume that economic developments affected all regions in the same way, not understanding the distinct growth patterns and economic focuses that emerged in the North, South, and West.
* Some students might think that economic development during this period primarily benefited urban industrial areas, overlooking the significant impact on agricultural regions and their contribution to national economic integration.
* There's a possibility that students could misinterpret economic unification as implying complete political harmony, not recognizing the persistence of regional tensions and differing economic interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1462.0
Standard ID: KC-4.2.III+2+N
Standard Description: Explain the economic development that shaped trade patterns, helping to unify the nation while also encouraging the growth of different regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how regional economic diversities were encouraged by the economic progress made during this period.
* Assess the impact of economic policies on regional growth and national unity using primary source documents.
* Evaluate the role of technology, agriculture, and commerce in influencing trade patterns and regional growth.
* Explain how economic advancements during this period contributed to national unification.
* Identify key economic developments from 1800 to 1848 that shaped American trade patterns.
* Use maps to identify the major trade routes that emerged between 1800 and 1848 and explain their significance.

Assessment Boundaries:
* Assessments based on this standard should focus on specific economic developments between 1800 and 1848 that shaped American trade patterns, including technological advancements, transportation innovations, and agricultural changes. Students should be able to explain how these developments contributed to both national unification and regional economic diversification. The assessment should emphasize the role of key inventions, infrastructure projects, and economic policies in influencing trade routes and regional market growth.

Assessments should not include broader societal or political changes unless they directly relate to economic development and trade patterns in this era. Additionally, visual political culture and aspects of Manifest Destiny unrelated to economic motivations fall outside the scope of this standard and should be avoided in assessments. Detailed analysis of specific political figures or events should also be excluded unless directly tied to economic policies affecting trade and regional growth.

Common Misconceptions:
* Learners may believe that new transportation systems, such as canals and railroads, immediately connected all parts of the country equally, not recognizing the gradual and uneven nature of infrastructure development.
* Some students might incorrectly assume that increased trade and economic interconnectedness automatically led to greater national unity, without considering how it could also highlight and exacerbate regional economic differences and competing interests.
* Some students might think that economic developments during this period uniformly benefited all regions, overlooking how different resources and existing infrastructure led to varying degrees of growth and specialization across regions.
* There's a possibility that students could overestimate the speed at which technological advancements, like the cotton gin or interchangeable parts, transformed entire industries, not accounting for the time required for widespread adoption and economic impact.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1470.0
Standard ID: KC-4.3.I
Standard Description: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1471.0
Standard ID: KC-4.3.I+1+N
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to create an independent global presence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to assess the reactions of different groups to the territorial expansion of the United States.
* Analyze the economic motivations behind the United States' efforts to expand its territory across the North American continent.
* Evaluate the influence of territorial expansion on the United States' effort to establish an independent global presence, including how the Monroe Doctrine responded to possible European recolonization of Latin America while establishing the Western Hemisphere as an American sphere of influence.
* Explain how the United States government and private initiatives contributed to territorial expansion during this period, including Jefferson's Louisiana Purchase which balanced constitutional principles with practical concerns about the Mississippi River's importance to western farmers and fears of French control.
* Identify the territorial claims made by the United States throughout North America between 1800 and 1848.
* Utilize maps to identify key territories claimed by the United States and explain their strategic importance.

Assessment Boundaries:
* Assessments based on this standard should focus on specific territorial acquisitions between 1800 and 1848, such as the Louisiana Purchase and Florida annexation, and their impact on establishing U.S. dominance in North America. Students should be able to explain the economic and strategic motivations behind these expansions, including the importance of trade routes and international prestige. The assessment should emphasize how these territorial claims contributed to the United States' efforts to create an independent global presence, including the development and implications of the Monroe Doctrine.

Assessments should not include detailed examinations of visual political culture or explicit discussions of Manifest Destiny. Additionally, military conquests and foreign policies unrelated to territorial acquisition during this period fall outside the scope of this standard and should be avoided in assessments. The assessment should not focus on the specific details of settlement patterns or the day-to-day lives of settlers.

Common Misconceptions:
* Learners may believe that the economic motivations for territorial expansion were limited to acquiring farmland, not recognizing the importance of securing trade routes and access to natural resources.
* Some students might incorrectly assume that the United States' territorial claims were immediately recognized by all foreign powers, not realizing the complex international negotiations and disputes involved in securing these claims.
* Some students might think that the United States' territorial expansion was universally supported by all Americans, overlooking the significant regional and political disputes it caused, such as debates over slavery in new territories.
* There's a possibility that students could misinterpret the Monroe Doctrine as an immediate assertion of U.S. military power, rather than understanding it as a diplomatic statement that gradually influenced foreign policy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1472.0
Standard ID: KC-4.3.I+2+N
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as political speeches or official documents, to understand the motivations behind U.S. territorial expansion in relation to trade policies.
* Assess the impact of the transportation revolution on the expansion of U.S. territories and its subsequent effect on foreign trade.
* Compare the outcomes of the Mexican-American War and the Texas Revolution in terms of territorial gains and their effects on U.S. foreign trade opportunities.
* Evaluate the significance of the Monroe Doctrine in the context of U.S. territorial claims and its implications for trade relations with foreign powers.
* Explain the concept of Manifest Destiny and analyze how it justified the acquisition of new territories in the context of foreign trade ambitions.
* Identify the key territorial expansions in North America led by the United States from 1800 to 1848 and explain their role in promoting foreign trade.
* Use maps to identify territorial acquisitions during this period and explain their strategic importance for trade expansion and national security.

Assessment Boundaries:
* Assessments based on this standard should focus on specific U.S. territorial acquisitions between 1800 and 1848, such as the Louisiana Purchase and lands gained through the Adams-Onís Treaty and the Mexican-American War. Students should be able to explain how these expansions were motivated by and contributed to the promotion of foreign trade. The assessment should emphasize the role of new transportation systems, the Monroe Doctrine, and strategic geographic locations in shaping U.S. territorial and trade policies.

Assessments should not include detailed discussions of Manifest Destiny or visual political culture such as cartoons and propaganda. Additionally, territorial acquisitions outside the 1800-1848 timeframe or those not directly related to foreign trade promotion fall outside the scope of this standard and should be avoided in assessments. The cultural and social impacts of westward expansion should not be a primary focus.

Common Misconceptions:
* Learners may believe that the Monroe Doctrine was solely a defensive policy against European colonization, not recognizing its role in establishing U.S. economic influence in the Western Hemisphere.
* Some students might incorrectly assume that U.S. territorial acquisitions between 1800 and 1848 were uniformly supported by all regions and economic sectors, not recognizing the diverse interests and sometimes conflicting strategies involved in expansion efforts.
* Some students might think that U.S. territorial expansion between 1800 and 1848 was primarily driven by a desire for more agricultural land, overlooking the significant role of foreign trade promotion in these efforts.
* There's a possibility that students could underestimate the importance of new transportation systems, such as canals and railroads, in motivating and facilitating U.S. territorial expansion for trade purposes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1480.0
Standard ID: KC-4.3.II
Standard Description: The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1481.0
Standard ID: KC-4.3.II+1+N
Standard Description: Explain how the United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic factors related to the extension of slavery influenced political debates during the westward expansion in the early 19th century.
* Describe the sectional conflicts arising from the U.S. acquisition of lands in the West in relation to the extension of slavery, focusing on the perspectives of different regions.
* Evaluate the significance of primary sources such as legislative documents, speeches, and letters to understand the controversies surrounding the extension of slavery into western territories.
* Explain how the Missouri Compromise and other legislative efforts attempted to address the contests over slavery in newly acquired territories, including how the 36°30' line formalized geographic divisions that later contributed to the Civil War.
* Explain the political and social arguments for and against the extension of slavery in new western territories acquired by the United States.
* Identify key events and policies that led to the acquisition of western lands by the United States and the subsequent contests over the extension of slavery into these new territories.
* Utilize maps and demographic data to illustrate the impact of westward expansion on the debates over slavery and sectional tensions in the United States.

Assessment Boundaries:
* Assessments based on this standard should focus on specific events and policies related to the United States' acquisition of western lands, such as the Louisiana Purchase and lands gained through the Mexican-American War. Students should be able to explain how these acquisitions led to debates over the extension of slavery into new territories, including the economic factors involved and the legislative efforts to address these conflicts, such as the Missouri Compromise. The assessment should emphasize the sectional tensions and political arguments surrounding slavery extension within the context of westward expansion.

Assessments should not include broader topics like Manifest Destiny or visual political culture. Additionally, the long-term consequences of these conflicts, such as the Civil War, fall outside the scope of this standard and should be avoided in assessments. Detailed analysis of individual political figures or specific battles should also be excluded.

Common Misconceptions:
* Learners may believe that economic factors played little role in the contests over slavery extension, overlooking the impact of cotton production and other economic motivations.
* Some students might incorrectly assume that opinions on slavery extension were solely based on moral grounds, overlooking the complex political and economic interests involved in these debates.
* Some students might think that debates over slavery extension were a minor issue in westward expansion, rather than a central driving force behind political and social tensions.
* There's a possibility that students could misunderstand the Missouri Compromise as a permanent solution to slavery disputes, rather than a temporary measure that formalized geographic divisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.14
Cluster Name: 13. Causation in the Period 4
Lesson Name: *None specified*
Lesson Order: 1410.0
Standard ID: Unit 4: Learning Objective N
Standard Description: Explain the extent to which politics, economics, and foreign policy promoted the development of American identity from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: KC-4.1.I.A
Standard Description: In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1091.0
Standard ID: KC-4.1.I.A+1
Standard Description: Explain the continued debates among national political parties in the early 1800s over the tariff.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how tariff debates influenced the development of policies and political alignments during the early 1800s.
* Compare the different perspectives on tariffs held by the Federalists and Democratic-Republicans using excerpts from political writings or speeches from the period.
* Evaluate the historical significance of tariff debates in shaping early American economic policies and political divisions.
* Explain how the debates over tariffs reflected broader political, economic, and regional differences among national political parties.
* Identify the main arguments made by different national political parties regarding tariffs in the early 1800s.
* Use primary and secondary sources to identify and describe the positions of key political figures regarding tariffs in the early 1800s.

Assessment Boundaries:
* Assessments based on this standard should focus on the general arguments and positions of national political parties regarding tariffs in the early 1800s. Students should be able to explain how tariff debates reflected broader political, economic, and regional differences among parties. The assessment should emphasize the historical significance of these debates in shaping early American economic policies and political divisions.

Assessments should not include specific tariff legislation, detailed arguments for or against protective tariffs, or primary source evidence from key political figures. Additionally, the economic impacts of tariffs on specific industries or regions fall outside the scope of this standard and should be avoided in assessments. Questions about Supreme Court decisions or exploration expeditions should also be excluded.

Common Misconceptions:
* Learners may believe that all members of a political party held the same views on tariffs, not recognizing potential internal disagreements or regional variations within parties.
* Some students might incorrectly assume that tariff debates had little impact on the development of political alignments in the early 1800s, underestimating their role in shaping party positions and regional loyalties.
* Some students might think that tariff debates were solely about economic policy, overlooking their role in broader political conflicts between national parties.
* There's a possibility that students could misunderstand the timeframe of tariff debates, assuming they were a short-term issue rather than an ongoing point of contention in early 19th century politics.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1092.0
Standard ID: KC-4.1.I.A+2
Standard Description: Explain the continued debates among national political parties in the early 1800s over the powers of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as speeches or political writings, from the period to determine differing perspectives on federal power.
* Compare the differing viewpoints on federal power held by major political figures of the time, including Jefferson's vision of an agrarian republic based on independent yeomen farmers as the foundation of democratic society, and how this influenced his policies of reducing federal power.
* Describe specific examples of how federal government powers were challenged or supported during this period, such as through Jefferson's constitutional dilemma regarding the Louisiana Purchase and his use of treaty-making power despite the Constitution not explicitly authorizing territorial acquisition.
* Evaluate the impact of these debates on subsequent policy changes or political developments within the United States, including how the Alien and Sedition Acts during Adams's presidency contributed to the Federalist Party's decline and their defeat in 1800.
* Explain how debates over federal versus state power shaped political party platforms and ideology in the early 19th century, including the emergence of the First Party System between Federalists led by Hamilton and Democratic-Republicans led by Jefferson.
* Identify the key issues debated by national political parties in the early 1800s concerning the powers of the federal government.
* Use a timeline to illustrate major events and turning points in the debate over federal government power during the early 1800s, explaining the significance of the Election of 1800's Electoral College tie, House resolution, and its establishment of peaceful transfer of power as a democratic precedent.

Assessment Boundaries:
* Assessments based on this standard should focus on the key issues debated by national political parties in the early 1800s concerning federal government powers, the emergence and ideologies of the First Party System, and specific examples of challenges to or support for federal power. Students should be able to analyze how these debates shaped political party platforms and impacted subsequent policy changes. The assessment should emphasize the contrasting views on federal power between Federalists and Democratic-Republicans within the context of early 19th-century American politics.

Assessments should not include detailed information about specific diplomatic initiatives following the Louisiana Purchase, excerpts or detailed reasoning from Supreme Court opinions, or information about multiple government-sponsored explorations beyond Lewis and Clark. Additionally, specific arguments for or against protective tariffs, key tariff legislation, and primary source evidence related to tariff debates fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the First Party System emerged exclusively due to disagreements over federal power, without considering other factors such as economic policies and foreign relations that contributed to party formation.
* Some students might incorrectly assume that the debates over federal power in the early 1800s were quickly resolved, underestimating their long-term impact on American political discourse and constitutional interpretation.
* Some students might think that the debates over federal power in the early 1800s were solely focused on limiting government authority, overlooking arguments for expanding federal power in areas such as national improvements and economic regulation.
* There's a possibility that students could view Thomas Jefferson as consistently opposing all expansions of federal power, not recognizing his pragmatic approach in certain situations, such as the Louisiana Purchase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1093.0
Standard ID: KC-4.1.I.A+3
Standard Description: Explain the continued debates among national political parties in the early 1800s over relations with European powers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how debates over relations with European powers influenced the development of national political parties in the early 1800s.
* Analyze primary documents from the early 1800s to identify political party positions on European relations and assess their impact on policy.
* Compare the foreign policy positions of different political parties regarding European nations during this period using historical evidence, including how internal conflicts like the 1804 Burr-Hamilton duel affected party leadership and subsequent territorial policies.
* Evaluate the historical significance of these debates on national policy and U.S. foreign relations during the early republic.
* Explain the reasons behind the differing viewpoints of national political parties on U.S. relations with European nations in the early 1800s, including how Adams's handling of the XYZ Affair through both military preparation and diplomatic efforts affected party positions.
* Identify the key policy debates among national political parties in the early 1800s concerning relations with European powers.

Assessment Boundaries:
* Assessments based on this standard should focus on the key debates between Federalists and Democratic-Republicans regarding relations with Britain and France in the early 1800s. Students should be able to explain the reasons behind differing viewpoints on European relations, analyze how these debates influenced party development, and evaluate their historical significance on U.S. foreign policy. The assessment should emphasize the connection between domestic issues and foreign policy debates within the context of the early republic.

Assessments should not include specific diplomatic initiatives following the Louisiana Purchase, detailed Supreme Court opinions, or government-sponsored explorations beyond Lewis and Clark. Additionally, in-depth analysis of tariff policies and legislation falls outside the scope of this standard and should be avoided in assessments. Questions about specific treaties, negotiation details, or concrete outcomes of diplomatic efforts should also be excluded.

Common Misconceptions:
* Learners may believe that debates over European relations were solely driven by ideological differences, potentially underestimating the influence of economic interests and domestic issues on these foreign policy discussions.
* Some students might incorrectly assume that the debates over European relations remained static throughout the early 1800s, not recognizing how events like the XYZ Affair and the Napoleonic Wars influenced party positions over time.
* Some students might think that the Federalist Party uniformly supported strong relations with Britain, while the Democratic-Republican Party consistently favored France, overlooking the nuances and evolving positions within each party.
* There's a possibility that students could view the early 1800s debates on European relations as isolated from broader questions of federal power and constitutional interpretation, missing the interconnected nature of these issues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: KC-4.1.I.B
Standard Description: Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1101.0
Standard ID: KC-4.1.I.B+1
Standard Description: Explain Supreme Court decisions that established the primacy of the judiciary in determining the meaning of the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of specific Supreme Court decisions on the balance of power between state and federal governments.
* Compare the arguments made in dissenting versus majority opinions in landmark Supreme Court cases asserting judicial primacy.
* Evaluate how landmark Supreme Court cases advanced the principle of judicial review, including how the Judiciary Act of 1801 and Adams's 'midnight appointments' created the historical context for Marbury v. Madison.
* Explain how Supreme Court decisions under Chief Justice John Marshall (1801-1835) influenced subsequent interpretations of constitutional law and strengthened federal authority through establishing judicial primacy.
* Explain the constitutional principles established by major Supreme Court decisions that asserted the judiciary's primacy.
* Identify significant Supreme Court cases that established the judiciary's authority to interpret the Constitution.
* Use excerpts from Supreme Court majority opinions to describe the reasoning used to assert judicial primacy.

Assessment Boundaries:
* Assessments based on this standard should focus on key Supreme Court cases that established judicial primacy in constitutional interpretation, particularly Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden. Students should be able to explain the principle of judicial review, the doctrine of implied powers, and federal authority over interstate commerce. The assessment should emphasize how these decisions impacted the balance of power between state and federal governments and strengthened the judiciary's role in determining the Constitution's meaning.

Assessments should not include detailed reasoning from Court opinions, specific diplomatic initiatives following the Louisiana Purchase, or multiple government-sponsored explorations beyond Lewis and Clark. Additionally, Federalist and Democratic-Republican positions on tariffs fall outside the scope of this standard and should be avoided in assessments. Questions should focus on the establishment of judicial primacy rather than broader implications of these decisions on later periods.

Common Misconceptions:
* Learners may believe that all Supreme Court decisions under Chief Justice John Marshall uniformly expanded federal power, not recognizing that some rulings maintained a complex balance between state and federal authorities.
* Some students might incorrectly assume that the principle of judicial review was explicitly stated in the Constitution, rather than being established through the Supreme Court's interpretation in Marbury v. Madison.
* Some students might think that the Supreme Court's power of judicial review was universally accepted immediately after the Marbury v. Madison decision, overlooking the ongoing debates and challenges to this authority in the early 19th century.
* There's a possibility that students could misinterpret the establishment of judicial primacy as an instantaneous event rather than a gradual process developed through multiple landmark cases and historical contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1102.0
Standard ID: KC-4.1.I.B+2
Standard Description: Explain Supreme Court decisions that asserted that federal laws took precedence over state laws.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how these Supreme Court decisions influenced subsequent legal interpretations and conflicts between state and federal jurisdictions.
* Analyze the constitutional principles that the Supreme Court used to justify giving precedence to federal laws over state legislation in the early Republic.
* Evaluate the long-term impacts of key Supreme Court rulings on the development of the federal judiciary's role in U.S. governance.
* Explain how the rulings in Supreme Court cases such as McCulloch v. Maryland and Gibbons v. Ogden strengthened federal authority over state legislation, particularly regarding interstate commerce regulation.
* Explain the historical context surrounding Supreme Court decisions that reinforced federal authority over state law, including the socio-political climate of the early Republic.
* Identify significant Supreme Court cases during the early Republic that emphasized the precedence of federal laws over state laws.
* Use primary legal documents or excerpts from Supreme Court decisions to support arguments about federal supremacy.
* Utilize maps or infographics illustrating state and federal jurisdictions to explain the implications of Supreme Court rulings on federalism.

Assessment Boundaries:
* Assessments based on this standard should focus on landmark Supreme Court cases from the early 19th century, such as McCulloch v. Maryland (1819) and Gibbons v. Ogden (1824), that established the precedence of federal laws over state laws. Students should be able to explain the outcomes of these cases and their impact on federal-state relations, including the concepts of implied powers and regulation of interstate commerce. The assessment should emphasize the role of the Supreme Court in interpreting the Constitution and shaping the balance of power between federal and state governments.

Assessments should not include detailed reasoning from Supreme Court opinions, specific diplomatic initiatives following the Louisiana Purchase, or information about government-sponsored explorations beyond Lewis and Clark. Additionally, in-depth analysis of Federalist and Democratic-Republican positions on tariffs falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the Supreme Court's assertion of federal law precedence applied equally to all areas of governance, rather than focusing on specific constitutional issues.
* Some students might incorrectly assume that Chief Justice John Marshall was the only influential figure in establishing federal supremacy through Supreme Court decisions during this period.
* Some students might think that Supreme Court decisions asserting federal supremacy were immediately accepted and implemented by all states without resistance.
* There's a possibility that students could misinterpret the Supreme Court's decisions as completely eliminating states' rights and autonomy in all matters.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: KC-4.3.I.A.i
Standard Description: Following the Louisiana Purchase, the U.S. government sought influence and control over North America through a variety of means, including exploration and diplomatic efforts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1111.0
Standard ID: KC-4.3.I.A.i+1
Standard Description: Explain the U.S. government's attempts for influence and control over North America through exploration following the Louisiana Purchase.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the Lewis and Clark Expedition to understand the political and economic motivations for exploration in the newly acquired territories.
* Assess the role of U.S. government-sponsored explorations in shaping American territorial policies and influence in the early 19th century.
* Evaluate the impact of U.S. governmental exploration initiatives on the relations with Native American tribes post-Louisiana Purchase.
* Explain how the explorations following the Louisiana Purchase were intended to increase U.S. influence and control in North America.
* Identify the major exploration campaigns initiated by the U.S. government following the Louisiana Purchase and describe their primary objectives.
* Use maps to trace the routes of the major explorations that took place after the Louisiana Purchase and explain the geopolitical significance of these routes.

Assessment Boundaries:
* Assessments based on this standard should focus on the U.S. government's use of exploration, particularly the Lewis and Clark Expedition, as a means of establishing influence and control over North America following the Louisiana Purchase. Students should be able to explain the objectives of these explorations, their impact on relations with Native American tribes, and their role in shaping American territorial policies. The assessment should emphasize the connection between exploration and the broader goals of expanding U.S. influence in the early 19th century.

Assessments should not include detailed information about specific diplomatic initiatives, treaties, or Supreme Court cases from this period. Additionally, in-depth coverage of multiple government-sponsored explorations beyond Lewis and Clark, or detailed routes and findings of these expeditions, falls outside the scope of this standard and should be avoided in assessments. Questions about political party positions on economic policies such as tariffs should also be excluded.

Common Misconceptions:
* Learners may believe that the Lewis and Clark Expedition was uniformly welcomed by Native American tribes, not recognizing the complex and sometimes tense nature of these interactions.
* Some students might incorrectly assume that the U.S. government's exploration efforts immediately resulted in full control over the explored territories, not understanding the gradual nature of establishing influence in these regions.
* Some students might think that the primary goal of U.S. government-sponsored explorations was purely scientific discovery, overlooking their role in expanding American influence and control.
* There's a possibility that students could view the explorations following the Louisiana Purchase as isolated events rather than part of a coordinated effort to assert U.S. presence in the newly acquired territories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1112.0
Standard ID: KC-4.3.I.A.i+2
Standard Description: Explain the U.S. government's attempts for influence and control over North America through diplomatic efforts following the Louisiana Purchase.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the outcomes of U.S. diplomatic efforts in North America following the Louisiana Purchase and assess their effectiveness.
* Describe the historical context that led to the U.S. government's diplomatic efforts in North America after the Louisiana Purchase, including how Spain's 1802 revocation of the right of deposit at New Orleans disrupted Mississippi River trade and prompted Jefferson's negotiations with France.
* Discuss the impact of the U.S. government's diplomatic strategies on its territorial expansion and relations with European powers post-Louisiana Purchase.
* Evaluate the role of specific treaties and agreements in establishing U.S. influence in North America following the Louisiana Purchase using relevant maps and documents.
* Explain how the diplomatic strategies employed by the U.S. government after the Louisiana Purchase aimed to enhance its influence and control over North America.
* Identify key diplomatic efforts initiated by the U.S. government to exert influence over North America following the Louisiana Purchase.

Assessment Boundaries:
* Assessments based on this standard should focus on the general diplomatic strategies employed by the U.S. government following the Louisiana Purchase to increase influence and control over North America. Students should be able to explain the historical context leading to these diplomatic efforts, describe their overall goals, and analyze their broad outcomes and effectiveness. The assessment should emphasize the impact of these diplomatic strategies on U.S. territorial expansion and relations with European powers.

Assessments should not include specific details of treaties, negotiations, or diplomatic initiatives (such as the Adams-Onís Treaty). Additionally, Supreme Court cases, government-sponsored explorations beyond Lewis and Clark, and party positions on tariffs fall outside the scope of this standard and should be avoided in assessments. Specific constitutional interpretations or arguments justifying judicial authority should also be excluded.

Common Misconceptions:
* Learners may believe that diplomatic efforts following the Louisiana Purchase were uniformly successful in expanding U.S. influence and control over North America, overlooking potential challenges or limitations.
* Some students might incorrectly assume that diplomatic efforts following the Louisiana Purchase focused exclusively on European powers, overlooking the importance of negotiations and relations with Native American tribes in shaping U.S. influence in North America.
* Some students might think that the Louisiana Purchase itself was solely a French initiative, without recognizing the complex diplomatic negotiations by the U.S. that led to this acquisition.
* There's a possibility that students could misunderstand Thomas Jefferson's role, viewing him as solely focused on territorial expansion without considering the nuanced diplomatic strategies he employed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.2
Cluster Name: 1. The Rise of Political Parties and the Era of Jefferson
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: Unit 4: Learning Objective B
Standard Description: Explain the causes and effects of policy debates in the early republic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: KC-4.1.I.D
Standard Description: Regional interests often trumped national concerns as the basis for many political leaders' positions on slavery and economic policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1121.0
Standard ID: KC-4.1.I.D+1
Standard Description: Explain why regional interests often trumped national concerns as the basis for many political leaders' positions on slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political speeches or writings from regional leaders such as John C. Calhoun to identify claims about states' rights, nullification, and evidence related to slavery policies.
* Analyze the role of regional political leadership in shaping national debates on slavery during the Era of Good Feelings and beyond, using primary and secondary sources.
* Compare the legislative decisions influenced by regional interests on slavery with national interests, assessing their short and long-term impacts.
* Describe the impact of major legislative decisions on regional divisions regarding slavery, utilizing maps and historical data for illustration.
* Evaluate the influence of regional economic interests on the development of political parties and their stance on slavery using primary source documents.
* Explain how economic policies and needs in different regions contributed to differing views on federal policies related to slavery.
* Explain the significance of regional economic differences in the North and South in leading to differing political stances on slavery.
* Identify the specific regional interests in the North and South that influenced political leaders' positions on slavery in the early republic.

Assessment Boundaries:
* Assessments based on this standard should focus on the influence of regional economic interests on political leaders' positions regarding slavery in the early 19th century. Students should be able to explain how differing economic systems and needs in the North and South shaped debates over federal policies related to slavery. The assessment should emphasize the roles of key figures like Henry Clay and John C. Calhoun in representing regional interests, and the broad impacts of policies such as the American System and Missouri Compromise.

Assessments should not include detailed economic data, specific provisions of compromises beyond the Missouri Compromise, or analysis of primary source materials. Additionally, in-depth exploration of Northern industrial perspectives on slavery falls outside the scope of this standard and should be avoided in assessments. Questions should focus on broad regional interests rather than specific state-level concerns.

Common Misconceptions:
* Learners may believe that all Southern political leaders uniformly supported slavery, not recognizing the diversity of opinions and motivations within regions.
* Some students might incorrectly assume that policies like Henry Clay's American System were primarily designed to address slavery, rather than broader economic concerns that indirectly affected the slavery debate.
* Some students might think that regional interests in the slavery debate were solely economic, overlooking social and political factors that also influenced political leaders' positions.
* There's a possibility that students could misinterpret the Missouri Compromise as a permanent solution to sectional tensions, rather than a temporary measure that highlighted ongoing regional conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1122.0
Standard ID: KC-4.1.I.D+2
Standard Description: Explain why regional interests often trumped national concerns as the basis for many political leaders' positions on economic policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as speeches and writings from political leaders of the early republic, to explain their economic priorities and regional influences.
* Analyze the role of significant economic policy debates and crises, such as the National Bank, tariffs, and the Panic of 1819, in highlighting regional interest conflicts in the early republic.
* Compare the arguments of Democratic-Republicans and other political leaders from different regions on the role of protective tariffs and the federal government in addressing economic issues, based on their speeches or writings.
* Evaluate the historical significance of regional economic interests in shaping national policy decisions during the early republic.
* Explain how economic policies such as tariffs had different effects on northern versus southern economies and how Southern leaders connected expanded federal economic authority to potential threats against slavery.
* Explain why economic disparities between regions led to differing priorities in national policy-making during the early republic.
* Identify how the economic interests of different regions influenced political leaders' stances on national economic policies in the early republic.
* Use statistical data and maps to compare the economic output and priorities of the three main U.S. regions in the early republic (industrial North, agricultural South dependent on slave labor, and expanding West), explaining their influence on national policy.

Assessment Boundaries:
* Assessments based on this standard should focus on how regional economic interests influenced political leaders' positions on national economic policies in the early republic. Students should be able to explain why economic disparities between regions led to differing priorities in policy-making and analyze the role of significant economic policy debates, such as those surrounding protective tariffs and the national bank. The assessment should emphasize the historical significance of regional economic interests in shaping national policy decisions within the context of the industrial North, agricultural South, and expanding West.

Assessments should not include detailed quantitative economic data, geographic information, or analysis of primary source materials. Additionally, specific provisions of congressional compromises beyond the Missouri Compromise and Northern perspectives on slavery fall outside the scope of this standard and should be avoided in assessments. Questions requiring statistical comparisons or map analysis of regional economies should also be excluded.

Common Misconceptions:
* Learners may believe that all political leaders from the same region held identical views on economic policies, not recognizing the diversity of opinions that could exist within a single region.
* Some students might incorrectly assume that conflicts over economic policy were purely ideological, without recognizing the practical economic pressures and regional needs that influenced political leaders' positions.
* Some students might think that political leaders' positions on economic policy were solely determined by their regional interests, overlooking other factors such as personal ideology or national considerations.
* There's a possibility that students could misunderstand the dynamic nature of regional economic interests, assuming these interests remained constant throughout the early republic period without evolving over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: KC-4.2.III.D
Standard Description: Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1131.0
Standard ID: KC-4.2.III.D+1
Standard Description: Explain how plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the era to identify arguments both in favor of and against the American System, focusing on regional economic interests.
* Compare and contrast the perspectives of different regions on the American System and its anticipated impact on agriculture and industry.
* Evaluate the historical significance of the American System debates in shaping early U.S. economic policies and regional relationships.
* Explain how the American System was designed to benefit specific economic sectors through the Second Bank of the United States, protective tariffs, and internal improvements, and assess how these intentions contributed to regional economic debates.
* Identify patterns of continuity and change in the debates over federal economic policies from the early republic to the mid-19th century, highlighting the role of key figures such as Henry Clay in developing the American System and negotiating major compromises.
* Identify the key components of the American System proposed in the early 19th century (protective tariffs, national bank, and internal improvements) and explain how each was intended to unify the U.S. economy.
* Use graphs or maps to explain how infrastructure investments, a component of the American System, influenced regional economic development and fostered sectional tensions.

Assessment Boundaries:
* Assessments based on this standard should focus on the key components of the American System (protective tariffs, national bank, and internal improvements), how these components were intended to unify the U.S. economy, and the debates they generated between different regions. Students should be able to explain how the American System was perceived to benefit specific economic sectors and potentially favor different sections of the country. The assessment should emphasize the perspectives of the industrial North, agricultural South, and expanding West within the context of early 19th-century economic policy debates.

Assessments should not include detailed quantitative economic data, geographic information, or specific provisions of compromises beyond the Missouri Compromise. Additionally, analysis of primary source documents and detailed information on Northern perspectives on slavery fall outside the scope of this standard and should be avoided in assessments. Questions requiring students to create or interpret graphs and maps should be limited.

Common Misconceptions:
* Learners may believe that debates over the American System were solely about economic policy, not recognizing the interconnected political and cultural dimensions of these discussions.
* Some students might incorrectly assume that the Western states consistently aligned with either Northern or Southern interests in debates over the American System, rather than recognizing their distinct economic concerns and shifting alliances.
* Some students might think that the American System was uniformly supported by the North and opposed by the South, overlooking the varied economic interests and political inclinations within these regions.
* There's a possibility that students could confuse the American System with other economic policies of the era, such as state-level infrastructure projects or international trade agreements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: KC-4.3.II.C
Standard Description: Congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1141.0
Standard ID: KC-4.3.II.C+1
Standard Description: Explain how congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary or secondary source documents to identify arguments for and against the Missouri Compromise during its proposal and implementation.
* Compare the Missouri Compromise with other legislative attempts to manage sectional conflict over slavery, including the Congressional 'gag rule' of 1836-1844 that tabled antislavery petitions.
* Evaluate the effectiveness of the Missouri Compromise in delaying conflict between the North and South up to the Civil War.
* Explain the specific provisions of the Missouri Compromise, including the admission of Missouri and Maine to maintain Senate balance and the 36°30' parallel boundary, and how these mechanisms functioned as a temporary solution to sectional tensions in the United States.
* Identify the major congressional compromises, including the Missouri Compromise and precipitating events such as the Tallmadge Amendment, and explain their intended purposes in addressing tensions between slavery opponents and defenders.
* Interpret charts or maps of the United States from the early 19th century to identify the geographical implications of the Missouri Compromise.

Assessment Boundaries:
* Assessment should concentrate on evaluating students' understanding of specific political compromises like the Missouri Compromise and their immediate impacts on regional tensions between slavery opponents and defenders. Focus on how these compromises addressed territorial disputes and attempted to balance power between pro-slavery and anti-slavery states. Avoid broader assessments that cover later events such as the Compromise of 1850 or the Kansas-Nebraska Act, which extend beyond this period.
* Assessments based on this standard should focus on the Missouri Compromise of 1820, its specific provisions (including the 36°30' parallel boundary and the admission of Missouri and Maine), and its immediate impact on sectional tensions between slavery opponents and defenders. Students should be able to explain how this compromise temporarily addressed the balance of power between free and slave states and attempted to resolve territorial disputes related to slavery's expansion.

Assessments should not include detailed economic data, geographic information, or specific primary source analysis. Additionally, later compromises such as the Compromise of 1850 or the Kansas-Nebraska Act fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the Missouri Compromise and its temporary nature in addressing sectional tensions.

Common Misconceptions:
* Learners may believe that the Missouri Compromise was universally accepted by all political leaders and citizens, overlooking the significant debates and opposition it faced.
* Some students might incorrectly assume that the Missouri Compromise was the first and only attempt at congressional compromise over slavery, not realizing it was part of an ongoing series of legislative efforts to address sectional tensions.
* Some students might think that the Missouri Compromise permanently resolved all tensions between slavery opponents and defenders, rather than recognizing its temporary nature.
* There's a possibility that students could misunderstand the geographical implications of the Missouri Compromise, thinking it applied to all U.S. territories rather than specifically to the Louisiana Territory.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.3
Cluster Name: 2. Politics and Regional Interests
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: Unit 4: Learning Objective C
Standard Description: Explain how different regional interests affected debates about the role of the federal government in the early republic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: KC-4.3.I
Standard Description: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1151.0
Standard ID: KC-4.3.I+1+D
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to create an independent global presence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources related to U.S. territorial expansion to identify the motivations and justifications for acquiring new territories.
* Compare the United States' strategies for territorial expansion to the strategies of other nations during the same period.
* Evaluate the impact of U.S. territorial claims on the relationships with foreign nations during this period.
* Explain how specific territorial expansions contributed to the United States' goal of establishing a global presence.
* Identify key territorial acquisitions and boundary agreements by the United States between 1800 and 1848 aimed at creating an independent global presence.
* Utilize maps to trace the progression of U.S. territorial expansion efforts across the North American continent and explain key turning points.

Assessment Boundaries:
* Assessments based on this standard should focus on the United States' motivations and strategies for territorial expansion between 1800 and 1848, including diplomatic efforts, military actions, and policies aimed at establishing a global presence. Students should be able to analyze the impact of these efforts on foreign relations and compare U.S. expansion strategies to those of other nations. The assessment should emphasize the relationship between territorial claims and the goal of creating an independent global presence.

Assessments should not include comprehensive details of specific territorial acquisitions, such as the Louisiana Purchase or Mexican Cession. Additionally, trade implications of expansion, detailed information on American Indian removal policies, and in-depth comparisons with European powers' expansion strategies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the primary motivation for U.S. territorial claims was to spread democracy, potentially underestimating the role of economic incentives and strategic interests in shaping expansion efforts.
* Some students might incorrectly assume that U.S. expansion efforts were always successful and achieved through peaceful means, overlooking the conflicts, negotiations, and compromises involved in territorial acquisition.
* Some students might think that U.S. territorial expansion was uniformly supported by all regions and political factions, overlooking significant opposition and differing perspectives on expansion policies.
* There's a possibility that students could misinterpret the Monroe Doctrine as giving the United States immediate control over the Western Hemisphere, rather than understanding it as a diplomatic statement of policy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1152.0
Standard ID: KC-4.3.I+2+D
Standard Description: Explain the United States' efforts to claim territory throughout the North American continent in order to promote foreign trade.

Key Concepts:
*None specified*

Learning Objectives:
* Assess the impact of territorial expansion and trade policies on U.S. foreign policy objectives and economic development during this period.
* Compare the effects of U.S. territorial expansion on foreign trade with other contemporaneous global trade expansions.
* Describe the strategies employed by the United States to expand its territorial claims across North America in the early 19th century.
* Evaluate the role of specific governmental policies or initiatives aimed at territorial expansion in facilitating increased foreign trade.
* Explain how territorial expansion efforts, such as the Louisiana Purchase and the acquisition of Florida, were linked to the goal of promoting foreign trade.
* Identify primary sources that illustrate the U.S. government's motivations for territorial expansion and analyze their significance in the context of foreign trade development.
* Use maps to identify key territories acquired by the United States during this period and explain their strategic importance for trade.

Assessment Boundaries:
* Assessments based on this standard should focus on the general strategies and motivations behind U.S. territorial expansion efforts in the early 19th century, particularly as they relate to promoting foreign trade. Students should be able to explain the connection between territorial acquisition and trade objectives, identify various methods used for expansion (such as diplomacy, military action, and exploration), and analyze primary sources that illustrate U.S. government motivations. The assessment should emphasize the broader impacts of expansion on U.S. foreign policy and economic development within the context of promoting trade.

Assessments should not include detailed information about specific territorial acquisitions, comprehensive economic data on trade benefits, or in-depth comparisons with European expansion strategies. Additionally, the complex issues surrounding American Indian removal policies and their consequences fall outside the scope of this standard and should be avoided in assessments. Questions should focus on the general relationship between expansion and trade rather than specific geographic or economic details.

Common Misconceptions:
* Learners may believe that diplomatic negotiations played only a minor role in U.S. territorial expansion, underestimating the importance of treaties and agreements in acquiring territory for trade purposes.
* Some students might incorrectly assume that the Monroe Doctrine was primarily intended to facilitate U.S. territorial expansion, rather than understanding its role in asserting U.S. influence and protecting trade interests in the Western Hemisphere.
* Some students might think that U.S. territorial expansion efforts were solely motivated by the desire to increase land for settlement, overlooking the significant role of foreign trade promotion in these efforts.
* There's a possibility that students could view U.S. expansion efforts as uniformly successful in promoting foreign trade, not recognizing the challenges and varied outcomes of these initiatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1160.0
Standard ID: KC-4.3.I.A.ii
Standard Description: The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1161.0
Standard ID: KC-4.3.I.A.ii+1
Standard Description: Explain how and why the U.S. government sought influence and control over the Western Hemisphere through military actions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the outcomes and implications of U.S. military actions in the Western Hemisphere during this period, including how significant military victories contributed to American nationalism and territorial control.
* Assess the impact of U.S. military actions and their resolutions on the political, economic, and social landscape of the Western Hemisphere.
* Compare the military actions employed by the U.S. government with other means of control such as diplomatic efforts and American Indian removal, to explain their significance.
* Describe the historical context, including domestic political factors, that prompted the U.S. government to turn to military strategies for influence in the Western Hemisphere.
* Explain the reasons behind the U.S. government's decision to use military actions to seek control in the Western Hemisphere.
* Identify key military actions, including the War of 1812 and conflicts to protect maritime commerce, that were undertaken by the U.S. government to exert influence over the Western Hemisphere and protect American sovereignty.

Assessment Boundaries:
* Assessments based on this standard should focus on specific U.S. military actions in the Western Hemisphere, including the War of 1812 and the Barbary Wars. Students should be able to explain the reasons for these actions, such as protecting maritime rights and asserting sovereignty, and analyze their outcomes and implications for U.S. influence. The assessment should emphasize the historical context of these military strategies and their impact on American nationalism and territorial control.

Assessments should not include detailed information about specific territorial acquisitions, trade implications of expansion, or comparative strategies of European powers. Additionally, comprehensive coverage of American Indian removal policies falls outside the scope of this standard and should be avoided in assessments, although brief mentions of conflicts with Native American tribes may be included when directly related to U.S. military actions.

Common Misconceptions:
* Learners may believe that the Monroe Doctrine immediately led to direct U.S. military intervention in Latin America, misunderstanding its initial role as a policy statement rather than a call to action.
* Some students might incorrectly assume that U.S. military actions in the Western Hemisphere were universally supported by the American public, not recognizing the existence of domestic opposition or debate surrounding these actions.
* Some students might think that U.S. military actions in the Western Hemisphere were always successful in achieving their intended goals, overlooking instances of setbacks or unintended consequences.
* There's a possibility that students could view U.S. military actions in the Western Hemisphere as solely motivated by territorial expansion, overlooking other factors such as the protection of maritime rights or national security concerns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1162.0
Standard ID: KC-4.3.I.A.ii+2
Standard Description: Explain how and why the U.S. government sought influence and control over the Western Hemisphere through American Indian removal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to comprehend differing perspectives on the rationale and consequences of American Indian removal as a means to exert U.S. control over the Western Hemisphere.
* Analyze the role of American Indian removal policies in facilitating the U.S.’s pursuit of territorial expansion and influence within the Western Hemisphere.
* Evaluate the historical significance of American Indian removal in shaping the U.S.'s geopolitical strategy and territory expansion in the Western Hemisphere.
* Explain how the removal of American Indian populations related to broader U.S. foreign policy goals in the Western Hemisphere, such as manifest destiny and territorial integrity.
* Explain the implementation process, Native American resistance, and the outcomes of American Indian removal on indigenous populations in the context of U.S. expansionist policies.
* Identify the political and economic motivations behind the U.S. government’s policy of American Indian removal for expanding control in the Western Hemisphere.
* Use maps to illustrate the regions affected by American Indian removal and analyze the geographic strategies employed by the U.S. government to expand its influence in the Western Hemisphere.

Assessment Boundaries:
* Assessments based on this standard should focus on the motivations, implementation, and outcomes of American Indian removal as a means for the U.S. government to seek influence and control over the Western Hemisphere. Students should be able to explain the relationship between American Indian removal and U.S. expansionist goals, analyze the geographic impact of removal, and evaluate differing perspectives on this policy. The assessment should emphasize the broader implications of removal for U.S. foreign policy in the Western Hemisphere.

Assessments should not include detailed information about specific removal policies, acts, or events such as the Indian Removal Act or the Trail of Tears. Additionally, comparisons with other nations' expansion strategies, comprehensive information about U.S. territorial acquisitions, and specific trade implications of expansion fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that American Indian removal had little resistance from indigenous populations, not recognizing the various forms of opposition and its impact on the implementation of removal policies.
* Some students might incorrectly assume that the outcomes of American Indian removal were limited to the immediate regions where tribes were relocated, not considering the wider implications for U.S. power and influence in the Western Hemisphere.
* Some students might think that American Indian removal was solely motivated by a desire for more land, overlooking its role in broader U.S. foreign policy goals in the Western Hemisphere.
* There's a possibility that students could view American Indian removal as an isolated domestic policy, without understanding its connection to U.S. efforts to assert control and influence throughout the Western Hemisphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1163.0
Standard ID: KC-4.3.I.A.ii+3
Standard Description: Explain how and why the U.S. government sought influence and control over the Western Hemisphere through diplomatic efforts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Monroe Doctrine on relations between the United States and European powers in the 19th century.
* Compare the diplomatic approaches of the Monroe Doctrine with other significant U.S. policies implemented in the Western Hemisphere during the same period.
* Construct a historically defensible argument about the extent to which the Monroe Doctrine was a successful policy in achieving U.S. objectives in the Western Hemisphere.
* Evaluate primary source diplomatic communications from the period to determine how officials justified the Monroe Doctrine as a means to protect U.S. interests.
* Explain the rationale behind the Monroe Doctrine as a tool for U.S. foreign policy in the Western Hemisphere.
* Identify the underlying principles of the Monroe Doctrine and other significant diplomatic agreements that guided U.S. diplomatic efforts to exert influence over the Western Hemisphere.

Assessment Boundaries:
* Assessments based on this standard should focus on specific diplomatic efforts by the U.S. government to exert influence and control over the Western Hemisphere during the early 19th century. Students should be able to explain the principles, rationale, and impact of the Monroe Doctrine, as well as analyze other significant diplomatic agreements such as the Rush-Bagot Agreement, Adams-Onís Treaty, and Convention of 1818. The assessment should emphasize how these diplomatic efforts aimed to limit European intervention in the Americas and assert U.S. influence in the region.

Assessments should not include detailed information about major U.S. territorial acquisitions, specific trade implications of territorial expansion, or comparative analysis of European powers' expansion strategies. Additionally, American Indian removal policies and their consequences fall outside the scope of this standard and should be avoided in assessments. Questions should focus on diplomatic efforts rather than military actions or domestic political issues unrelated to foreign policy in the Western Hemisphere.

Common Misconceptions:
* Learners may believe that diplomatic efforts like the Monroe Doctrine were universally accepted by Latin American countries, not realizing that some nations viewed U.S. policy with suspicion or as a form of potential domination.
* Some students might incorrectly assume that U.S. diplomatic efforts in the Western Hemisphere were solely motivated by political ideals, overlooking the significant economic and strategic interests that often drove these policies.
* Some students might think that the Monroe Doctrine was immediately enforceable by the United States, rather than understanding it as a diplomatic statement of policy that relied partly on British naval support for its effectiveness.
* There's a possibility that students could interpret the Rush-Bagot Agreement as applying to all U.S. borders, rather than specifically addressing naval armaments on the Great Lakes and U.S.-Canadian border.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.4
Cluster Name: 3. America on the World Stage
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: Unit 4: Learning Objective D
Standard Description: Explain how and why American foreign policy developed and expanded over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: KC-4.2.I.A
Standard Description: Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1171.0
Standard ID: KC-4.2.I.A+1
Standard Description: Explain how entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to interpret how the relationship between producers and consumers established by entrepreneurs in the market revolution contrasted with the pre-revolutionary subsistence agriculture economy where families produced most goods at home.
* Describe how the transformation in market relationships during the Market Revolution (1815-1850) shifted the American economy from subsistence farming and local trade to a national market economy based on wage labor, commercial farming, and industrial production.
* Evaluate the role of technological advancements in enhancing entrepreneurial ventures during the market revolution.
* Explain how the organizational changes in the manufacturing of goods were driven by entrepreneurial activities.
* Identify the key entrepreneurs and their contributions to the market revolution in production and commerce during the early 19th century.
* Utilize graphs and data sets to interpret the economic impact of entrepreneurial initiatives on the U.S. market structure in this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the role of entrepreneurs in organizing production and commerce during the market revolution, emphasizing the shift from subsistence agriculture to a market economy. Students should be able to identify key entrepreneurs, explain their contributions to manufacturing organization, and describe how these changes affected producer-consumer relationships. The assessment should emphasize the transformation of the American economy within the context of technological innovations and transportation developments.

Assessments should not include detailed quantitative data on trade, production, or economic growth. Additionally, specific legal and political factors shaping transportation development, comprehensive financial systems supporting the cotton economy, and in-depth analysis of international trade networks fall outside the scope of this standard and should be avoided in assessments. Merchant perspectives and detailed operations of specific machinery should also be excluded.

Common Misconceptions:
* Learners may believe that the transition from subsistence agriculture to a market economy occurred rapidly and uniformly across all regions of the United States.
* Some students might incorrectly assume that all entrepreneurs during the market revolution focused primarily on industrial manufacturing, overlooking innovations in agriculture and commerce.
* Some students might think that the market revolution was solely driven by technological advancements, overlooking the crucial role of entrepreneurs in organizing production and commerce.
* There's a possibility that students could underestimate the importance of transportation developments in extending markets and fostering regional interdependence during the market revolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1180.0
Standard ID: KC-4.2.I.B
Standard Description: Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1181.0
Standard ID: KC-4.2.I.B+1
Standard Description: Explain the role of textile machinery in increasing the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain the economic and social changes resulting from the introduction and expansion of textile machinery.
* Analyze visual sources, such as images of textile machinery, to identify their components and explain how these contributed to production efficiency.
* Evaluate the historical significance of textile machinery innovations in transforming the American economy and shaping industrial practices.
* Explain the impact of textile machinery on labor practices and production methods in American industry during the specified era, including the Lowell System which recruited young farm women to work in textile mills, providing them with housing in company-owned dormitories under strict supervision.
* Identify key technological advancements in textile machinery during the period, including Samuel Slater's establishment of America's first water-powered textile spinning mill in Rhode Island in 1791 using memorized British designs, and describe how these advancements contributed to increased production efficiency.
* Use tables and graphs detailing production outputs to explain how efficiency improved with the introduction of new textile machinery technologies.

Assessment Boundaries:
* Assessments based on this standard should focus on the role of textile machinery in increasing production efficiency during the early 19th century Market Revolution. Students should be able to explain how innovations in textile machinery transformed labor practices, production methods, and the broader American economy. The assessment should emphasize the social and economic impacts of these changes, including the development of systems like the Lowell System.

Assessments should not include detailed technical specifications of specific machines, quantitative data on production increases, or comprehensive analysis of international trade impacts. Additionally, the broader legal and political factors shaping transportation development fall outside the scope of this standard and should be avoided in assessments. Merchant perspectives and financial systems supporting the cotton economy should also be excluded.

Common Misconceptions:
* Learners may believe that the introduction of textile machinery uniformly benefited all members of society, potentially overlooking the complex social and economic changes it brought about, including shifts in labor practices and living conditions.
* Some students might incorrectly assume that textile machinery innovations were solely responsible for the Market Revolution, potentially overlooking other important factors such as transportation improvements and changes in agricultural practices.
* Some students might think that textile machinery immediately and completely replaced manual labor in the textile industry, overlooking the gradual nature of industrialization and the continued importance of human workers.
* There's a possibility that students could misunderstand the geographic spread of textile machinery, assuming it was adopted equally across all regions of the United States rather than recognizing regional variations in industrial development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1182.0
Standard ID: KC-4.2.I.B+2
Standard Description: Explain the role of steam engines in increasing the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the adoption of steam engines in factories transformed industry and labor practices.
* Compare the use of steam power in different industrial sectors to assess its impact on production efficiency.
* Evaluate the role of steam engines in the expansion of industrial production in the United States.
* Explain the relationship between steam engines and the mechanized production processes of the period.
* Identify and describe how steam engines contributed to industrial efficiency in the 19th century, including Robert Fulton's steamboat, the Clermont, which successfully traveled the Hudson River in 1807 and launched the era of commercial steamboat transportation.
* Use historical maps to illustrate the geographic spread of steam engine technology and analyze its economic impact across regions.

Assessment Boundaries:
* Assessments based on this standard should focus on the role of steam engines in increasing efficiency in specific industries such as textiles, mining, and transportation during the Market Revolution (1815-1850). Students should be able to explain how steam engines replaced or complemented earlier power sources like human or animal labor, and their impact on production methods in factories and transportation. The assessment should emphasize the gradual adoption and varying impacts of steam engine technology across different regions and industries.

Assessments should not include detailed quantitative data on production increases, specific legislative acts related to transportation development, or comprehensive analysis of financial systems supporting the steam-powered economy. Additionally, comparisons with later technological developments like internal combustion engines or detailed explanations of steam engine mechanics fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that steam engines completely replaced all other forms of power in manufacturing and transportation, not recognizing the continued use of water power and other energy sources alongside steam.
* Some students might incorrectly assume that the efficiency gains from steam engines were limited to large-scale industrial operations, overlooking their impact on smaller workshops and rural industries.
* Some students might think that steam engines were adopted uniformly across all industries and regions, overlooking the gradual and uneven nature of their implementation.
* There's a possibility that students could overestimate the immediate impact of steam engines on labor practices, not considering the gradual shift in workforce dynamics and skill requirements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1183.0
Standard ID: KC-4.2.I.B+3
Standard Description: Explain the role of interchangeable parts in increasing the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary source describing the implementation of interchangeable parts in a production setting to determine its advantages and limitations.
* Assess the impact of interchangeable parts on the development of the American economy and its industrial sectors.
* Compare the efficiency of production methods before and after the adoption of interchangeable parts.
* Evaluate the historical significance of interchangeable parts in shaping modern manufacturing processes.
* Explain how interchangeable parts contributed to the enhanced efficiency of production methods in the Early American Industrial Revolution.
* Identify the components and function of interchangeable parts in industrial production, citing how Eli Whitney pioneered their use in musket manufacturing in 1798, revolutionizing American manufacturing by allowing standardized, replaceable components.

Assessment Boundaries:
* Assessments based on this standard should focus on the concept of interchangeable parts, their implementation in specific industries (such as firearms manufacturing), and their role in increasing production efficiency. Students should be able to explain how interchangeable parts contributed to standardization and improved manufacturing processes, compare production methods before and after their adoption, and analyze their impact on the American economy during the early Industrial Revolution.

Assessments should not include broader industrial innovations beyond interchangeable parts, such as the assembly line or modern manufacturing technologies. Additionally, detailed quantitative data on production increases, specific legal or political factors influencing industrial development, and comprehensive analysis of the Market Revolution fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the introduction of interchangeable parts eliminated the need for skilled labor entirely, misunderstanding how it shifted the focus of skilled work to machine operation and quality control.
* Some students might incorrectly assume that interchangeable parts were solely responsible for the increase in production efficiency, overlooking other factors such as improved transportation and communication systems.
* Some students might think that interchangeable parts were immediately adopted across all industries, overlooking the gradual process of implementation and adaptation in different sectors.
* There's a possibility that students could confuse the concept of interchangeable parts with the later development of the assembly line, not recognizing them as distinct innovations in manufacturing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1184.0
Standard ID: KC-4.2.I.B+4
Standard Description: Explain the role of the telegraph in increasing the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the telegraph influenced the coordination of industrial and commercial activities during its era.
* Assess the impact of the telegraph on regional and national markets by analyzing historical data sets showing changes in production outputs.
* Compare the role of the telegraph with other technological innovations of the time and explain its unique contributions to production efficiency.
* Evaluate the historical significance of the telegraph in transforming production methods compared to previous communication technologies.
* Explain how the telegraph improved communication speed and its impact on production efficiency.
* Identify the key features of the telegraph as a communication technology and its role in production, including Samuel F. B. Morse's invention in the 1840s that enabled near-instantaneous long-distance communication using Morse code.
* Interpret maps showing the spread of telegraph lines and explain how this network connected production centers with markets.
* Use primary sources from the period, such as business correspondence or telegrams, to illustrate the efficiency improvements in production methods.

Assessment Boundaries:
* Assessments based on this standard should focus on the telegraph's role in improving communication speed and coordination in production methods during the Market Revolution. Students should be able to explain how faster long-distance communication enabled by the telegraph increased efficiency in business operations and decision-making processes. The assessment should emphasize the telegraph's impact on coordinating industrial and commercial activities across different locations.

Assessments should not include detailed quantitative data on the telegraph's market impacts or comparisons with previous communication technologies. Additionally, specific information about telegraph network expansion, effects on market transactions and pricing, or regional economic variations falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the telegraph was immediately adopted by all businesses and industries, overlooking its gradual implementation and initial limitations to certain sectors and urban areas.
* Some students might incorrectly assume that the telegraph's impact on production efficiency was uniform across all industries and regions, not considering variations in adoption and effectiveness.
* Some students might think that the telegraph directly increased the speed of physical production processes, rather than improving coordination and decision-making in production methods.
* There's a possibility that students could misunderstand the telegraph's role, thinking it was used primarily for personal communication rather than business operations and production coordination.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1185.0
Standard ID: KC-4.2.I.B+5
Standard Description: Explain the role of agricultural inventions in increasing the efficiency of production methods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the broader societal and economic effects that resulted from agricultural innovations on U.S. farming and production in the 19th century.
* Assess the impact of agricultural inventions using statistical data or productivity graphs from the 19th century to support an argument.
* Compare and contrast the efficiency of production methods before and after the implementation of a specific agricultural invention.
* Evaluate primary source documents from the 19th century to identify perceptions of agricultural innovation and its role in increasing efficiency.
* Explain how specific agricultural inventions, such as the cotton gin or steel plow, increased production methods' efficiency in the 19th century.
* Identify major agricultural inventions from the early 19th century, such as John Deere's steel plow (1837) and Cyrus McCormick's mechanical reaper (1831), and describe their impact on production efficiency in farming across the Midwest and South.

Assessment Boundaries:
* Assessments based on this standard should focus on specific agricultural inventions from the early 19th century, such as John Deere's steel plow and Cyrus McCormick's mechanical reaper, and their impact on increasing production efficiency in farming. Students should be able to explain how these inventions improved agricultural productivity and contributed to the transformation of American agriculture during the Market Revolution. The assessment should emphasize the comparison of production methods before and after the implementation of these inventions.

Assessments should not include detailed quantitative data on trade networks, financial systems supporting the cotton economy, or comprehensive data on the entire Market Revolution. Additionally, specific textile machinery innovations, telegraph market impacts, and merchant perspectives on the Market Revolution fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that agricultural inventions only benefited large-scale farming operations, overlooking their impact on smaller farms.
* Some students might think that agricultural inventions like the steel plow and mechanical reaper were immediately adopted by all farmers without any resistance or skepticism.
* There's a possibility that students could overestimate the speed at which agricultural inventions replaced traditional farming methods, assuming an immediate and complete transition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: KC-4.2.I.C
Standard Description: Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than they linked regions in the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1191.0
Standard ID: KC-4.2.I.C+1
Standard Description: Explain the expansion and enlargement of markets caused by legislation and judicial system support of the development of roads, canals, and railroads.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of transportation networks in fostering regional interdependence between the North and Midwest versus the South.
* Evaluate the economic impacts of market expansion due to improved transportation infrastructure on urbanization and industrialization.
* Explain how the development of roads, canals, and railroads facilitated market expansion in different regions of the United States.
* Identify the specific legislation and judicial decisions that enabled the development of transportation infrastructure in the early 19th century.
* Use maps to identify and explain the strategic locations of major infrastructure projects and their connection to market growth.

Assessment Boundaries:
* Assessments based on this standard should focus on the role of legislation and judicial support in facilitating the development of roads, canals, and railroads, and how these transportation improvements led to market expansion. Students should be able to explain regional variations in market growth, the impact on economic practices, and the resulting regional interdependence, particularly between the North and Midwest versus the South. The assessment should emphasize the relationship between transportation infrastructure and economic changes within the context of the Market Revolution.

Assessments should not include detailed quantitative data on trade volumes, specific legislative acts or judicial decisions, or comprehensive economic metrics from the Market Revolution period. Additionally, in-depth analysis of financial systems, banking practices, or merchant perspectives falls outside the scope of this standard and should be avoided in assessments. Questions about specific technological innovations unrelated to transportation should also be excluded.

Common Misconceptions:
* Learners may believe that market expansion due to improved transportation networks primarily benefited urban areas, not realizing the significant impact on rural economies and their integration into national markets.
* Some students might incorrectly assume that government legislation and judicial support played only a minor role in the development of transportation infrastructure, underestimating the significance of these factors in facilitating market expansion.
* Some students might think that the development of roads, canals, and railroads occurred uniformly across all regions of the United States, overlooking the variations in infrastructure development between different areas.
* There's a possibility that students could view the market expansion as an immediate consequence of transportation improvements, rather than understanding it as a gradual process that unfolded over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1192.0
Standard ID: KC-4.2.I.C+2
Standard Description: Explain the increased regional interdependence caused by legislation and judicial system support of the development of roads, canals, and railroads.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of transportation networks on connecting the North and Midwest, and the less significant connections to the South, using maps of the evolving transportation infrastructure.
* Evaluate primary and secondary sources on legislative discussions regarding infrastructure development to understand regional economic interests.
* Explain how legislative and judicial actions fostered regional interdependence in the United States, using specific examples such as the Erie Canal (completed in 1825), which connected Buffalo to Albany and New York City, facilitating two-way trade between regions.
* Explain the relationship between increased regional interdependence and economic changes driven by transportation innovations.
* Identify the legislative measures and judicial decisions that supported the development of transportation infrastructure like roads, canals, and railroads.

Assessment Boundaries:
* Assessments based on this standard should focus on the general impact of legislation and judicial support on the development of roads, canals, and railroads, and how this infrastructure fostered regional interdependence. Students should be able to explain how transportation networks contributed to economic ties between regions, particularly the North and Midwest, and analyze the relationship between improved transportation and changes in regional economies.

Assessments should not include specific legislative acts, judicial decisions, or detailed information about individual infrastructure projects. Additionally, quantitative data on trade volumes, production increases, or economic metrics falls outside the scope of this standard and should be avoided in assessments. The broader implications on Southern regions or unrelated aspects of the Market Revolution should also be excluded.

Common Misconceptions:
* Learners may believe that the development of roads, canals, and railroads solely impacted commerce, without considering their influence on cultural and social connections between regions.
* Some students might incorrectly assume that increased regional interdependence eliminated all economic differences between regions, not realizing that significant regional variations and specializations persisted.
* Some students might think that legislation and judicial support for transportation development benefited all regions equally, overlooking the disparities in infrastructure development between different parts of the country.
* There's a possibility that students could overestimate the speed at which regional interdependence developed, not recognizing that it was a gradual process influenced by ongoing improvements in transportation infrastructure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1193.0
Standard ID: KC-4.2.I.C+3
Standard Description: Explain why transportation networks linked the North and Midwest more closely than they linked regions in the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of industrialization in the North on the development and strengthening of transportation networks with the Midwest, using maps or other geographical data as a stimulus.
* Corroborate the impact of transportation networks on regional identities and economic activities using primary and secondary source analysis.
* Evaluate the role that natural resources played in establishing closer transportation links between the North and Midwest, comparing them with resources in the South.
* Explain how the political priorities of the federal government influenced the focus on developing transportation networks in the North and Midwest rather than the South.
* Explain the significance of river and rail transportation in facilitating economic interactions between the North and Midwest, noting how railroads had surpassed canals as primary freight carriers by the 1850s with rapid expansion from 3,000 to 30,000 miles of track between 1840-1860, and why similar networks were weaker in the South.
* Identify and describe the economic, geographic, and social factors that facilitated the development of transportation networks connecting the North and Midwest.
* Identify the primary legislative acts and judicial decisions that supported the construction of roads, canals, and railroads in the North and Midwest, and explain how they contributed to regional interdependence.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing the development and impact of transportation networks in the North and Midwest with those in the South. Students should be able to explain how these networks contributed to economic interconnectedness between the North and Midwest, and why similar connections were less developed with the South. The assessment should emphasize the role of industrialization, agricultural innovations, and regional economic diversity in shaping transportation development.

Assessments should not include detailed quantitative data on trade volumes, specific legislative acts, or technological specifications of innovations. Additionally, in-depth analysis of financial systems, international trade networks, or the telegraph's impact falls outside the scope of this standard and should be avoided in assessments. Questions should focus on general trends and impacts rather than specific historical events or figures.

Common Misconceptions:
* Learners may believe that geography was the only factor determining transportation network development, overlooking the influence of economic priorities, industrialization, and political decisions.
* Some students might incorrectly assume that the South's reliance on plantation agriculture had no impact on its transportation development, overlooking how this economic focus affected infrastructure priorities.
* Some students might think that the South had no transportation developments at all, rather than understanding that its infrastructure was more limited and focused primarily on river routes for agricultural shipping.
* There's a possibility that students could assume the North and Midwest were always economically aligned, rather than recognizing that transportation networks gradually facilitated their interdependence over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: KC-4.2.III.B
Standard Description: Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1201.0
Standard ID: KC-4.2.III.B+1
Standard Description: Explain how and why increasing Southern cotton production and the related growth of Northern manufacturing promoted the development of national and international commercial ties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the development of commercial ties between Southern cotton producers and Northern manufacturers, including trade routes and financial networks.
* Evaluate how Southern cotton production and Northern manufacturing influenced domestic and international economic ties, such as the impact on U.S. exports and imports.
* Explain the role of Northern manufacturing industries, such as textiles, in processing Southern cotton and the economic linkages that resulted.
* Identify the components of Southern cotton production that led to its increase and describe the processes involved in cotton cultivation and harvesting.
* Identify the social, economic, and political implications in both Northern and Southern regions due to the interconnectedness of cotton production and manufacturing, explaining how by 1860 the North had developed a diverse economy while the South remained primarily agricultural and dependent on slave labor.
* Utilize primary source documents, such as trade records and economic data, to explain the growth of national and international commercial ties due to Southern cotton production.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between increasing Southern cotton production and the growth of Northern manufacturing industries, and how this relationship promoted the development of national and international commercial ties. Students should be able to explain the broad economic changes during the Market Revolution, including the shift from subsistence agriculture to a national market economy. The assessment should emphasize the interdependence between regions and the development of transportation networks within the context of expanding markets. Assessments should not include detailed quantitative data on cotton exports, specific financial systems, or comprehensive statistics on the Market Revolution. Additionally, in-depth analysis of specific technological innovations, legal factors shaping transportation development, and merchant perspectives falls outside the scope of this standard and should be avoided in assessments. The telegraph's market impacts and detailed comparisons of regional economic development should also be excluded.

Common Misconceptions:
* Learners may believe that the Market Revolution affected all regions of the United States equally, not recognizing the differences in economic development between the North, South, and Midwest.
* Some students might incorrectly assume that national and international commercial ties were solely based on the cotton trade, overlooking other factors that contributed to economic growth and market expansion.
* Some students might think that the South had no manufacturing or commercial activities, overlooking the diversity of economic activities that existed alongside the dominant agricultural economy.
* There's a possibility that students could overestimate the role of cotton in Northern manufacturing, failing to recognize the variety of industries that developed during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1202.0
Standard ID: KC-4.2.III.B+2
Standard Description: Explain how and why increasing Southern cotton production and the related growth of banking promoted the development of national and international commercial ties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand the commercial ties between Southern cotton plantations and international markets.
* Analyze the relationship between Southern cotton production and the development of international commercial ties.
* Evaluate the effects of increased Southern cotton production on both national and international economies.
* Explain how both national and international banking sectors were influenced by the boom in Southern cotton production.
* Explain how the growth of Southern cotton production facilitated the expansion of banking industries.
* Identify and describe the role of Southern banking in supporting cotton production and international trade.
* Identify the reasons behind the increase in Southern cotton production during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between increasing Southern cotton production, the growth of banking, and the development of national and international commercial ties. Students should be able to explain how cotton production influenced banking expansion and how this, in turn, facilitated broader commercial connections. The assessment should emphasize the interdependence of Southern agriculture, Northern industry, and international markets in the context of the Market Revolution.

Assessments should not include detailed quantitative data on cotton exports, specific banking practices or financial instruments, or comprehensive data on the entire Market Revolution. Additionally, the technical details of textile machinery, transportation innovations, or communication technologies fall outside the scope of this standard and should be avoided in assessments. Legal and political factors shaping economic development should also be excluded.

Common Misconceptions:
* Learners may believe that banking expansion was primarily a post-Civil War phenomenon, not recognizing the significant growth of banking in the pre-war period to support cotton production and trade.
* Some students might incorrectly assume that banking played a passive role in the cotton economy, not realizing how financial institutions actively encouraged investment and trade expansion, fostering both national and international commercial ties.
* Some students might think that the growth of Southern cotton production only benefited the Southern economy, overlooking its role in stimulating Northern banking, manufacturing, and shipping industries as part of a national economic system.
* There's a possibility that students could underestimate the international impact of Southern cotton production, failing to recognize its crucial role in global industrial economies, particularly in European textile industries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1203.0
Standard ID: KC-4.2.III.B+3
Standard Description: Explain how and why increasing Southern cotton production and the related growth of shipping industries promoted the development of national and international commercial ties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of Southern cotton production in promoting national and international commercial ties.
* Evaluate the significance of shipping industries in facilitating commercial connections domestically and globally.
* Explain the causal relationship between Southern cotton production and the expansion of shipping industries.
* Identify the factors that contributed to the increase of Southern cotton production and how it influenced the shipping industry.
* Interpret primary source documents to understand the perspectives of merchants involved in cotton and shipping trades.
* Use statistical data to demonstrate the impact of cotton trade on the shipping sector.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between increasing Southern cotton production and the growth of shipping industries, emphasizing how these factors promoted national and international commercial ties. Students should be able to explain the causal connections between cotton production, shipping industry expansion, and the development of broader commercial networks. The assessment should emphasize the general trends and impacts of these relationships within the context of the Market Revolution (1815-1850).

Assessments should not include detailed quantitative data on cotton exports, specific financial systems supporting the cotton economy, or comprehensive data on trade networks. Additionally, in-depth analysis of specific technological innovations, legal factors shaping transportation development, and detailed merchant perspectives falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the expansion of shipping industries and cotton production occurred independently of broader economic changes, not recognizing their connection to the Market Revolution (1815-1850).
* Some students might incorrectly assume that technological innovations in shipping and transportation immediately and uniformly impacted all regions, not considering the gradual and uneven nature of these developments across the country.
* Some students might think that Southern cotton production was the only factor driving the growth of shipping industries, overlooking other agricultural products and industries that also contributed to this development.
* There's a possibility that students could overestimate the uniformity of economic development across regions, not realizing that the South remained primarily agricultural while the North developed a more diverse economy based on manufacturing and commerce.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.5
Cluster Name: 4. Market Revolution: Industrialization
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: Unit 4: Learning Objective E
Standard Description: Explain the causes and effects of the innovations in technology, agriculture, and commerce over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1230.0
Standard ID: KC-4.2.II.A
Standard Description: Increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture; instead they supported themselves producing goods for distant markets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1231.0
Standard ID: KC-4.2.II.A+1
Standard Description: Explain how increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture and instead supported themselves by producing goods for distant markets.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source documents to identify arguments related to the rise of factory labor and its effects on American society.
* Analyze the transition from local markets to distant markets for American goods, and how this shift affected labor patterns, particularly in urbanized areas.
* Compare the economic opportunities available to factory workers in urban centers with those available to agricultural workers in rural areas during this period.
* Evaluate the impact of industrialization on gender roles and family structures in the American workplace, focusing on women workers.
* Explain the economic and social factors that led to the growth of factory work among Americans, including women, during the Industrial Revolution.
* Identify the key technological and agricultural innovations that allowed increasing numbers of Americans to move away from semi-subsistence agriculture during the early 19th century.
* Use political cartoons from the period to interpret public attitudes towards the industrial workforce, including both support and criticism.
* Utilize statistical data to explain trends in industrial employment and the decline of agricultural employment through maps and graphs.

Assessment Boundaries:
* Assessments based on this standard should focus on the transition from semi-subsistence agriculture to factory-based production in the early 19th century United States. Students should be able to explain how this shift affected workers, particularly women, in terms of economic roles, family structures, and social class dynamics. The assessment should emphasize the production of goods for distant markets and the emergence of new social classes, including a larger middle class and a growing population of laboring poor.

Assessments should not include detailed information about specific technological innovations, transportation developments, or broader economic structures beyond factory work. Additionally, quantitative analysis of employment patterns or production outputs, as well as discussions of westward expansion or cultural ideologies related to industrialization, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that factory work was the primary alternative to farming for both women and men, overlooking other emerging employment opportunities in urban areas.
* Some students might incorrectly assume that women's participation in factory work completely replaced their traditional domestic roles, rather than understanding how many women balanced both wage work and household responsibilities.
* Some students might think that the shift from semi-subsistence agriculture to factory work happened quickly and uniformly across all regions of the United States.
* There's a possibility that students could assume factory work consistently improved living standards for all workers, without considering the varied experiences and challenges faced by the laboring poor.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1220.0
Standard ID: KC-4.2.II.B
Standard Description: The growth of manufacturing drove a significant increase in prosperity and standards of living for some; this led to the emergence of a larger middle class and a small but wealthy business elite, but also to a large and growing population of laboring poor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1221.0
Standard ID: KC-4.2.II.B+1
Standard Description: Explain how and why the growth of manufacturing drove a significant increase in prosperity and standards of living for some, leading to the emergence of a larger middle class.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of key manufacturing innovations in enhancing productivity and economic growth.
* Compare primary accounts of lifestyle changes during this period to understand regional and national impacts of manufacturing growth.
* Correlate changes in regional industry and urbanization patterns with the rise of the manufacturing sector, using maps and geographic data to analyze the growing division between the industrializing North and the plantation-based South.
* Evaluate the societal changes that accompanied the growth of manufacturing, focusing on the emergence of new social classes.
* Explain the impact of manufacturing growth on standards of living and how this contributed to the expansion of the middle class.
* Identify and describe a claim from a primary source that discusses the effects of manufacturing growth on American society, including how the 'self-made man' became a central cultural theme replacing the ideal of the yeoman farmer.
* Identify the economic factors that contributed to the growth of manufacturing in the United States and how they led to increased prosperity.
* Use statistical data on labor and production to analyze the relationship between manufacturing growth and the development of the middle class.

Assessment Boundaries:
* Assessments based on this standard should focus on the social and economic impacts of manufacturing growth in the United States, particularly the emergence of a larger middle class and changes in standards of living. Students should be able to explain how increased manufacturing led to new social structures, including a wealthy business elite and a growing population of laboring poor. The assessment should emphasize changes in gender roles, family structures, and the impact of immigration on urban growth and industrialization within the context of the market revolution.

Assessments should not include specific technological innovations, broader economic factors not directly related to manufacturing, or detailed statistical data analysis. Additionally, the political and governmental dimensions of territorial expansion, transportation infrastructure development, and Native American experiences fall outside the scope of this standard and should be avoided in assessments. The assessment should also exclude detailed analysis of business practices and market mechanisms beyond their direct impact on social structures.
* The assessment should concentrate on students' ability to identify specific examples of how the growth of manufacturing led to increased prosperity for certain societal segments, particularly highlighting the development of a larger middle class. Focus on analyzing how innovations in manufacturing technology facilitated economic mobility and changed social structures, referencing key industries such as textiles and iron production. Avoid broader economic or social changes that are not directly related to these manufacturing advancements, such as agricultural transformations or broader market dynamics outside of the manufacturing sector.

Common Misconceptions:
* Learners may believe that the emergence of the middle class was a rapid process directly caused by manufacturing growth, not recognizing the gradual nature of social mobility and the complex factors contributing to economic stratification.
* Some students might think that the growth of manufacturing led to immediate and uniform improvements in living standards for all social classes, overlooking the uneven distribution of prosperity and the persistence of poverty among many laborers.
* There's a possibility that students could misunderstand the impact of manufacturing growth on gender roles, assuming that all women either became factory workers or were confined to domestic roles, rather than recognizing the diverse experiences across different social classes and regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1222.0
Standard ID: KC-4.2.II.B+2
Standard Description: Explain how and why the growth of manufacturing drove a significant increase in prosperity and standards of living for some, leading to the emergence of a small but wealthy business elite.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the specific ways manufacturing growth contributed to the emergence of a wealthy business elite in American society.
* Evaluate different viewpoints regarding the economic benefits and social costs associated with the rise of manufacturing and a wealthy business elite.
* Explain how the economic prosperity resulting from manufacturing growth impacted social structures in American society.
* Identify key factors that contributed to the growth of manufacturing and how they led to increased prosperity for some Americans.
* Use primary and secondary sources to explain the geographic regions most impacted by manufacturing growth and the resultant economic disparities.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between manufacturing growth and increased prosperity for some segments of society, particularly the emergence of a wealthy business elite. Students should be able to explain how this growth impacted social structures and led to economic disparities. The assessment should emphasize the uneven distribution of wealth and the factors contributing to the rise of industrial magnates in the early 19th century.

Assessments should not include broader economic policies, technological innovations, or specific business practices. Additionally, the details of labor movements, immigration patterns, and cultural changes fall outside the scope of this standard and should be avoided in assessments. Quantitative data analysis and geographic comparisons should also be excluded.

Common Misconceptions:
* Learners may believe that the emergence of the business elite was solely due to individual merit, without considering the role of existing social structures and unequal opportunities.
* Some students might incorrectly assume that the increased prosperity from manufacturing growth automatically improved working conditions and living standards for factory workers.
* Some students might think that the growth of manufacturing led to immediate and equal prosperity for all members of society, rather than primarily benefiting a select few.
* There's a possibility that students could overlook the simultaneous growth of a laboring poor population alongside the rise of the wealthy business elite.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1223.0
Standard ID: KC-4.2.II.B+3
Standard Description: Explain how and why the growth of manufacturing drove a significant increase in prosperity and standards of living for some, leading to a large and growing population of laboring poor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the growth of the manufacturing industry contributed to changes in social hierarchy and economic disparities within American society.
* Assess the relationship between technological innovations in manufacturing and their role in shaping economic prosperity and social stratification during this period.
* Describe the reasons behind the geographic and demographic concentration of laboring poor populations in industrial urban centers during the manufacturing boom.
* Evaluate the economic and social effects of manufacturing growth on different segments of American society, including both the middle class and the laboring poor, analyzing working conditions, labor movements, and reform efforts like the 1842 Commonwealth v. Hunt decision that legalized peaceful unions.
* Explain the connection between the rise in manufacturing and the formation of a larger middle class and a wealthy business elite during the period, and how this contrasts with the expanding population of the laboring poor.
* Identify the key factors that contributed to the growth of manufacturing in the United States during the early 19th century and explain their impact on increasing prosperity and standards of living for some segments of society.
* Utilize statistical data to illustrate how standards of living changed for different social classes as a result of manufacturing growth and to assess the long-term implications of these changes.

Assessment Boundaries:
* Assessments based on this standard should focus on the socio-economic impacts of manufacturing growth in the early 19th century United States, particularly the disparities between the emerging middle class, wealthy business elite, and the growing population of laboring poor. Students should be able to explain how manufacturing growth led to increased prosperity for some while simultaneously creating challenging conditions for industrial workers. The assessment should emphasize the reasons for the geographic and demographic concentration of laboring poor populations in urban areas.

Assessments should not include detailed analysis of specific industrial technologies, westward expansion, or agricultural transformations. Additionally, quantitative data analysis, detailed business practices, and cultural ideologies like Manifest Destiny fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the social and economic impacts of manufacturing growth rather than the technical aspects of industrialization.

Common Misconceptions:
* Learners may believe that the expansion of the middle class during this period was primarily due to industrial workers advancing economically, rather than recognizing the complex factors contributing to social mobility.
* Some students might incorrectly assume that the emergence of labor movements and early reform efforts quickly resolved the challenges faced by the laboring poor, underestimating the persistence of difficult working and living conditions.
* Some students might think that the growth of manufacturing led to uniform improvements in living standards for all workers, overlooking the significant disparities between social classes.
* There's a possibility that students could misinterpret the concentration of laboring poor in urban areas as solely a result of rural-to-urban migration, without considering the role of international immigration.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: KC-4.2.II.C
Standard Description: Gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1241.0
Standard ID: KC-4.2.II.C+1
Standard Description: Explain how gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how domestic ideals shaped family structures in the context of the market revolution.
* Compare primary and secondary sources to understand various perspectives on gender roles during this period.
* Evaluate the limitations and challenges faced by different gender roles due to the market revolution's emphasis on domestic ideals, while also analyzing how women's educational opportunities expanded with the establishment of female academies and the feminization of teaching.
* Explain the impact of the separation of public and private spheres on gender roles during the market revolution.
* Identify key changes in gender and family roles in the U.S. during the market revolution period, including the Cult of True Womanhood that emphasized piety, purity, submissiveness, and domesticity as core virtues of womanhood.
* Use visual or textual sources to illustrate the changes in family dynamics and the privatization of domestic life during the market revolution.

Assessment Boundaries:
* Assessments based on this standard should focus on the changes in gender and family roles during the market revolution, particularly the emergence of the Cult of Domesticity and the concept of separate spheres. Students should be able to explain how these ideals shaped societal expectations for men and women, influenced family structures, and impacted women's roles both within and outside the home. The assessment should emphasize the development of new domestic ideals and their effects on gender roles in the context of the market revolution.

Assessments should not include topics such as westward expansion, industrial development, or specific economic policies. Additionally, detailed analysis of later women's rights movements or developments beyond the market revolution period falls outside the scope of this standard and should be avoided in assessments. Statistical data on employment patterns or production outputs should also be excluded.

Common Misconceptions:
* Learners may believe that the market revolution affected gender roles uniformly across all regions and social classes, not recognizing the varied experiences based on geographical location and socio-economic status.
* Some students might incorrectly assume that women's entry into factory work during the market revolution completely eliminated traditional gender expectations, not realizing that many women still faced societal pressure to prioritize domestic responsibilities.
* Some students might think that the separation of public and private spheres completely prevented women from participating in any public activities, overlooking women's involvement in reform movements and other forms of public activism.
* There's a possibility that students could view the changes in gender roles during the market revolution as universally embraced, without considering the resistance and tensions these shifts caused in more traditional segments of American society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: KC-4.2.III.A
Standard Description: Large numbers of international migrants moved to industrializing Northern cities, while many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1211.0
Standard ID: KC-4.2.III.A+1
Standard Description: Explain how and why large numbers of international migrants moved to industrializing Northern cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the industrialization of Northern cities on international migration patterns, including how immigrants provided labor for industrial expansion while often facing exploitation and poor living conditions.
* Compare the reasons behind international migration to Northern cities with those of internal migration westward during the same period, and analyze how the influx of immigrants led to cultural and religious diversity that challenged existing social structures.
* Evaluate the role of technological and commercial innovations in influencing international migration to Northern cities.
* Explain the economic, social, and political reasons why international migrants were drawn to Northern cities during the industrialization period.
* Identify and describe the historical context of migration patterns to Northern cities during industrialization by analyzing primary or secondary sources.
* Identify the factors that influenced international migrants, particularly from Ireland and Germany between 1830 and 1860, to move to industrializing Northern cities.

Assessment Boundaries:
* Assessments based on this standard should focus on the factors that influenced European immigrants, particularly from Ireland and Germany, to move to industrializing Northern cities between 1830 and 1860. Students should be able to explain the economic, social, and political reasons for this migration, including job opportunities in industries, escape from poverty or famine, and the presence of established ethnic communities. The assessment should emphasize the impact of this migration on urban growth and industrial expansion in the Northeast.

Assessments should not include detailed information about transportation infrastructure development, westward expansion beyond the Appalachians, or specific technological innovations in industry. Additionally, quantitative analysis of demographic shifts or detailed examinations of business practices and market mechanisms fall outside the scope of this standard and should be avoided in assessments.
* Limit the assessment to the analysis of key factors and examples that explain the reasons behind the movement of international migrants to the Northern industrializing cities. Focus on the economic opportunities presented by the industrial job market, the role of new transportation networks facilitating migration, and social factors such as family or ethnic community settlements that provided support to newcomers. Avoid overly broad topics such as later demographic shifts post-1850s, which are outside the immediate focus of this substandard.

Common Misconceptions:
* Learners may believe that immigrants to Northern cities during this period experienced uniform living and working conditions, not recognizing the varied experiences and challenges faced by different groups and individuals.
* Some students might think that all international migrants to Northern cities between 1830 and 1860 were fleeing famine or persecution, overlooking economic motivations such as job opportunities in growing industries.
* There's a possibility that students could overestimate the ease of cultural assimilation for immigrants in Northern cities, not fully appreciating the challenges posed by religious and cultural differences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1212.0
Standard ID: KC-4.2.III.A+2
Standard Description: Explain how and why many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of westward migration on Native American populations and cultures in the Ohio and Mississippi river regions, considering both immediate and long-term effects.
* Evaluate the role of westward expansion in shaping American national identity and regional differences during this period.
* Explain how innovations in transportation, such as steamboats and canals, facilitated the movement of people and goods to new communities along the Ohio and Mississippi rivers.
* Identify and describe the geographical features of the Ohio and Mississippi rivers that made them attractive locations for new settlements, including the growth of Cincinnati and St. Louis as key commercial centers due to their strategic locations.
* Identify the key factors that influenced Americans to move west of the Appalachians during this period, including economic opportunities, land availability, and governmental policies such as the Homestead Act.
* Utilize maps to trace the migration patterns and settlement regions of Americans moving west of the Appalachians, and explain the significance of these movements in the broader context of U.S. territorial expansion.

Assessment Boundaries:
* Assessments based on this standard should focus on the general patterns of American migration west of the Appalachians and the development of new communities along the Ohio and Mississippi rivers. Students should be able to explain the broad reasons for this westward movement and describe the general characteristics of the new settlements that emerged. The assessment should emphasize the social and cultural impacts of this migration on American society.

Assessments should not include specific economic data, detailed political policies, or technological innovations related to transportation or agriculture. Additionally, in-depth analysis of Native American cultures, geographic features, or specific business practices falls outside the scope of this standard and should be avoided in assessments. Questions about particular inventions, manufacturing processes, or statistical data should also be excluded.
* The assessment should focus on the specific motivations and circumstances that led to westward movements of American settlers beyond the Appalachians and into areas along the Ohio and Mississippi rivers. This includes understanding the availability of fertile land, economic opportunities, and technological advancements such as transportation innovations like steamboats and canals, which facilitated travel and trade. Avoid covering other migrations during this period or the broader westward expansion events and policies post-1848.

Common Misconceptions:
* Learners may believe that all Americans who moved west of the Appalachians were seeking the same opportunities or had similar backgrounds, not recognizing the diversity of motivations and experiences among settlers.
* Some students might incorrectly assume that the development of new communities west of the Appalachians had little impact on American society as a whole, failing to recognize the broader social and cultural changes that resulted from this westward movement.
* Some students might think that new communities west of the Appalachians developed rapidly into large, bustling cities, overlooking the gradual process of settlement and growth.
* There's a possibility that students could overestimate the initial size and sophistication of new settlements along the Ohio and Mississippi rivers, not realizing that many began as small, rural communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.6
Cluster Name: 5. Market Revolution: Society and Culture
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: Unit 4: Learning Objective F
Standard Description: Explain how and why innovation in technology, agriculture, and commerce affected various segments of American society over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.7
Cluster Name: 6. Expanding Democracy
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: KC-4.1.I
Standard Description: The nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.7
Cluster Name: 6. Expanding Democracy
Lesson Name: *None specified*
Lesson Order: 1251.0
Standard ID: KC-4.1.I+1+G
Standard Description: Explain how the nation's transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources such as political speeches or writings from this era to identify arguments for and against the expansion of suffrage, including Alexis de Tocqueville's observations on American democratic society in 'Democracy in America' (1835).
* Describe the economic, social, and political factors that enabled the transition to a more participatory democracy through expanded suffrage.
* Explain how the extension of suffrage influenced the political landscape and emergence of new political parties in the United States.
* Explain the significance of expanding suffrage in shaping American democratic ideals during the early 19th century, contrasting Jeffersonian republicanism's emphasis on rule by educated elites with Jacksonian democracy's focus on direct popular participation in government.
* Identify the key legislative actions that contributed to the expansion of suffrage to all adult white men during this period, including the influential role of western states in eliminating property and religious qualifications while noting the continued exclusion of women, African Americans, and Native Americans.
* Utilize statistical data to analyze the voter turnout and electoral shifts resulting from expanded suffrage during this period, such as the dramatic increase in voter participation from approximately 25% in 1824 to over 80% by 1840.

Assessment Boundaries:
* Assessments based on this standard should focus on the gradual expansion of suffrage from property-based to universal white male suffrage between 1800 and the 1830s, including key state-level legislative changes and their impact on voter participation. Students should be able to explain how this expansion influenced the growth of political parties and increased popular participation in the democratic process, while also recognizing the continued exclusion of women, African Americans, and Native Americans. Assessments should not include detailed explorations of socioeconomic factors facilitating expanded suffrage or the specific formation and evolution of the Second Party System. Additionally, broader democratic expansions beyond adult white male suffrage or outside the early 19th century period should be avoided in assessments for this standard.

Common Misconceptions:
* Learners may believe that the elimination of property ownership requirements for voting meant that all economic barriers to political participation were removed, overlooking other factors that could still limit voter engagement.
* Some students might incorrectly assume that the expansion of suffrage to adult white men automatically led to a fully participatory democracy, without recognizing the continued exclusion of women, African Americans, and Native Americans from the political process.
* Some students might think that the expansion of suffrage to 'all adult white men' happened uniformly across all states at the same time, rather than recognizing it as a gradual process with regional variations.
* There's a possibility that students could misinterpret the dramatic increase in voter participation (from 25% in 1824 to over 80% by 1840) as indicating that 80% of all adults could vote, rather than understanding it as a percentage of eligible white male voters.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.7
Cluster Name: 6. Expanding Democracy
Lesson Name: *None specified*
Lesson Order: 1252.0
Standard ID: KC-4.1.I+2+G
Standard Description: Explain how the nation's transition to voting by all adult white men was accompanied by the growth of political parties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of newly enfranchised voters on the development of major political parties, such as the Democratic and Whig parties, including the transition from congressional caucuses to national nominating conventions and the effects of the Federalist Party's collapse after the War of 1812.
* Describe the political changes that occurred as a result of expanded suffrage and how these changes contributed to the growth of political parties, including the evolution of political campaigns to incorporate mass meetings, parades, and entertainment to engage voters.
* Evaluate the significance of this transition in voting rights in the development of a more participatory democracy.
* Explain how political party strategies adapted to appeal to the newly expanded electorate, including the development of political machines and the implementation of the spoils system to strengthen party organizations.
* Explain how the growth of political parties was connected to the expansion of suffrage for adult white men, including how religious and ethnic factors influenced voting patterns and led to ethnocultural politics.
* Identify the key factors that led to the transition to voting by all adult white men during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the direct relationship between the expansion of suffrage to all adult white men and the growth of political parties in the early 19th century. Students should be able to explain how increased voter participation led to changes in party organization, campaign strategies, and voter engagement. The assessment should emphasize the evolution of political parties from congressional caucuses to national nominating conventions and the development of mass political campaigns.

Assessments should not include detailed analysis of socioeconomic factors leading to expanded suffrage or the specific platforms and constituencies of the Second Party System. Additionally, broader historical contexts not immediately related to suffrage expansion and party growth, such as the Civil Rights Movement or suffrage extension to other groups post-1848, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that increased voter participation automatically resulted in more democratic decision-making processes, not recognizing the complexities of early party politics and the continued exclusion of certain groups.
* Some students might incorrectly assume that political parties were universally embraced once suffrage expanded, not realizing the contentious nature of party politics and the resistance to party formation by some political leaders and citizens.
* Some students might think that the expansion of suffrage to all adult white men immediately led to the formation of political parties, overlooking the gradual evolution of party systems in response to changing voter demographics.
* There's a possibility that students could misunderstand the role of religious and ethnic factors in shaping voting patterns, underestimating their influence on the development of ethnocultural politics in the early 19th century.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.7
Cluster Name: 6. Expanding Democracy
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: Unit 4: Learning Objective G
Standard Description: Explain the causes and effects of the expansion of participatory democracy from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: KC-4.1.I.C
Standard Description: By the 1820s and 1830s, new political parties arose-the Democrats, led by Andrew Jackson, and the Whigs, led by Henry Clay- that disagreed about the role and powers of the federal government and issues such as the national bank, tariffs, and federally funded internal improvements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1261.0
Standard ID: KC-4.1.I.C+1
Standard Description: Explain how new political parties formed in the 1820s and 1830s: the Democrats, led by Andrew Jackson, and the Whigs, led by Henry Clay.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of economic issues such as the national bank and tariffs on the political landscape and party formation during the 1820s and 1830s, including the development and contradictions of Jacksonian Democracy.
* Compare the influence of regional differences on the political divisions and the emergence of new parties.
* Describe the different political ideologies of the Democrats led by Andrew Jackson and the Whigs led by Henry Clay, including Jackson's unprecedented use of veto power and its expansion of executive authority.
* Evaluate the significance of key political figures and events in the development of new political parties, including the 'corrupt bargain' of 1824 and its impact on reshaping political alliances.
* Explain how the debates over the role and powers of the federal government influenced the formation of the Democratic and Whig parties.
* Identify key factors that contributed to the rise of new political parties in the 1820s and 1830s.
* Use primary source documents to assess how contemporary political discourse shaped or reflected the development of the new political parties.

Assessment Boundaries:
* Assessments based on this standard should focus on the formation and ideologies of the Democratic and Whig parties in the 1820s and 1830s, including the roles of Andrew Jackson and Henry Clay. Students should be able to explain the key factors contributing to the rise of these parties, describe their differing views on federal government roles, and evaluate the significance of major political events and figures in shaping party development. The assessment should emphasize the broader political and ideological landscape rather than specific policy details.

Assessments should not include detailed information about economic policies such as tariffs or the national bank controversy, specific legislation related to internal improvements, or in-depth analysis of Native American resistance to U.S. expansion. Additionally, questions about migration routes, geographical challenges to westward expansion, or specific economic data fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that all members of the Democratic party uniformly supported Andrew Jackson's expansion of executive power, overlooking potential disagreements within the party.
* Some students might incorrectly assume that the formation of the Democratic and Whig parties immediately led to increased political participation for all Americans, overlooking the continued exclusion of certain groups from the political process.
* Some students might think that the Democratic and Whig parties emerged suddenly without any preceding political developments, rather than understanding the gradual evolution of political ideologies and alliances.
* There's a possibility that students could oversimplify the differences between the Democrats and Whigs, assuming that party affiliations were solely based on social class or regional location.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1262.0
Standard ID: KC-4.1.I.C+2
Standard Description: Explain how Democrats and Whigs disagreed about the federal government's role and powers regarding the national bank in the 1820s and 1830s.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political and economic arguments presented by both Democrats and Whigs concerning the national bank's role in American economic life, using primary and secondary sources when applicable.
* Compare and contrast the Democratic and Whig perspectives on the national bank using political cartoons from the era as a primary source of political sentiment and public opinion.
* Describe how the disagreement over the national bank exemplified broader debates between Democrats and Whigs regarding the scope and size of federal government intervention in the economy.
* Discuss the historical significance of the Second Bank of the United States' charter veto by Andrew Jackson, considering its implications for federal economic policy and political power dynamics.
* Evaluate the impact of the national bank controversy on the political landscape of the United States, particularly in terms of party platforms, electoral outcomes, and economic policies such as the Specie Circular during the Jacksonian era.
* Explain Henry Clay's defense of the national bank and how it aligned with Whig beliefs about federal government power and economic stability in the early 19th century.
* Identify the primary motivations behind Andrew Jackson's opposition to the national bank and elaborate on how these motivations reflected Democratic ideals during the 1820s and 1830s.
* Utilize period economic data and statistics to illustrate the arguments for and against the national bank made by Democrats and Whigs, and analyze the consequences of Jackson's banking policies, including the use of 'pet banks' and the Panic of 1837.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific disagreements between Democrats and Whigs regarding the national bank in the 1820s and 1830s. Students should be able to explain the ideological differences between the two parties concerning federal government roles and powers, particularly in relation to the national bank. The assessment should emphasize the motivations behind Andrew Jackson's opposition to the bank, the Whigs' support for it, and how these positions reflected broader party philosophies. Assessments should not include detailed economic data, specific legislation related to tariffs or internal improvements, or the broader implications of these debates on westward expansion or Native American relations. Additionally, in-depth analysis of political cartoons or primary sources falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that all Whigs uniformly supported the national bank without any internal party disagreements or nuanced positions.
* Some students might incorrectly assume that the disagreement over the national bank was the only significant difference between Democratic and Whig economic policies in the 1820s and 1830s.
* Some students might think that Andrew Jackson's opposition to the national bank was solely based on personal grievances rather than reflecting broader Democratic Party principles.
* There's a possibility that students could oversimplify the debate, assuming that Democrats always favored state banks while Whigs exclusively supported a national bank.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1263.0
Standard ID: KC-4.1.I.C+3
Standard Description: Explain how Democrats and Whigs disagreed about the federal government's role and powers regarding tariffs in the 1820s and 1830s.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the tariff disagreements contributed to the broader debate over the role of federal government power during this period, including Jackson's response with the Force Bill of 1833 and Clay's compromise tariff, utilizing political cartoons or propaganda posters as stimulus.
* Analyze the economic impacts of high tariffs, such as the Tariff of 1828, on different regions in the United States during the 1820s and 1830s and how these impacts contributed to political tensions, including the Nullification Crisis of 1832.
* Compare the differing viewpoints on tariffs between primary sources from the Democratic and Whig perspectives.
* Evaluate the significance of the tariff debates in shaping the policies and political landscape of the United States in this era, using maps to identify the regional support and opposition to tariffs.
* Explain the role of tariffs in the political and economic disagreements between Andrew Jackson's Democrats and Henry Clay's Whigs.
* Identify the primary political platforms of the Democrats and Whigs during the 1820s and 1830s concerning tariff policies.

Assessment Boundaries:
* Assessments based on this standard should focus on the disagreements between Democrats and Whigs regarding tariff policies in the 1820s and 1830s. Students should be able to explain how these disagreements reflected differing views on the role and powers of the federal government in economic policy. The assessment should emphasize key events such as the Tariff of 1828, the Nullification Crisis of 1832, and the Compromise Tariff of 1833, as well as the economic impacts of high tariffs on different regions.

Assessments should not include detailed information about internal improvements, westward expansion, or specific migration patterns. Additionally, in-depth analysis of the national bank controversy or Native American resistance to U.S. expansion falls outside the scope of this standard and should be avoided in assessments. Questions should not require extensive knowledge of economic data or interpretation of maps and primary sources beyond those directly related to tariff debates.

Common Misconceptions:
* Learners may believe that Democrats consistently opposed all forms of high tariffs, not recognizing that some Democrats supported certain tariffs for specific state benefits or political reasons.
* Some students might think that tariff disagreements between Democrats and Whigs were solely based on regional economic interests, overlooking the role of differing interpretations of federal government powers.
* There's a possibility that students could misinterpret the Whigs' support for tariffs as being motivated purely by economic considerations, without recognizing the connection to their broader vision of a strong federal government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1264.0
Standard ID: KC-4.1.I.C+4
Standard Description: Explain how Democrats and Whigs disagreed about the federal government’s role and powers regarding federally funded internal improvements in the 1820s and 1830s.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how disagreements over federally funded internal improvements reflected broader ideological differences between the Democrats and Whigs regarding federal power.
* Compare the Democrats' and Whigs' stances on a specific instance of federally funded internal improvements using a primary source passage.
* Corroborate or refute a historian's interpretation of the political debate over federally funded internal improvements using supporting evidence from primary and secondary sources.
* Describe the historical context that influenced the Democrats' and Whigs' positions on internal improvements, including economic and regional considerations.
* Evaluate the impact of the debate over federal funding of internal improvements on the political landscape of the 1820s and 1830s.
* Explain the rationale behind the Whigs' support for federally funded internal improvements under Henry Clay's leadership.
* Identify the key arguments used by the Democrats, led by Andrew Jackson, against federally funded internal improvements.
* Use maps to identify regions most affected by the debates over federal improvement projects and explain the significance of geographical factors in shaping these political stances.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific disagreements between Democrats and Whigs regarding federally funded internal improvements during the 1820s and 1830s. Students should be able to explain the key arguments of both parties, analyze how these disagreements reflected broader ideological differences about federal versus state power, and evaluate the impact of this debate on the political landscape of the era. The assessment should emphasize the historical context that influenced the parties' positions and the use of primary sources to compare their stances.

Assessments should not include detailed economic analysis of internal improvement projects, specific legislation related to tariffs or the national bank, or in-depth exploration of westward expansion and its impact on Native American populations. Additionally, questions about the constitutionality of specific internal improvement projects or detailed geographic analysis of proposed routes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the debate over federally funded internal improvements was solely about economic considerations, not recognizing the significant ideological and political dimensions of the disagreement.
* Some students might incorrectly assume that the disagreement over federally funded internal improvements was the only major point of contention between Democrats and Whigs, overlooking other significant issues that divided the parties during this period.
* Some students might think that all Democrats uniformly opposed any form of federally funded internal improvements, overlooking potential variations in support among different factions within the party.
* There's a possibility that students could misinterpret the Whigs' support for federally funded internal improvements as a desire for unlimited federal power, rather than a specific policy position within their broader political philosophy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: KC-4.3.I.B
Standard Description: Frontier settlers tended to champion expansion efforts, while American Indian resistance led to a sequence of wars and federal efforts to control and relocate American Indian populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1271.0
Standard ID: KC-4.3.I.B+1
Standard Description: Explain frontier settlers' tendency to champion expansion efforts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts from frontier settlers to understand their perspectives and reasons for supporting expansion.
* Compare the reasons for expansion supported by frontier settlers with those of governmental policies during the same period.
* Describe the economic opportunities perceived by frontier settlers and how these contributed to their support for westward expansion.
* Evaluate the long-term implications of frontier settlers' expansion efforts on American national identity and federal policies.
* Explain how the concept of Manifest Destiny influenced the tendency of frontier settlers to champion territorial expansion.
* Explain the relationship between frontier settlers' expansion efforts and the resulting displacement of American Indian populations, situating this within a broader historical context.
* Identify the motivations that drove frontier settlers to support expansion efforts during the early 19th century.
* Use maps to identify significant migration routes taken by frontier settlers and analyze how geographical challenges influenced their expansion efforts.

Assessment Boundaries:
* Assessment should focus on evaluating students' understanding of specific motivations for frontier settlers' support of expansion efforts from 1800 to 1848, such as economic opportunities through land acquisition, access to resources, and potential political influence or power. Analyze how these motivations contributed to a broader desire to expand national borders, aligning assessments with specific events and key figures associated with Western expansionist movements. Avoid topics not directly tied to the settlers' motivations for expansion during this period, such as general government policies or wider cultural implications.
* Assessments based on this standard should focus on the motivations of frontier settlers in supporting expansion efforts from 1800 to 1848, including economic opportunities, land acquisition, and the influence of Manifest Destiny. Students should be able to analyze primary source accounts from settlers to explain their perspectives on expansion. The assessment should emphasize the relationship between settlers' expansion efforts and the displacement of American Indian populations within the context of 19th-century westward expansion.

Assessments should not include specific migration routes, detailed geographical challenges, or in-depth analysis of Native American resistance efforts. Additionally, political debates between Democrats and Whigs on issues such as tariffs, the national bank, and internal improvements fall outside the scope of this standard and should be avoided in assessments. Questions about specific legislation or economic policies unrelated to settlers' motivations should also be excluded.

Common Misconceptions:
* Learners may believe that frontier settlers' support for expansion was solely driven by personal greed, without considering broader economic pressures or governmental encouragement.
* Some students might incorrectly assume that frontier settlers' expansion efforts were universally supported by all Americans, not recognizing the complex debates and opposition that existed during this period.
* Some students might think that all frontier settlers had the same reasons for supporting expansion, overlooking the diverse motivations that included economic opportunities, land ownership, and belief in Manifest Destiny.
* There's a possibility that students could underestimate the role of Manifest Destiny in shaping settlers' views on expansion, focusing only on tangible benefits like land acquisition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1272.0
Standard ID: KC-4.3.I.B+2
Standard Description: Explain American Indian resistance that led to a sequence of wars and federal efforts to control and relocate American Indian populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of these wars on American Indian communities, including the impact on their social structures and territories.
* Compare the strategies used by different American Indian tribes in resisting U.S. government policies and how these strategies evolved over time.
* Evaluate the historical significance of American Indian wars and relocations on the broader patterns of U.S. territorial expansion and development.
* Explain the causes of specific wars between American Indian tribes and the United States during this period, and how these conflicts were influenced by American expansionist policies.
* Explain the federal policies instituted to control and relocate American Indian populations, such as the Indian Removal Act, and evaluate their short- and long-term effects, including the Trail of Tears and its human cost.
* Identify and describe arguments or claims from primary sources related to American Indian resistance and U.S. governmental policies, utilizing speeches, treaties, and political documents.
* Identify key events and figures in American Indian resistance between 1800 and 1848 that led to significant conflicts with the U.S. government.
* Use maps to identify the geographic regions affected by American Indian resistance and subsequent relocation efforts and explain the significance of these regions in U.S. expansion policy.

Assessment Boundaries:
* Assessment should focus on specific examples of American Indian resistance that directly contributed to wars and federal policies aimed at controlling and relocating American Indian populations. This includes the analysis of resistance movements such as the Creek War and the Seminole Wars, and their role in precipitating federal actions like the Indian Removal Act of 1830. Avoid assessing unrelated elements such as later assimilation policies or cultural impacts unless they directly relate to the wars and removal efforts of the period 1800 to 1848.
* Assessments based on this standard should focus on American Indian resistance to U.S. expansion between 1800 and 1848, the resulting wars, and federal efforts to control and relocate American Indian populations. Students should be able to explain the causes and effects of these conflicts, analyze federal policies such as the Indian Removal Act, and evaluate their impact on American Indian communities. The assessment should emphasize the use of primary sources and maps to understand the geographic and human implications of these events.

Assessments should not include specific details about individual Native American leaders or particular battles. Additionally, economic factors related to westward expansion, tariff policies, and the national bank controversy fall outside the scope of this standard and should be avoided in assessments. Questions about migration routes or geographical challenges to expansion should also be excluded.

Common Misconceptions:
* Learners may believe that negotiations between tribal leaders and the U.S. government were rare, not recognizing the complex diplomacy that often occurred alongside armed resistance.
* Some students might incorrectly assume that federal relocation efforts affected all American Indian tribes equally, not realizing that the impact varied significantly among different groups and regions.
* Some students might think that American Indian tribes employed similar resistance strategies, overlooking the diverse approaches used by different groups based on their unique circumstances.
* There's a possibility that students could view American Indian resistance as a series of isolated events, rather than understanding it as an ongoing process that spanned several decades.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.8
Cluster Name: 7. Jackson and Federal Power
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: Unit 4: Learning Objective H
Standard Description: Explain the causes and effects of continuing policy debates about the role of the federal government from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: KC-4.1.II.B
Standard Description: A new national culture emerged that combined American elements, European influences, and regional cultural sensibilities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1281.0
Standard ID: KC-4.1.II.B+1
Standard Description: Explain how a new national culture emerged that combined American elements, European influences, and regional cultural sensibilities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of regional cultural sensibilities in shaping the new national culture of the early 19th century United States.
* Compare different regional cultural elements and their contributions to the national culture, using secondary sources.
* Describe how American elements were blended with European influences and regional cultures to form a distinct national identity, as exemplified in Emerson's call for intellectual independence in 'The American Scholar.'
* Evaluate the historical significance of this emerging national culture in shaping American society and institutions.
* Examine maps or demographic data to understand how geographical differences influenced cultural development.
* Explain the influence of European elements on the development of a new national culture in the United States during this period.
* Identify key American elements that contributed to the emergence of a new national culture between 1800 and 1848, including the surge of nationalism following the War of 1812 during the Era of Good Feelings (1815-1825).
* Utilize primary sources, such as political speeches or art, to identify American, European, and regional elements within the new national culture.

Assessment Boundaries:
* Assessments based on this standard should focus on the emergence of a new national culture in the United States between 1800 and 1848, emphasizing the synthesis of American elements, European influences, and regional cultural sensibilities. Students should be able to identify and explain key developments in literature, art, philosophy, and architecture that exemplify this cultural synthesis, such as American transcendentalism, the Hudson River School of painting, and Greek Revival architecture. The assessment should emphasize the historical significance of these cultural developments and their reflection of American nationalism and identity formation.

Assessments should not include detailed information about specific regional cultural characteristics or how they manifested in social practices. Additionally, the geographical influences on regional cultures and how regional elements contributed to or conflicted with the national culture fall outside the scope of this standard and should be avoided in assessments. Questions about purely political developments or cultural shifts occurring after 1848 should also be excluded.

Common Misconceptions:
* Learners may believe that the emerging national culture was uniform across the entire United States, not recognizing the role of regional variations in shaping the overall cultural landscape.
* Some students might incorrectly assume that the new national culture emerged suddenly after the War of 1812, rather than understanding it as a gradual process of synthesis occurring over several decades.
* Some students might think that American culture between 1800 and 1848 developed completely independently of European influences, overlooking the significant impact of European Romanticism on American art, literature, and philosophy.
* There's a possibility that students could misunderstand the relationship between American transcendentalism and European Romanticism, viewing them as identical movements rather than related but distinct cultural phenomena.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: KC-4.1.II.C
Standard Description: Liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced literature, art, philosophy, and architecture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1291.0
Standard ID: KC-4.1.II.C+1
Standard Description: Explain how liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced literature.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze secondary sources that discuss the impact of European Romanticism on American philosophical literature.
* Analyze the impact of liberal social ideas from abroad on American literary themes and genres between 1800 and 1848.
* Compare and contrast the influence of Romanticism and liberal ideas on different American authors and their works, such as James Fenimore Cooper's exploration of wilderness and democracy in 'The Last of the Mohicans' and Edgar Allan Poe's gothic explorations of psychology in 'The Fall of the House of Usher.'
* Evaluate the significance of foreign social ideas in shaping the works of American authors in the early 19th century.
* Explain how Romantic beliefs in human perfectibility were reflected in American literature during this period.
* Explain the relationship between societal belief in human perfectibility and literary expressions in early 19th-century America.
* Identify key liberal social ideas and Romantic beliefs that influenced American literature from 1800 to 1848.
* Use primary literary texts from the period to identify themes influenced by Romanticism and liberal social ideas, such as Washington Irving's 'Rip Van Winkle' and 'The Legend of Sleepy Hollow' which established distinctly American settings and folklore.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing how liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced American literature from 1800 to 1848. Students should be able to identify and explain key concepts of transcendentalism, Romanticism, and their impact on literary themes, genres, and specific works by authors such as Ralph Waldo Emerson, Henry David Thoreau, Washington Irving, James Fenimore Cooper, and Edgar Allan Poe. The assessment should emphasize the connection between these literary movements and the broader cultural and philosophical context of the period.

Assessments should not include detailed information about diverse regional cultural characteristics, their geographical influences, or specific social practices. Additionally, comparisons between regional elements and the emerging national culture fall outside the scope of this standard and should be avoided in assessments. Questions about non-literary arts, such as architecture or painting, should be limited to contextual information directly related to literary influences.

Common Misconceptions:
* Learners may believe that all American authors of this period uniformly embraced Romantic ideals and liberal social ideas, not recognizing the diversity of perspectives and critiques present in the literature.
* Some students might incorrectly assume that the influence of liberal social ideas from abroad was limited to political themes in literature, overlooking their impact on artistic expression, individualism, and representations of nature.
* Some students might think that transcendentalism and European Romanticism are interchangeable movements, overlooking the distinct American characteristics of transcendentalism.
* There's a possibility that students could misinterpret the concept of 'human perfectibility' as a belief in physical or superhuman perfection, rather than the Romantic idea of moral and spiritual improvement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1292.0
Standard ID: KC-4.1.II.C+2
Standard Description: Explain how liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced art.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze contemporary critiques or secondary sources discussing American art between 1800 to 1848 to assess how these movements were perceived.
* Analyze the impact of European liberal social ideas on the thematic development of American art in the early 19th century.
* Compare the artistic themes of American Romanticism with those of European Romanticism, focusing on their shared elements and divergences.
* Describe the role of specific American artists in propagating Romantic and liberal social ideas through their work.
* Evaluate how the cultural exchange between the United States and Europe during this period contributed to the evolution of American art.
* Explain how Romanticism's emphasis on emotion and human perfectibility is reflected in specific works of American art from this period.
* Identify the major art movements influenced by liberal social ideas and Romantic beliefs in the United States during the early 19th century, particularly the Hudson River School which emphasized American landscapes and natural themes.
* Use political cartoons or other visual stimuli from the period to interpret the reflection of social ideas and Romantic beliefs in art.
* Utilize primary art sources, such as paintings or sketches from the period, to identify the influence of Romantic and liberal ideas.

Assessment Boundaries:
* Assessments based on this standard should focus on the influence of liberal social ideas and Romantic beliefs on American visual art in the early 19th century. Students should be able to analyze specific works from the Hudson River School, identify elements of Romanticism in American paintings, and explain how European liberal ideas shaped American artistic themes. The assessment should emphasize the adaptation of European styles to reflect American national identity and ideals within the context of visual arts.

Assessments should not include broader cultural or literary impacts outside the specific field of visual art. Additionally, regional cultural characteristics, their geographical influences, and social practices fall outside the scope of this standard and should be avoided in assessments. Post-Civil War artistic movements, such as realism, should also be excluded.

Common Misconceptions:
* Learners may believe that American Romanticism in art was identical to European Romanticism, overlooking how American artists adapted these influences to reflect their own national themes and natural landscapes.
* Some students might incorrectly assume that the concept of 'human perfectibility' in Romantic art meant depicting idealized human forms, when it often referred to the portrayal of humanity's potential for moral and spiritual growth through connection with nature and emotion.
* Some students might think that the Hudson River School artists only painted scenes of the Hudson River, not realizing that they depicted various American landscapes to express national identity and Romantic ideals.
* There's a possibility that students could misinterpret 'liberal social ideas' in art as referring to contemporary political ideologies, rather than understanding the historical context of individual freedom and expression that influenced artistic themes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1293.0
Standard ID: KC-4.1.II.C+3
Standard Description: Explain how liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced philosophy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how philosophical movements of the period reflected broader cultural or societal trends in the United States, particularly how transcendentalists supported antislavery and early feminist reform movements.
* Analyze primary sources to discern the influence of Romanticism on American philosophical writings, including Thoreau's 'Walden' as an illustration of transcendentalist individualism and simplicity.
* Compare American philosophical developments with those influenced by European Romanticism.
* Evaluate the impact of Romantic idealism on philosophical debates about human nature and societal progress, including utopian communities like the Shakers and Oneida Community that sought to create perfect societies.
* Explain how Romantic beliefs in human perfectibility shaped philosophical thought in the United States during this period.
* Explain the significance of liberal social philosophical ideas in shaping societal and institutional changes in the U.S., including how Thoreau's 'Civil Disobedience' established principles of nonviolent resistance.
* Identify major philosophical ideas influenced by liberal social ideas from abroad during 1800-1848, including American transcendentalism's emphasis on intuition and spiritual experience over Enlightenment rationality.

Assessment Boundaries:
* Assessments based on this standard should focus on the influence of liberal social ideas from abroad and Romantic beliefs in human perfectibility on American philosophy during 1800-1848. Students should be able to identify and analyze key philosophical movements such as transcendentalism, explain the impact of Romantic idealism on concepts of human nature and social progress, and evaluate the significance of these ideas in shaping social reform movements. The assessment should emphasize the work of important figures like Ralph Waldo Emerson and Henry David Thoreau, as well as the principles of individualism, intuition, and spiritual experience in American philosophical thought.

Assessments should not include detailed information about regional cultural characteristics, geographical influences on culture, or specific social practices unrelated to philosophical ideas. Additionally, broader cultural movements unrelated to immediate philosophical impacts, such as later economic developments or purely literary or artistic expressions, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the influence of Romantic beliefs in human perfectibility was limited to philosophical discussions and did not impact broader social reform movements or institutional changes.
* Some students might incorrectly assume that liberal social ideas from abroad were uniformly accepted by American philosophers, without considering the debates and resistance these ideas encountered within intellectual circles.
* Some students might think that American transcendentalism was merely a direct importation of European Romantic ideas, without recognizing its unique adaptations to the American context.
* There's a possibility that students could overemphasize the role of reason and rationality in American philosophy of this period, overlooking the importance of intuition and spiritual experience emphasized by transcendentalists.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1294.0
Standard ID: KC-4.1.II.C+4
Standard Description: Explain how liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced architecture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of foreign liberal social ideas and Romanticism on architectural philosophies and practices in the United States.
* Describe the relationship between Romantic beliefs in human perfectibility and architectural innovation during the first half of the 19th century in the United States.
* Evaluate primary and secondary source documents to assess how liberal social ideas abroad and Romantic beliefs influenced architectural trends in the United States.
* Explain how Romanticism and liberal social ideas from abroad contributed to the development of specific architectural movements in early 19th-century America.
* Identify key architectural elements or styles influenced by liberal social ideas from abroad and Romantic beliefs in the United States during this period, particularly Greek Revival architecture's use of classical forms to symbolically associate the republic with ancient democracy.
* Interpret visual or architectural plans to determine the influences of liberal social ideas and Romantic beliefs on American architecture of this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the influence of liberal social ideas and Romantic beliefs on American architecture from 1800 to 1848. Students should be able to identify and explain key architectural styles, such as Greek Revival and Gothic Revival, and their connections to philosophical and social ideals of the period. The assessment should emphasize the symbolic meanings behind architectural choices and how they reflected broader cultural movements like Romanticism and Transcendentalism.

Assessments should not include detailed information about regional architectural variations or specific geographical influences on building styles. Additionally, the assessment should avoid expanding into other cultural domains such as literature or art unless directly related to architectural developments. Questions about specific architects or buildings should be limited in favor of broader trends and influences.

Common Misconceptions:
* Learners may believe that Romantic influences in architecture were limited to private residences, overlooking their impact on public buildings and institutions.
* Some students might incorrectly assume that American architecture of this period was isolated from European influences, not recognizing the significant impact of foreign liberal social ideas on architectural developments.
* Some students might think that Greek Revival architecture in America was purely an aesthetic choice, not realizing its symbolic association with democratic ideals and the young republic's desire to connect with ancient Greece.
* There's a possibility that students could underestimate the influence of Transcendentalist ideas on architectural designs, particularly in relation to the emphasis on nature and simplicity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 4
Unit Name: Period 4: 1800-1848
Cluster ID: AP USH Topic 4.9
Cluster Name: 8. The Development of an American Culture
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: Unit 4: Learning Objective I
Standard Description: Explain how and why a new national culture developed from 1800 to 1848.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: KC-5.1.I
Standard Description: Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1491.0
Standard ID: KC-5.1.I+1+A
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the annexation of territories such as Texas and the results of the Mexican-American War on U.S. territorial growth.
* Compare and contrast the perspectives on expansion held by different groups within the U.S., such as settlers and indigenous peoples, using primary and secondary sources.
* Explain how government policies like the Treaty of Guadalupe Hidalgo influenced territorial expansion during this era.
* Explain the concept of Manifest Destiny and its influence on American sentiments towards expansion and the acquisition of territories.
* Explain the connection between territorial expansion and the rise of sectionalism in the mid-19th century America.
* Identify the key economic and security interests that fueled American enthusiasm for territorial expansion during this period.
* Use maps to identify the territories acquired by the U.S. from 1844 to 1877 and explain the strategic importance of these regions within the context of expansion and security.
* Utilize primary source passages from the period, such as political speeches or newspaper articles, to evaluate the popular enthusiasm for expansion among Americans.

Assessment Boundaries:
* Assessment should focus on territorial expansion events directly linked to popular enthusiasm for expansion due to economic and security interests during this period. This may include analysis of acquisitions such as the Texas Annexation, the Oregon Trail, and the Mexican-American War's Treaty of Guadalupe Hidalgo. Examining the role of economic motivations like land for agriculture and security concerns driving expansion is crucial. Avoid extending the assessment to later events not encompassed by this timeframe or involving unrelated modern interpretations of expansion.

Common Misconceptions:
* Learners frequently overlook how U.S. expansion intensified sectional tensions, especially related to the extension of slavery, believing instead that economic opportunities brought national unity.
* Many students erroneously think that U.S. expansion was universally welcomed and uncontested, overlooking the conflicts with Native Americans, Mexico (such as the Mexican-American War), and within U.S. politics (e.g., the Wilmot Proviso issues).
* Some believe that the new territories were simply acquired through purchases or treaties, not recognizing the impact of military actions and coercive diplomacy, such as in Florida or Texas.
* Students often misunderstand or oversimplify the role of Manifest Destiny by assuming it was purely patriotic rather than a mix of economic motives, racial justifications, and evangelization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1492.0
Standard ID: KC-5.1.I+2+A
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in substantial migration westward.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how government policies, such as land grants, supported or hindered westward migration during this period.
* Analyze statistical data to assess the economic impact of westward migration on the U.S. economy during the period.
* Compare different perspectives using primary source documents related to U.S. westward expansion focusing on the motivations and reactions of various groups.
* Evaluate the impact of westward migration on both new settlers and indigenous populations in the newly acquired territories.
* Explain how popular enthusiasm for Manifest Destiny influenced the movement of people westward and the development of new territories.
* Identify the main economic and security interests that motivated U.S. expansionism and how these factors contributed to westward migration.
* Utilize maps to explain patterns of migration and settlement in the western territories and the geographic factors influencing them.

Assessment Boundaries:
* Assessment should focus on the specific economic and security interests that drove substantial migration westward, such as the California Gold Rush, the construction and expansion of railroads, and the homesteading acts. These examples illustrate the direct influence of U.S. expansionist policies that encouraged settlement in western territories during this period. Avoid including discussions related to the later industrial impacts or cultural/ideological aspects of westward migration not directly linked to economic and security incentives within the given timeline.

Common Misconceptions:
* Many students may incorrectly believe that westward migration was purely driven by the concept of Manifest Destiny, not recognizing the significant roles of economic opportunities and security interests prompting this movement.
* Some may erroneously think that western migration was encouraged solely by government initiatives, not acknowledging the various individual and family economic motivations, such as land acquisition and resource exploitation, that also spurred settlement.
* Students might misunderstand the role of security interests, assuming that they were only about military defense, while in reality, they included securing resources and trade routes critical to national growth.
* There is often a misconception that the West was a vast, uninhabited land waiting to be settled, ignoring the presence and complex societies of Native American tribes already living there at the time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1493.0
Standard ID: KC-5.1.I+3+A
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in new overseas initiatives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps or data to demonstrate the geographic areas affected by U.S. overseas initiatives and explain the reasons behind these selections.
* Analyze the role of security interests in shaping U.S. overseas initiatives related to expansion.
* Compare the U.S. overseas initiatives during this period with other historical expansionist policies.
* Evaluate the impact of U.S. overseas initiatives on international relations during this period.
* Explain the economic interests that supported U.S. overseas initiatives during this period.
* Identify specific overseas initiatives that were influenced by the American enthusiasm for expansion driven by economic and security interests.

Assessment Boundaries:
* Constrain the assessment to explore specific overseas initiatives that were undertaken as a result of the popular enthusiasm for U.S. expansion driven by economic and security interests from 1844 to 1877. Focus specifically on initiatives like the Commodore Perry Expedition to Japan and other diplomatic or military missions. Understand the motives behind these initiatives and their implications on international relations. Avoid broader exploration of expansionist policies like Manifest Destiny that do not have a direct overseas component during this period.

Common Misconceptions:
* A frequent misconception is that the United States only engaged in military actions to achieve its overseas expansion, overlooking the diplomatic efforts and treaties that were also crucial.
* Many students assume that U.S. overseas initiatives during this period were solely motivated by a desire for territorial expansion, ignoring economic and security interests that also played significant roles.
* Students might mistakenly believe that these expansions were universally accepted within the U.S., not realizing that there was considerable debate and opposition regarding the country’s overseas involvement.
* There is a common belief that these overseas initiatives were purely benevolent efforts to help other countries, without acknowledging the economic benefits sought by the United States through these actions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: KC-5.1.II
Standard Description: In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1501.0
Standard ID: KC-5.1.II+1+A
Standard Description: Explain how, in the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the era concerning rights and citizenship to explain differing perspectives on these issues.
* Analyze the impact of antebellum reform movements on the discourse surrounding rights and citizenship, with particular focus on abolitionism and women's rights movements.
* Compare different regional responses to citizenship and rights debates, considering how the North, South, and West may have varied in their approaches and perspectives.
* Corroborate, qualify, or modify an argument regarding the 1840s and 1850s rights debates using diverse and alternative evidence from primary sources.
* Evaluate the significance of landmark legal decisions and actions, such as the Dred Scott decision, in shaping national debates over citizenship and rights during this period.
* Explain how specific political, social, and economic factors influenced debates about rights and citizenship during the mid-19th century.
* Identify and describe a claim made in primary sources debating citizenship rights during the 1840s and 1850s, such as speeches or newspaper articles.
* Identify the key debates over rights and citizenship that unfolded in the United States during the 1840s and 1850s, such as issues involving Native Americans, African Americans, women, and immigrants.
* Use maps to identify migration patterns during the 1840s and 1850s and explain their effects on debates over rights and citizenship.

Assessment Boundaries:
* Focus the assessment on students being able to identify and analyze specific debates over rights and citizenship during the 1840s and 1850s, such as those concerning African Americans, women, and Native Americans. Evaluate the influence of significant events or policies, like the Dred Scott decision or the Seneca Falls Convention, on these debates. Avoid assessing issues beyond this timeframe or unrelated to rights and citizenship debates in the context of the U.S. at the time.

Common Misconceptions:
* A common misconception is that the debates during this period led directly to resolutions or significant progress in rights and citizenship for these groups, not appreciating the ongoing struggles and limited success in achieving equality.
* Some students may mistakenly believe that these debates over rights and citizenship were uniformly national, overlooking the regional variations in attitudes and policies toward different groups.
* Students might think that debates over rights and citizenship in the 1840s and 1850s affected only African Americans, failing to recognize that these debates also included Native Americans, immigrants, and women.
* There is often a misconception that the debates were primarily about slavery, without understanding the broader issues of rights and citizenship that affected various groups beyond the slavery context.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: KC-5.2.I
Standard Description: Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1511.0
Standard ID: KC-5.2.I+1+A
Standard Description: Explain how ideological differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political speeches or writings to explain how slavery was defended or criticized based on regional ideologies.
* Analyze the impact of abolitionist movements in the North and their effect on political and social responses in the South.
* Describe the significance of key events that highlighted ideological differences, such as the Dred Scott decision or John Brown's raid.
* Evaluate the role of pro-slavery arguments in shaping Southern identity and resistance to Northern ideologies.
* Examine primary source documents from the period to identify divergent perspectives on slavery.
* Explain specific examples of how these ideological differences led to diverse responses among Americans in both regions.
* Identify key ideological differences over slavery between the North and South during this period.
* Use maps to identify geographic regions in the United States where ideological conflicts over slavery were most pronounced and explain the significance of these locations.

Assessment Boundaries:
* Limit the assessment to understanding the major ideological arguments for and against slavery during this period. Examples should include analysis of primary sources such as speeches, literature, and newspaper editorials from both Northern abolitionists and Southern pro-slavery advocates, like the writings of William Lloyd Garrison or pro-slavery arguments by John C. Calhoun. Avoid broad topics like economic implications unless directly tied to ideological perspectives.

Common Misconceptions:
* A common misconception is that ideologies surrounding slavery were purely economic, neglecting the moral and cultural arguments that were significant factors for both abolitionists and proponents of slavery.
* Many students may mistakenly believe that Northern and Southern views on slavery were uniform, without recognizing the diversity of opinions within each region. In reality, not all Northerners strongly opposed slavery, and not all Southerners were in favor of it.
* Some students might think that abolition was a universally popular stance in the North, unaware that abolitionists were actually a minority and faced significant opposition, even in Northern states.
* Students may misunderstand that the South's defense of slavery was solely economic, ignoring the cultural and constitutional arguments that were used to justify the institution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1512.0
Standard ID: KC-5.2.I+2+A
Standard Description: Explain how economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how specific economic policies and proposals (e.g., tariffs, interstate commerce regulations) exacerbated regional tensions over slavery.
* Assess the role of economic differences in shaping political discourse and actions regarding slavery in Northern and Southern newspapers of the era.
* Compare economic arguments used by Northern industrialists and Southern agriculturalists to justify or oppose the institution of slavery.
* Evaluate the economic motivations behind the North’s and South’s stances on key legislative acts and compromises regarding slavery.
* Explain how the economic needs associated with slavery in both the North and South led to contrasting political and social responses.
* Identify and describe the economic structures in the North and South that contributed to differing views on slavery during the period 1844 to 1877.
* Use graphs and tables to analyze economic data illustrating the disparities between the Northern and Southern economies and their relationship to slavery.

Assessment Boundaries:
* Focus assessments on analyzing specific economic factors that differentiated Northern and Southern responses to slavery, specifically industrial versus agricultural economic bases, the impact of these economies on the labor market, and the emergence of movements such as the Free-Soil movement. Emphasize economic differences over social or political responses unless directly linked to economic issues. Avoid broader assessments of ideological distinctions not rooted in economic perspectives.

Common Misconceptions:
* A typical misunderstanding is that economic differences over slavery were solely about labor cost differences, not recognizing the broader implications including impacts on innovation, wage levels, and social mobility.
* It is a common misconception that the Southern economy was entirely dependent on agriculture, overlooking the fact that slavery also supported Southern manufacturing and commerce, though to a lesser extent.
* Many students mistakenly believe that the North's opposition to slavery was primarily based on moral grounds, without acknowledging the economic concerns about slavery undercutting free labor markets, which drove many Northerners' opposition through movements such as the Free Soil Movement.
* Some students may incorrectly assume that there was a uniform opinion about slavery within both the North and the South, ignoring the nuanced and varying economic interests that influenced individual and regional stances on the issue.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1520.0
Standard ID: KC-5.2.II
Standard Description: Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1521.0
Standard ID: KC-5.2.II+1+A
Standard Description: Explain how the debates over slavery that dominated political discussion in the 1850s culminated in the bitter election of 1860.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the 1850s to understand public sentiment regarding slavery and its role in the divide between North and South.
* Analyze the impact of the Dred Scott decision on the political discourse of slavery and its effect on the 1860 election.
* Evaluate how John Brown's raid on Harpers Ferry intensified the national debate on slavery and influenced the 1860 election.
* Explain how the Compromise of 1850 and the Kansas-Nebraska Act influenced the political climate during the 1850s and contributed to the election of 1860.
* Explain how the formation of the Republican Party and its anti-slavery platform in the 1850s affected the political dynamics leading to the 1860 election.
* Identify the key events and legislative acts related to debates over slavery in the 1850s and their role in shaping the political landscape leading up to the election of 1860.
* Use primary source excerpts from speeches or writings of political leaders of the 1850s to compare and contrast their positions on slavery and the Union.
* Utilize maps illustrating the political divisions over slavery in the 1850s to explain sectional differences leading to the 1860 election.

Assessment Boundaries:
* Assessment of this substandard should center on analyzing specific political debates and events that exemplified the dominance of the slavery issue leading up to the election of 1860. This may include examining the impact of key events or legislations such as the Dred Scott decision, the Lincoln-Douglas debates, or the platform of the Republican Party. Focus on how these debates and events intensified regional tensions and influenced the political landscape, galvanizing the Northern antislavery and Southern pro-slavery factions. Avoid extending beyond the lead-up to the 1860 election into the later secession and the Civil War itself, which are covered in subsequent substandards.

Common Misconceptions:
* Many students mistakenly believe that the issue of slavery was the only cause of the election of 1860's bitterness, not recognizing the array of political and social tensions that also contributed.
* Some students incorrectly assume that the debates over slavery in the 1850s were purely moral or ethical arguments, without understanding the significant economic and political dimensions involved.
* Students often think that the Southern states' decision to secede was immediate following Lincoln's election, rather than seeing it as a process that unfolded over several months.
* There is a common misconception that Abraham Lincoln's election was unanimously supported by all Northern states, overlooking the fact that his victory was due in part to the fragmented nature of his opposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1522.0
Standard ID: KC-5.2.II+2+A
Standard Description: Explain how the debates over slavery that dominated political discussion in the 1850s culminated in the secession of Southern states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare Northern and Southern perspectives on the debates over slavery leading to secession.
* Analyze the impact of the Kansas-Nebraska Act on sectional tensions and its role in escalating toward secession.
* Describe how the election of 1860 acted as a catalyst for the secession of Southern states.
* Evaluate the significance of John Brown's raids in deepening the sectional divide over slavery.
* Explain how the Dred Scott decision influenced political discourse and tensions between the North and South.
* Explain how the Fugitive Slave Act intensified political and social tensions in the 1850s.
* Explain the role of the Compromise of 1850 and subsequent failures of compromise in heightening sectional conflict.
* Identify the significant political debates over slavery during the 1850s and the key legislative acts involved in these debates.
* Use maps to identify and explain the geographic divide between free and slave states and how this supported arguments for Southern secession.
* Utilize political cartoons or propaganda from the era to explain popular sentiments surrounding the debates on slavery.

Assessment Boundaries:
* Assessment should specifically evaluate students' understanding of how the 1850s political discussions on slavery directly led to secession. This may include key events like the Decision and consequent reactions to the Dred Scott decision, debates following the Kansas-Nebraska Act, and the impact of the election of 1860. Assessments should emphasize the connection between these debates and the decision of Southern states to secede. Broader exploration of the causes of Civil War, or sectional debates not directly linked to secession, should be avoided.

Common Misconceptions:
* A common misunderstanding is that secession was primarily a response to Northern aggression, ignoring the role that Southern leaders and their perspectives on states' rights and maintaining the institution of slavery played in advocating for secession.
* Some may wrongly assume the Southern secession was broadly supported by all Southerners, not realizing the presence of divided opinions even within Southern states regarding secession and the Confederate cause.
* Students might incorrectly believe that the secession of Southern states was a sudden decision made after the election of Abraham Lincoln, instead of understanding it as the culmination of prolonged tensions and debates over slavery throughout the 1850s.
* There is often a misconception that the debates over slavery were solely about moral issues, overlooking the significant economic and political dimensions that drove the Southern states towards secession.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: KC-5.3.I
Standard Description: The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1532.0
Standard ID: KC-5.3.I+2+A
Standard Description: Explain how the leadership of Abraham Lincoln and others led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Emancipation Proclamation as a strategic war measure and its influence on the Union's victory.
* Analyze the role of other Union leaders, such as generals and politicians, in supporting Lincoln's strategies and how their efforts contributed to military successes.
* Compare the leadership styles of Abraham Lincoln and other key Union leaders and their contributions to the defeat of the Confederacy.
* Corroborate the influence of Lincoln's leadership with secondary sources that discuss the broader context of Union strategies and Confederate weaknesses.
* Evaluate the effectiveness of wartime executive powers exercised by Lincoln, such as the suspension of Habeas Corpus, in maintaining the Union's war effort.
* Explain how Abraham Lincoln's decision-making during key battles influenced the outcome of the Civil War.
* Identify the key leadership qualities of Abraham Lincoln that contributed to the Union victory in the Civil War.
* Use maps to identify key battles led by Union leaders under Lincoln's command and explain how these contributed to the Union's strategic advantage.
* Utilize primary source documents, such as speeches or letters by Abraham Lincoln, to explain his vision for the Union and its influence on war strategies.

Assessment Boundaries:
* Focus the assessment on evaluating how the leadership qualities and strategic decisions of Abraham Lincoln and other key Union leaders, such as Ulysses S. Grant and William T. Sherman, contributed to the successful outcome for the Union in specific instances during the Civil War. Assessments should consider critical turning points like the Emancipation Proclamation and the use of total war strategies. Avoid broader discussions on post-war reconstruction or political policies implemented after the war.

Common Misconceptions:
* A common misconception is that Lincoln acted alone in leading the Union to victory, overlooking the important contributions of other military and political leaders such as Ulysses S. Grant, William Tecumseh Sherman, and members of his cabinet.
* Some students might think that the Union's victory was inevitable due to its industrial strength and larger army, underestimating the significance of effective leadership and strategic decisions made during the war.
* Students may incorrectly believe that Lincoln's leadership was solely about delivering speeches and issuing the Emancipation Proclamation, not understanding his strategic decisions in military leadership and political maneuvering.
* There might be a misunderstanding that Lincoln's main focus was always on freeing the slaves rather than preserving the Union, ignoring his nuanced approach to balancing different priorities throughout the war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1533.0
Standard ID: KC-5.3.I+3+A
Standard Description: Explain how the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of emancipated slaves in bolstering the Union's military efforts through enlistment and support roles.
* Describe the key components of the Emancipation Proclamation and its immediate impact on the Union and Confederate strategies.
* Discuss how the decision to emancipate slaves influenced international perceptions and support for both the Union and the Confederacy.
* Explain how the emancipation of slaves affected the Confederacy's economic and military resources.
* Explain how the emancipation policy contributed to the broader strategy of total war by disrupting Southern labor systems.
* Identify the changes in public sentiment in the North regarding the Civil War following the emancipation decision and how it impacted military recruitment and morale.
* Utilize primary sources, such as speeches or letters from the period, to analyze differing perspectives on emancipation and its military significance.

Assessment Boundaries:
* Focus the assessment on students being able to analyze how the Emancipation Proclamation and subsequent decisions regarding enslaved individuals affected military strategies, morale, and international perceptions during the Civil War. Students should identify key turning points, such as the role of African American soldiers in the Union Army, and consider how these turned the tide in favor of the Union. Avoid broader or more general topics of the Civil War unrelated to the impact of emancipation on military victory.

Common Misconceptions:
* A common misunderstanding is that the Union’s victory was solely due to the emancipation of slaves overlooking other substantial factors such as the Union's industrial capacity, military strategies, and leadership.
* Many students mistakenly believe that the Emancipation Proclamation immediately freed all enslaved people, failing to understand that it specifically applied only to territories rebelling against the Union, not to slave-holding border states that remained loyal.
* Students often think that the Emancipation Proclamation automatically allowed for the recruitment of African American soldiers into the Union army, not realizing that this was a subsequent decision and not an initial outcome of the Proclamation.
* There is a misconception that the primary purpose of the Emancipation Proclamation was moral - to end slavery as an institution- when it was also a strategic war measure to undermine the Confederate economy and labor force.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1540.0
Standard ID: KC-5.3.II.i
Standard Description: Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1541.0
Standard ID: KC-5.3.II.i+1+A
Standard Description: Explain how Reconstruction and the Civil War ended slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that discuss the impact of the Civil War on the institution of slavery.
* Describe the military, political, and social factors during the Civil War that contributed to the abolition of slavery.
* Evaluate the impact of Reconstruction policies on the status of newly freed African Americans following the Civil War.
* Explain the role of the Emancipation Proclamation in the process of ending slavery during the Civil War.
* Identify the 13th Amendment and analyze its significance in the legal abolition of slavery in the United States.
* Utilize a timeline to explain the sequence of events leading to the end of slavery during the Civil War.

Assessment Boundaries:
* Assessment should be limited to critical measures during the Reconstruction and the Civil War that specifically resulted in the abolition of slavery. This includes the passage and impact of the 13th Amendment and the immediate social, political, and legal aftermath. Avoid extending to long-term impacts such as the Civil Rights Movement or broader Reconstruction policies unrelated to slavery.
* Limit the examination to the impact of nationalism on state formation and consolidation in Europe and the Americas, including specific examples such as Italian and German unification, and the influence of nationalism in revolutionary movements. Exclude detailed analysis of nationalism’s effects in non-Western contexts during the same period.

Common Misconceptions:
* Some students might overlook the role of culture, language, and history in fostering national identity, simplistically attributing nationalism solely to political factors.
* Students may mistakenly assume that the rise of nationalism was an inevitable consequence of historical development, ignoring the specific social, economic, and political catalysts that spurred its growth.
* Students might think that nationalism was a uniform force, not recognizing its different manifestations and impacts across various regions and times.
* There is a misconception that nationalism only played a positive role in unifying countries, overlooking how it also fueled aggressive expansion and conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1542.0
Standard ID: KC-5.3.II.i+2+A
Standard Description: Explain how Reconstruction and the Civil War altered relationships between the states and the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the end of slavery influenced the relationship between state governments and the federal government.
* Assess the impact of legislations during Reconstruction on the federal control over states.
* Evaluate the effectiveness of Reconstruction policies in redefining federal-state relations.
* Explain the factors that led to the shift in power dynamics between state and federal governments during Reconstruction.
* Identify the changes in the relationship between state and federal governments following the Civil War and Reconstruction.
* Interpret primary source documents from the Reconstruction era to identify changes in federal and state authority.

Assessment Boundaries:
* Assessment should focus on how specific aspects of the Reconstruction and the Civil War brought changes in the relationships between states and the federal government. Assess the impact of legislative measures such as the Reconstruction Acts and the role of the 13th, 14th, and 15th Amendments in shaping these relationships. Avoid overly broad discussions about economic or social changes not directly related to state-federal relationships during this time.

Common Misconceptions:
* A common misunderstanding is that the Civil War resolved all major constitutional issues regarding federal versus state authority, ignoring ongoing debates about state's rights that persisted despite the Union's victory.
* Some students mistakenly think that the 13th, 14th, and 15th Amendments were immediately and uniformly enforced across all states, without recognizing the significant state-level resistance and loopholes that undermined these federal laws.
* Students might incorrectly believe that the Reconstruction period completely reconciled differences between states and the federal government, not realizing that many power struggles and sectional conflicts persisted.
* There is often a misconception that federal power was uniformly accepted by all states after the Civil War, overlooking the continued resistance and resentment by Southern states against centralized authority.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1543.0
Standard ID: KC-5.3.II.i+3+A
Standard Description: Explain how Reconstruction and the Civil War led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the 13th, 14th, and 15th Amendments on redefining citizenship in post-Civil War America.
* Evaluate the roles played by different groups in shaping debates over citizenship during Reconstruction, focusing on African Americans and women's rights movements.
* Examine primary source documents to identify perspectives on citizenship and rights debates during Reconstruction.
* Explain the social and political debates that emerged over new definitions of citizenship following the Civil War.
* Identify the ways in which the Reconstruction era policies addressed the rights of African Americans, women, and other minorities.
* Use historical maps to analyze the geographic differences in the implementation of Reconstruction policies and the resulting debates over citizenship.

Assessment Boundaries:
* Assessment should focus on analyzing the specific legal, political, and social changes that emerged from the Reconstruction Amendments (13th, 14th, and 15th) and their impact on citizenship definitions. This includes evaluating controversies and debates over these amendments and their interpretations during and after Reconstruction, and how these shaped the experiences and rights of African Americans. Consider discussions about women's suffrage and rights of other minorities which started gaining attention, although they were not fully resolved in this period. Avoid assessing broader 20th-century civil rights developments or later amendments beyond this scope.

Common Misconceptions:
* Some students may misunderstand the nature of the 14th and 15th amendments, assuming they guaranteed full equality and prevented all forms of discrimination, rather than being the starting point for future civil rights struggles.
* Students often confuse the roles and impact of federal versus state governments during Reconstruction, mistakenly believing that federal policies uniformly applied and were effectively enforced across all states.
* Students often incorrectly believe that the Civil War and Reconstruction immediately resolved citizenship rights for all minorities, not realizing that significant debates and limitations persisted, especially concerning African Americans, women, and Native Americans.
* There is a misconception that all states accepted the new definitions of citizenship and civil rights without resistance, overlooking the intense opposition and varying implementation practices across different regions, particularly in the Southern states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.1
Cluster Name: Contextualizing Period 5
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: Unit 5: Learning Objective A
Standard Description: Explain the context in which sectional conflict emerged from 1844 to 1877.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: KC-5.3.II.A
Standard Description: The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1761.0
Standard ID: KC-5.3.II.A+1
Standard Description: Explain that the 13th Amendment abolished slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the 13th Amendment on the lives of formerly enslaved people and on American society as a whole.
* Compare the 13th Amendment with previous legal attempts to limit or abolish slavery in the United States.
* Evaluate primary and secondary sources to understand differing perspectives on the implementation and effects of the 13th Amendment during Reconstruction.
* Explain how the abolition of slavery through the 13th Amendment altered the social and economic landscape of the Southern United States.
* Identify the key provisions of the 13th Amendment and describe its legal significance in the post-Civil War United States.
* Use historical reasoning to explain how the 13th Amendment fits within the broader context of the 14th and 15th Amendments in expanding civil rights during the Reconstruction era.

Assessment Boundaries:
* Assessments based on this standard should focus on the 13th Amendment's specific role in legally abolishing slavery in the United States. Students should be able to identify the amendment's key provision and explain its immediate legal significance during the Reconstruction era. The assessment should emphasize the amendment's place within the broader context of the Reconstruction Amendments (13th, 14th, and 15th) without delving into their specific provisions.

Assessments should not include detailed analysis of the amendment's text, historical context of previous abolition attempts, or its long-term impacts on American society. Additionally, specific resistance tactics, economic systems like sharecropping, or the operations of Reconstruction institutions like the Freedmen's Bureau fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the 13th Amendment resulted in immediate social and economic equality for formerly enslaved people, overlooking the continuation of systemic issues and discrimination.
* Some students might think that the 13th Amendment immediately granted full citizenship rights to formerly enslaved people, conflating it with the 14th Amendment.
* There's a possibility that students could misunderstand the relationship between the 13th Amendment and the other Reconstruction Amendments, viewing them as a single, comprehensive law rather than separate constitutional changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1762.0
Standard ID: KC-5.3.II.A+2
Standard Description: Explain that the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the broader historical significance of the 14th and 15th amendments in the context of Reconstruction and their influence on civil rights.
* Compare the intentions of the 14th and 15th amendments with the real-world application and challenges faced during the Reconstruction era.
* Describe how the 15th Amendment addresses voting rights and the barriers it sought to remove for African Americans.
* Evaluate the initial successes and limitations of the 14th and 15th amendments using primary source documents from the Reconstruction era to understand their implementations and societal reception.
* Explain how the 14th Amendment contributes to the definition and expansion of citizenship rights for African Americans.
* Identify the key components of the 14th and 15th amendments and their impacts on citizenship, equal protection, and voting rights for African Americans.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific provisions of the 14th and 15th amendments, including citizenship rights, equal protection under the law, and prohibition of race-based voting restrictions. Students should be able to explain how these amendments directly impacted African Americans' legal status and rights during the Reconstruction era. The assessment should emphasize the immediate effects and implementation of these amendments, including both advancements and limitations in practice.

Assessments should not include detailed analysis of the 13th Amendment, comparisons with other minority groups' experiences, or in-depth examination of Southern resistance tactics beyond basic concepts like Black Codes. Additionally, analysis of primary sources, media representations, and the role of the Freedmen's Bureau falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the 15th Amendment immediately resulted in widespread voting by African Americans throughout the country, overlooking the various state-level restrictions that continued to limit voting rights in practice.
* Some students might incorrectly assume that the ratification of the 14th and 15th amendments was universally supported across the country, not realizing the significant opposition and debate surrounding these constitutional changes during Reconstruction.
* Some students might think that the 14th Amendment granted citizenship only to formerly enslaved African Americans, not recognizing its broader application to all persons born or naturalized in the United States.
* There's a possibility that students could misinterpret the 'equal protection' clause of the 14th Amendment as guaranteeing immediate social and economic equality for African Americans, rather than legal equality under the law.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1770.0
Standard ID: KC-5.3.II.B
Standard Description: The women’s rights movement was both emboldened and divided over the 14th and 15th amendments to the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1771.0
Standard ID: KC-5.3.II.B+1
Standard Description: Explain how the women’s rights movement was both emboldened and divided over the 14th and 15th amendments to the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons for the divergence of opinions within the women’s rights movement regarding support for the 14th and 15th amendments.
* Assess the broader historical significance of the women’s rights movement’s response to the 14th and 15th amendments in the context of the Reconstruction era.
* Compare primary sources from leaders in the women’s rights movement to identify differing views on the 14th and 15th amendments.
* Evaluate how the debates over the 14th and 15th amendments affected strategies and priorities within the women’s rights movement.
* Explain how the 14th and 15th amendments inspired some factions of the women’s rights movement to push for greater equality.
* Identify the provisions of the 14th and 15th amendments that were considered significant by the women’s rights movement.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific reactions of the women's rights movement to the 14th and 15th Amendments, including both positive and negative responses. Students should be able to explain how some factions were emboldened by these amendments while others felt divided or excluded. The assessment should emphasize the internal debates and strategic considerations within the women's rights movement in response to these constitutional changes.

Assessments should not include detailed analysis of the broader Reconstruction era beyond the scope of the women's rights movement's response to the 14th and 15th Amendments. Additionally, comparisons to other minority groups' citizenship initiatives, analysis of media representations, or examination of Southern resistance tactics fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the 14th and 15th Amendments had no impact on the strategies or priorities of the women's rights movement, overlooking the internal debates and shifts in focus that resulted.
* Some students might incorrectly assume that the women's rights movement's response to the 14th and 15th Amendments was uniform across different regions or socioeconomic groups, not considering the diverse perspectives within the movement.
* Some students might think that all members of the women's rights movement opposed the 14th and 15th Amendments, not recognizing that some saw these as opportunities to argue for expanded rights.
* There's a possibility that students could misinterpret the divisions within the women's rights movement as solely based on personal disagreements, rather than understanding the complex strategic and ideological factors involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: KC-5.3.II.C
Standard Description: Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1781.0
Standard ID: KC-5.3.II.C+1
Standard Description: Explain the short-term successes created by radical and moderate Republicans working to change the balance of power between Congress and the presidency.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of congressional measures on race relations in the South and the power dynamics between Congress and the presidency during Reconstruction, considering how Lincoln's assassination in April 1865 affected these developments.
* Assess how the legislative efforts by Republicans to shift the balance of power influenced political opportunities for former slaves and other marginalized groups during this period.
* Corroborate the short-term successes achieved by the Republicans through legislative reforms by analyzing diverse primary sources from the Reconstruction era.
* Evaluate the short-term successes of Reconstruction policies intended to modify the balance of power between Congress and the presidency, using evidence from historical accounts.
* Explain how the changes in the balance of power between Congress and the presidency resulted in short-term successes during Reconstruction.
* Identify specific legislative actions taken by radical and moderate Republicans to adjust the balance of power between Congress and the presidency during Reconstruction, including those in response to President Johnson's lenient policies and impeachment.

Assessment Boundaries:
* Assessments based on this standard should focus on specific legislative actions taken by radical and moderate Republicans to change the balance of power between Congress and the presidency during Reconstruction. This includes the Reconstruction Acts of 1867, the Tenure of Office Act, and the impeachment proceedings against Andrew Johnson. Students should be able to explain how these actions resulted in short-term successes in reordering race relations in the South and shifting power dynamics between Congress and the presidency.

Assessments should not include detailed knowledge of Constitutional amendments, analysis of diverse perspectives on Reconstruction, or examination of long-term outcomes and failures of Reconstruction policies. Additionally, in-depth analysis of media representations, the Freedmen's Bureau's impact on federal-state relationships, and Southern resistance tactics beyond Black Codes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Northern Republicans consistently supported all Reconstruction efforts, overlooking the intra-party divisions that affected the implementation of these policies.
* Some students might incorrectly assume that the impeachment of President Andrew Johnson was solely about his violation of the Tenure of Office Act, without understanding the broader context of power struggles between Congress and the presidency.
* Some students might think that the Reconstruction Acts were primarily aimed at punishing the South, rather than understanding their role in reestablishing and strengthening Congressional authority.
* There's a possibility that students could underestimate the initial impact of Reconstruction measures, not recognizing that these policies provided significant short-term advancements in civil rights and representation for African Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1782.0
Standard ID: KC-5.3.II.C+2
Standard Description: Explain the short-term successes created by radical and moderate Republicans working to reorder race relations in the defeated South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of specific Reconstruction policies on the social and political structure of the South in the short term, including the creation of public schools, social institutions, industrial development, and constitutional reforms eliminating property requirements for voting.
* Corroborate or refute arguments regarding the short-term achievements of Republican initiatives using primary sources from the Reconstruction era.
* Evaluate the effectiveness of radical and moderate Republican strategies in fostering racial equity and political inclusion in the South.
* Explain the short-term successes of Reconstruction policies in improving racial relations and political opportunities for former slaves.
* Identify key policies implemented by radical and moderate Republicans that aimed to reorder race relations in the South during Reconstruction, including the roles of Southern white Republicans (scalawags) and Northern migrants (carpetbaggers).

Assessment Boundaries:
* Assessments based on this standard should focus on the short-term successes of radical and moderate Republicans in reordering race relations in the defeated South during Reconstruction. Students should be able to identify key policies, explain their immediate impacts, and analyze how these efforts temporarily improved political participation and social conditions for African Americans. The assessment should emphasize the roles of both radical and moderate Republicans, including Southern white Republicans (scalawags) and Northern migrants (carpetbaggers).

Assessments should not include detailed analysis of specific legislation, such as the Civil Rights Act of 1866 or the full text and provisions of Constitutional amendments. Additionally, the long-term failures of Reconstruction, extensive examination of Southern resistance tactics, and the specific operations of the Freedmen's Bureau fall outside the scope of this standard and should be avoided in assessments. Comparative analysis with other minority groups' experiences during this period should also be excluded.

Common Misconceptions:
* Learners may believe that radical and moderate Republicans had identical goals and strategies for reordering race relations in the South, overlooking the significant differences between these groups.
* Some students might incorrectly assume that Reconstruction led to an immediate and complete transformation of race relations in the South, not recognizing the gradual nature of changes and ongoing resistance to these efforts.
* Some students might think that the political opportunities afforded to African Americans during Reconstruction were uniform across the South and long-lasting, rather than varying by region and being primarily short-term.
* There's a possibility that students could attribute the successes in reordering race relations during Reconstruction solely to federal legislation, underestimating the role of local efforts and grassroots movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1783.0
Standard ID: KC-5.3.II.C+3
Standard Description: Explain how Reconstruction opened up political opportunities and other leadership roles to formerly enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the 13th, 14th, and 15th Amendments in redefining citizenship and political participation for former slaves during Reconstruction.
* Compare the political opportunities for African Americans during Reconstruction to their status before the Civil War using evidence from primary and secondary sources, including the role of Black churches as centers for community organization and leadership development.
* Correlate primary source analysis of political cartoons from the period with the public perception of African Americans gaining leadership roles during Reconstruction.
* Evaluate the short-term successes of Radical Republicans' policies in facilitating political opportunities for former slaves and African Americans.
* Explain how the establishment of institutions like the Freedmen's Bureau contributed to opening leadership roles for former slaves in southern society, including their initiatives to establish independent schools that increased Black enrollment from 2% to 34% between 1850-1880.
* Identify the legislative and political changes during Reconstruction that created new political opportunities for former slaves, exemplified by figures such as Hiram Revels and Blanche K. Bruce who served as U.S. Senators.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific political opportunities and leadership roles that became available to former slaves during Reconstruction. This includes their participation in state and federal government, roles in the Republican Party, and community leadership positions such as in education and religious institutions. Students should be able to identify key figures like Hiram Revels and Blanche K. Bruce, and explain the impact of the 13th, 14th, and 15th Amendments and institutions like the Freedmen's Bureau on these opportunities.

Assessments should not include detailed analysis of primary sources, comparative studies of different minority groups, or in-depth examination of Southern resistance tactics. Additionally, the long-term effects of Reconstruction beyond 1877, such as the rise of Jim Crow laws, fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the constitutional amendments passed during Reconstruction immediately removed all barriers to political participation for former slaves, not realizing the ongoing challenges and intimidation tactics they faced.
* Some students might incorrectly assume that the Freedmen's Bureau was the only institution supporting former slaves in accessing new political and leadership opportunities, overlooking the role of other organizations and community efforts.
* Some students might think that the political opportunities for former slaves were uniformly available across all Southern states, overlooking the variations in local political and social dynamics that affected access to these opportunities.
* There's a possibility that students could overestimate the willingness of all former slaves to take on political roles, without considering the complexities and potential dangers involved in such positions during Reconstruction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1784.0
Standard ID: KC-5.3.II.C+4
Standard Description: Explain why Reconstruction's increased political opportunities and leadership roles for formerly enslaved persons ultimately failed due to determined Southern resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon from the Reconstruction era to determine its portrayal of Southern resistance and its impact on Reconstruction efforts.
* Analyze the impact of specific forms of Southern resistance on the political and social advancements for former slaves during Reconstruction.
* Evaluate the short-term successes and long-term failures of Reconstruction policies aimed at increasing political opportunities for former slaves.
* Explain how determined Southern resistance contributed to the failure of increased political opportunities and leadership roles for former slaves.
* Explain the interaction between Northern resolve and Southern resistance in shaping the eventual outcomes of Reconstruction policies.
* Identify and explain a primary or secondary source that discusses the failure of Reconstruction to sustain political opportunities due to Southern resistance.
* Identify the measures taken by radical and moderate Republicans to increase political opportunities for former slaves during Reconstruction.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific forms of Southern resistance that contributed to the failure of increased political opportunities for formerly enslaved persons during Reconstruction. Students should be able to identify short-term successes and explain long-term failures of Reconstruction policies aimed at increasing political participation. The assessment should emphasize the interaction between Southern resistance and Northern resolve in shaping Reconstruction outcomes.

Assessments should not include detailed analysis of specific Constitutional amendments, in-depth examination of the Freedmen's Bureau, or comparative studies of citizenship initiatives among various minority groups. Additionally, analysis of media representations and political cartoons from the Reconstruction era falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Southern resistance to Reconstruction was primarily driven by economic concerns, overlooking the significant role of social and cultural factors in opposing racial equality.
* Some students might incorrectly assume that the end of Reconstruction marked a sudden and complete reversal of all political gains made by African Americans, rather than understanding it as a gradual process.
* Some students might think that Reconstruction policies immediately failed without any initial successes in increasing political opportunities for formerly enslaved persons.
* There's a possibility that students could overestimate the consistency and duration of Northern support for Reconstruction efforts, not recognizing how this support waned over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1785.0
Standard ID: KC-5.3.II.C+5
Standard Description: Explain why Reconstruction's increased political opportunities and leadership roles for formerly enslaved persons ultimately failed due to the North’s waning resolve.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain how Northern resolve regarding Reconstruction changed over time.
* Analyze the impact of opposition from Southern leaders and their influence on the North's reduced commitment to supporting Reconstruction efforts.
* Evaluate the role of federal policies and Northern public opinion in the successes and ultimate failures of Reconstruction.
* Explain the significance of the North's waning resolve on the eventual failure of Reconstruction's political opportunities for African Americans, including the impact of the Panic of 1873 and the withdrawal of federal troops in 1877.
* Identify the political opportunities and leadership roles opened up to former slaves during Reconstruction.
* Interpret statistical data to illustrate the decline in Northern engagement with Reconstruction policies over time.
* Utilize political cartoons from the era to explain contemporary perceptions of Northern attitudes toward Reconstruction.

Assessment Boundaries:
* Assessments based on this standard should focus on the initial political opportunities and leadership roles available to formerly enslaved persons during Reconstruction, specific factors contributing to the North's waning resolve (such as economic priorities, political fatigue, and leadership decisions), and the direct connection between the North's declining commitment and the failure of Reconstruction efforts. Students should be able to analyze how changes in Northern public opinion and federal policies impacted the success and ultimate failure of Reconstruction.

Assessments should not include detailed knowledge of constitutional amendments, in-depth analysis of Southern resistance tactics, or comparative studies of citizenship initiatives among different groups. Additionally, extensive examination of media representations from the Reconstruction era and the specific operations of the Freedmen's Bureau fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that African American political participation during Reconstruction was uniformly successful and widespread, not recognizing the challenges and limitations faced in different regions and time periods.
* Some students might incorrectly assume that the initial political opportunities provided during Reconstruction were equally available and accessible to all formerly enslaved persons across the South.
* Some students might think that the North's waning resolve during Reconstruction was solely due to economic factors, overlooking other important aspects such as political fatigue and shifting national priorities.
* There's a possibility that students could view the end of Reconstruction as an abrupt event rather than a gradual process influenced by changing Northern attitudes and policies over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: KC-5.3.II.ii
Standard Description: Reconstruction altered relationships between the states and the federal government and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1751.0
Standard ID: KC-5.3.II.ii+1
Standard Description: Explain how reconstruction altered relationships between the states and the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Reconstruction amendments (13th, 14th, and 15th) shifted power dynamics between state and federal levels.
* Evaluate the role of federal institutions, like the Freedmen’s Bureau, in altering state relationships with the federal government.
* Explain how changes in state-federal relations during Reconstruction influenced political debates on citizenship.
* Explain, using political cartoons as stimuli, differing perspectives on Reconstruction's effects on state-federal relations.
* Identify the ways Reconstruction affected the balance of power between states and the federal government, particularly through the Reconstruction Acts of 1867 that established military districts in the South.
* Use primary source documents to analyze the debates over state versus federal power post-Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on the shift in power dynamics between state and federal governments during Reconstruction, the impact of the Reconstruction amendments (13th, 14th, and 15th) on these relationships, and the debates over citizenship and voting rights. Students should be able to analyze how specific Reconstruction policies, such as the establishment of military districts, affected the balance of power between states and the federal government.

Assessments should not include detailed examinations of the Freedmen's Bureau's operations, specific Southern resistance tactics beyond Black Codes, or in-depth analysis of media representations from the Reconstruction era. Additionally, comparative analyses of citizenship initiatives among various minority groups and detailed knowledge of the 13th Amendment's provisions fall outside the scope of this standard and should be avoided in assessments.
* Focus the assessment on analyzing specific actions and policies during Reconstruction that shifted the balance of power between state and federal governments, such as the establishment of military districts and the enforcement of constitutional amendments. Evaluate case studies like the Military Reconstruction Act and state responses to federal mandates. Exclude the broader social and economic impacts unrelated to political relationships between governments.

Common Misconceptions:
* Learners may believe that Reconstruction policies were implemented uniformly across all Southern states, not recognizing the variations in enforcement and resistance.
* Some students might incorrectly assume that the Reconstruction amendments immediately and fully resolved all issues related to citizenship and voting rights for African Americans.
* Some students might think that Reconstruction primarily restored pre-war conditions, overlooking the significant changes in state-federal power dynamics.
* There's a possibility that students could misunderstand the role of military districts, viewing them as permanent rather than temporary governance structures during Reconstruction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1752.0
Standard ID: KC-5.3.II.ii+2
Standard Description: Explain how reconstruction led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the 13th, 14th, and 15th Amendments on the concept of citizenship during Reconstruction.
* Analyze the role of the Radical Republicans in redefining citizenship and how their policies were met with resistance from other political factions.
* Compare the citizenship debates of African Americans with those of women and other minorities during Reconstruction.
* Evaluate the significance of the Freedmen's Bureau in shaping new definitions of citizenship, including its establishment of approximately 3,000 schools and higher education institutions for formerly enslaved people.
* Explain how Reconstruction policies influenced debates over citizenship rights for African Americans, women, and minorities.
* Identify key government policies during Reconstruction that affected definitions of citizenship.
* Use political cartoons or documents to assess how Reconstruction policies were perceived by different regions in the United States.
* Use primary sources, such as Thomas Nast’s cartoons or speeches from the period, to explore how public perspectives on citizenship rights were portrayed and debated.

Assessment Boundaries:
* Assessments based on this standard should focus on the debates over new definitions of citizenship during Reconstruction, particularly for African Americans, women, and other minorities. Students should be able to explain the impact of the 13th, 14th, and 15th Amendments on citizenship rights, describe the role of the Freedmen's Bureau in supporting formerly enslaved people, and analyze the political dynamics between Radical Republicans, moderate Republicans, and President Andrew Johnson. The assessment should emphasize how these factors contributed to changing conceptions of citizenship within the context of Reconstruction (1865-1877).

Assessments should not include detailed analysis of primary sources, specific resistance tactics beyond Black Codes, or in-depth examination of the Freedmen's Bureau's impact on federal-state relationships. Additionally, comparative analysis of citizenship initiatives among various minority groups and analysis of Reconstruction-era media representations fall outside the scope of this standard and should be avoided in assessments. Questions about racial or immigration policies post-1877 should also be excluded.
* Focus the assessment on students' capabilities to describe and differentiate the debates over citizenship definitions specific to African Americans, such as during the Black Codes and Civil Rights Act of 1866, and how these were influenced by constitutional amendments. Additionally, include how women's rights advocates responded to these changes while dividing over issues like suffrage linked to the 14th and 15th amendments, and evaluate impacts on other minority groups within this period (1865-1877). Avoid extending the evaluation to racial or immigration policies post-1877.

Common Misconceptions:
* Learners may believe that the women's rights movement uniformly supported the 14th and 15th Amendments, not recognizing the division within the movement over these constitutional changes.
* Some students might incorrectly assume that the Freedmen's Bureau was solely focused on education, overlooking its broader role in providing various forms of assistance such as food, shelter, medical aid, and legal support to formerly enslaved people and destitute whites.
* Some students might think that the Reconstruction amendments immediately granted full equality and citizenship rights to African Americans, overlooking the ongoing social and political resistance that limited their effectiveness in practice.
* There's a possibility that students could view Reconstruction policies as purely federal initiatives, underestimating the significant role of state-level actions and resistance in shaping citizenship definitions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.10
Cluster Name: 9. Reconstruction
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: Unit 5: Learning Objective K
Standard Description: Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: KC-5.3.II.D
Standard Description: Southern plantation owners continued to own the majority of the region's land even after Reconstruction. Former slaves sought land ownership but generally fell short of self-sufficiency, as an exploitative and soil-intensive sharecropping system limited blacks' and poor whites' access to land in the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1791.0
Standard ID: KC-5.3.II.D+1
Standard Description: Explain how and why Southern plantation owners continued to own the majority of the region's land even after Reconstruction

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-economic barriers and lack of land redistribution policies that resulted in minimal land ownership among African Americans by 1880, preventing many from achieving economic independence during Reconstruction
* Compare the experiences and outcomes of sharecroppers and plantation owners using primary and secondary sources
* Evaluate the role of federal and state policies in maintaining land ownership structures post-Reconstruction
* Explain the impact of the sharecropping system on land ownership distribution in the South
* Identify and describe how Southern plantation owners retained land ownership post-Reconstruction
* Utilize maps to identify regions dominated by large plantations and analyze their socio-political influence during and after Reconstruction

Assessment Boundaries:
* Assessments based on this standard should focus on the economic and social factors that enabled Southern plantation owners to retain land ownership after Reconstruction. This includes evaluating the impact of the sharecropping system, analyzing the lack of land redistribution policies, and examining the role of established social hierarchies in maintaining land ownership structures. Students should be able to explain how these factors contributed to the continued concentration of land ownership among plantation owners.

Assessments should not include detailed analysis of primary sources such as political cartoons or slave narratives, statistical data on racial disparities over time, or comparative analysis of segregation practices across different U.S. regions. Additionally, broader topics like Southern economic recovery or national industrialization processes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that sharecropping provided fair economic opportunities for freed slaves, potentially overlooking how this system often perpetuated economic dependency and limited access to land ownership.
* Some students might incorrectly assume that all Southern states uniformly implemented policies to maintain plantation owners' land holdings, not recognizing potential variations in state-level approaches to land ownership and economic structures post-Reconstruction.
* Some students might think that the end of slavery automatically led to significant land redistribution, not realizing the economic and social barriers that prevented widespread land ownership among freed slaves.
* There's a possibility that students could misinterpret the withdrawal of federal troops from the South as the primary reason plantation owners retained their land, not fully considering the complex economic and social factors involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1792.0
Standard ID: KC-5.3.II.D+2
Standard Description: Explain how and why formerly enslaved persons sought land ownership but generally fell short of self-sufficiency, as an exploitative and soil-intensive sharecropping system limited blacks' and poor whites' access to land in the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze narratives from former slaves and freedmen to understand their experiences and aspirations for land ownership during Reconstruction.
* Analyze the impact of the sharecropping system on the economic self-sufficiency of former slaves in the Reconstruction era.
* Compare agricultural opportunities available to former slaves in different Southern regions during the Reconstruction period using maps.
* Evaluate the historical significance of land ownership in the pursuit of economic freedom for former slaves during Reconstruction.
* Explain how the sharecropping system functioned as an exploitative practice limiting access to land for both blacks and poor whites in the South.
* Identify the motivations behind former slaves' pursuit of land ownership following the Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on the motivations of formerly enslaved persons for seeking land ownership, the mechanisms of the sharecropping system, and how this system limited economic self-sufficiency for both blacks and poor whites in the South. Students should be able to explain the relationship between land ownership and economic independence, and describe how sharecropping created cycles of debt and poverty. The assessment should emphasize the historical context of land distribution and agricultural practices in the post-Civil War South.

Assessments should not include analysis of primary sources such as political cartoons or narratives from former slaves, nor should they involve interpretation of statistical data showing racial disparities over time. Additionally, comparative analysis of segregation practices across different U.S. regions falls outside the scope of this standard and should be avoided in assessments. Questions requiring the use or interpretation of maps to compare agricultural opportunities are also excluded.

Common Misconceptions:
* Learners may believe that the sharecropping system provided equal opportunities for economic advancement to both landowners and tenants, without recognizing its exploitative nature and the cycles of debt it often created.
* Some students might incorrectly assume that land redistribution efforts during Reconstruction were widespread and successful, when in reality, such efforts were limited and often reversed, leaving the majority of land in the hands of former plantation owners.
* Some students might think that former slaves were generally uninterested in land ownership, overlooking the strong desire for economic independence and self-sufficiency among freed people.
* There's a possibility that students could attribute the failure to achieve self-sufficiency solely to individual choices, rather than recognizing the systemic obstacles and discriminatory practices that limited economic opportunities for former slaves and poor whites.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1800.0
Standard ID: KC-5.3.II.E
Standard Description: Segregation, violence, Supreme Court decisions, and local political tactics progressively stripped away African American rights, but the 14th and 15th amendments eventually became the basis for court decisions upholding civil rights in the 20th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1801.0
Standard ID: KC-5.3.II.E+1
Standard Description: Explain how and why segregation progressively stripped away African American rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source accounts to evaluate the social and economic impacts of segregation on African American communities.
* Analyze visual sources such as political cartoons to explore societal attitudes toward segregation and its opposition.
* Compare the varying regional approaches to segregation and their effects on African American rights and daily life across the United States.
* Describe the role of local political tactics and societal pressures in maintaining segregation and hindering African American civil rights movements.
* Explain how the 14th and 15th Amendments became foundational for future civil rights advancements despite the period of progressive disenfranchisement.
* Explain the significance of landmark Supreme Court decisions like Plessy v. Ferguson and their role in institutionalizing segregation and impacting African American civil rights.
* Identify key legal and political measures, such as Jim Crow laws and Black Codes, that facilitated segregation and suppressed African American rights in post-Civil War America.
* Utilize historical census data and social statistics to assess the long-term effects of segregation on socioeconomic disparities between African Americans and whites.

Assessment Boundaries:
* Assessments based on this standard should focus on the legal, political, and economic mechanisms that progressively stripped away African American rights from the Reconstruction era through the early 20th century. Students should be able to explain the impacts of Jim Crow laws, Black Codes, sharecropping systems, and key Supreme Court decisions like Plessy v. Ferguson on African American civil rights. The assessment should emphasize the gradual nature of this process and its effects on social, economic, and political aspects of African American life.

Assessments should not include detailed analysis of primary sources such as political cartoons or slave narratives. Additionally, comparative analysis of segregation practices across different U.S. regions and in-depth statistical analysis of racial disparities fall outside the scope of this standard and should be avoided in assessments. The assessment should also exclude topics related to later civil rights movements that sought to counteract these policies.

Common Misconceptions:
* Learners may believe that segregation primarily affected social and public spaces, potentially overlooking its significant impacts on economic opportunities and political participation for African Americans.
* Some students might incorrectly assume that segregation and the loss of African American rights were issues confined to the Southern states, not recognizing that various forms of segregation and discrimination existed nationwide.
* Some students might think that African American rights were immediately and completely stripped away after Reconstruction, not recognizing the gradual nature of this process through various legal and social mechanisms.
* There's a possibility that students could view Supreme Court decisions during the Jim Crow era as generally supportive of African American rights, not realizing how rulings like Plessy v. Ferguson often upheld segregation and restricted rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1802.0
Standard ID: KC-5.3.II.E+2
Standard Description: Explain how and why violence progressively stripped away African American rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of violent tactics employed by groups like the Ku Klux Klan in undermining African American civil rights during Reconstruction and following the end of federal oversight.
* Describe how the Compromise of 1877, which resolved the Hayes-Tilden election dispute and led to the withdrawal of federal troops from the South, affected the prevalence and impact of violence against African Americans.
* Evaluate the role of law enforcement, the Force Acts of 1870-1871, and local governments in either condoning or combating violence against African Americans during this period.
* Explain how societal attitudes and legal frameworks during Reconstruction allowed violence to be used as a tool to disenfranchise African Americans.
* Explain the relationship between racial violence and the political strategies of Southern states to subvert African American political engagement and civil rights.
* Identify key violent incidents and practices, such as lynching, race riots, and the 1868 Camilla Massacre in Georgia, that contributed to the stripping away of African American rights during the Reconstruction and post-Reconstruction era.
* Utilize primary sources, such as newspaper articles and political cartoons from the era, to identify and explain the societal justifications used to tolerate violence against African Americans.

Assessment Boundaries:
* Assessments based on this standard should focus on specific violent incidents, practices, and organizations that contributed to the suppression of African American rights during the Reconstruction and post-Reconstruction era (1865-early 1900s). Students should be able to explain the role of violence in disenfranchising African Americans, evaluate the effectiveness of violent tactics, and describe how governmental actions or inactions impacted this process. The assessment should emphasize the connection between violent events and the erosion of civil rights within the historical context.

Assessments should not include analysis of primary sources such as political cartoons or slave narratives, nor should they require interpretation of statistical data on racial disparities. Additionally, comparative analysis of segregation practices across different U.S. regions falls outside the scope of this standard and should be avoided in assessments. Broader civil rights movements and legal challenges beyond the early 20th century should also be excluded.

Common Misconceptions:
* Learners may believe that violence was the only means through which African American rights were suppressed, overlooking the role of legislation and economic pressure.
* Some students might think that violence against African Americans during Reconstruction was limited to a few isolated incidents, not recognizing its systematic and widespread nature.
* There's a possibility that students could misunderstand the role of local authorities, thinking that all officials actively opposed violence against African Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1803.0
Standard ID: KC-5.3.II.E+3
Standard Description: Explain how and why Supreme Court decisions progressively stripped away African American rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how interpretations of the Constitution by the Supreme Court were used to uphold discriminatory practices such as segregation.
* Compare the arguments presented in key Supreme Court cases that impacted African American rights to determine how legal reasoning evolved over time.
* Evaluate the long-term effects of specific Supreme Court decisions on the civil rights of African Americans into the 20th century.
* Explain the reasoning and context behind Supreme Court decisions that limited the effectiveness of the 14th and 15th Amendments.
* Identify key Supreme Court decisions that contributed to the erosion of African American rights during the Reconstruction era and beyond, including the 1876 United States v. Cruikshank decision that limited federal protection of civil rights.
* Use primary source excerpts from Supreme Court decisions to explain the legal reasoning used to justify limitations on African American rights.

Assessment Boundaries:
* Assessments based on this standard should focus on key Supreme Court decisions between 1875 and 1900 that impacted African American rights, including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896). Students should be able to explain the legal reasoning behind these decisions, particularly in relation to interpretations of the 14th and 15th Amendments. The assessment should emphasize the long-term effects of these decisions on African American civil rights into the 20th century.

Assessments should not include analysis of primary sources such as political cartoons or slave narratives, nor should they require understanding of statistical data showing racial disparities over time. Additionally, comparative analysis of segregation practices across different U.S. regions falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the 14th and 15th Amendments provided immediate and complete protection against racial discrimination, not realizing that Supreme Court interpretations often limited their effectiveness.
* Some students might incorrectly assume that all Supreme Court decisions during this period uniformly restricted African American rights, overlooking the nuances and variations in different rulings.
* Some students might think that Supreme Court decisions were the only factor in limiting African American rights, overlooking the role of local laws, social attitudes, and organizations like the Ku Klux Klan.
* There's a possibility that students could misunderstand the Supreme Court's role, thinking it acted independently of prevailing social attitudes rather than often reflecting and reinforcing them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1804.0
Standard ID: KC-5.3.II.E+4
Standard Description: Explain how and why local political tactics progressively stripped away African American rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as voting records and laws, to evaluate the effectiveness of local political strategies in disenfranchising African Americans.
* Compare the use of local political tactics to limit African American rights in different Southern states during Reconstruction using maps and demographic data.
* Describe the role of Redeemers (Southern Democrats committed to white supremacy and states' rights) and local/state governments in enacting legislation that undermined the 14th and 15th Amendments, limiting African American civil rights.
* Evaluate how Northern focus shifting from Reconstruction to industrial growth and westward expansion contributed to waning support for Reconstruction policies and enabled local political tactics to strip away African American rights.
* Explain the impact of local political tactics, like voter suppression and intimidation, on African American political participation during and after Reconstruction.
* Identify various local political tactics used to strip away African American rights during Reconstruction, such as the implementation of Black Codes and Jim Crow laws.

Assessment Boundaries:
* Assessments based on this standard should focus on specific local political tactics used to disenfranchise African Americans during Reconstruction and the Jim Crow era, such as Black Codes, poll taxes, literacy tests, and grandfather clauses. Students should be able to explain how these tactics were implemented by local and state governments, and their impact on African American civil rights and political participation. The assessment should emphasize the progressive erosion of rights over time and the role of Redeemers in undermining the 14th and 15th Amendments.

Assessments should not include analysis of primary sources such as political cartoons or slave narratives, nor should they involve statistical data analysis or comparative studies of segregation practices across different U.S. regions. Additionally, broader national policies or 20th-century civil rights cases that are not directly tied to local efforts during this earlier period should be excluded from assessments.

Common Misconceptions:
* Learners may believe that the passage of the 14th and 15th Amendments fully protected African American rights, overlooking how local governments actively undermined these rights.
* Some students might think that the stripping away of African American rights occurred suddenly rather than through a gradual process of legal and political strategies.
* There's a possibility that students could view sharecropping as a fair system that provided equal opportunities for African Americans, without recognizing its exploitative nature.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1805.0
Standard ID: KC-5.3.II.E+5
Standard Description: Explain how the 14th and 15th amendments eventually became the basis for court decisions upholding civil rights in the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Supreme Court decisions that applied the 14th and 15th amendments in expanding civil rights, using both primary and secondary source documents.
* Compare the arguments presented in court decisions that relied on the 14th and 15th amendments with those that sought to limit their application during the civil rights movement.
* Describe the process by which the 14th and 15th amendments were invoked in legal arguments to address racial discrimination and inequality.
* Explain how the principles enshrined in the 14th and 15th amendments influenced the judicial reasoning in landmark civil rights cases during the 20th century.
* Explain the broader historical context in which the 14th and 15th amendments came to be used as legal tools for civil rights advancements, including the challenges and resistance faced.
* Identify key court cases in the 20th century that utilized the 14th and 15th amendments to uphold civil rights, such as Brown v. Board of Education.
* Utilize primary source excerpts from landmark Supreme Court cases to explain the significance of the 14th and 15th amendments in the evolution of American civil rights jurisprudence.

Assessment Boundaries:
* Assessments based on this standard should focus on the legal interpretations and applications of the 14th and 15th amendments in 20th-century civil rights cases. Students should be able to identify key court decisions, explain judicial reasoning, and analyze the impact of these amendments on civil rights advancements. The assessment should emphasize the progression of legal interpretations and the challenges faced in applying these amendments to uphold civil rights.

Assessments should not include analysis of primary sources such as political cartoons or slave narratives, nor should they involve statistical data analysis of racial disparities or comparative studies of segregation practices across different U.S. regions. Additionally, broader topics unrelated to the specific legal applications of the 14th and 15th amendments in civil rights cases should be avoided.

Common Misconceptions:
* Learners may believe that all Supreme Court decisions in the 20th century consistently upheld civil rights based on the 14th and 15th amendments, not considering the varying interpretations and applications of these amendments over time.
* Some students might incorrectly assume that the legal arguments based on the 14th and 15th amendments were universally accepted in civil rights cases, overlooking the significant challenges and opposition faced in court.
* Some students might think that the 14th and 15th amendments provided immediate and comprehensive protection of civil rights, overlooking the gradual process of legal interpretation and application that occurred over decades.
* There's a possibility that students could misunderstand the scope of the 14th and 15th amendments, thinking they addressed all aspects of civil rights rather than focusing primarily on citizenship, due process, equal protection, and voting rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.11
Cluster Name: 10. Failure of Reconstruction
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: Unit 5: Learning Objective L
Standard Description: Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: KC-5.1.I
Standard Description: Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1811.0
Standard ID: KC-5.1.I+1+M
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of security concerns in motivating U.S. territorial expansion from 1844 to 1877.
* Compare primary and secondary sources to explain differing perspectives on U.S. territorial expansion, including how U.S. policymakers justified expansion as Manifest Destiny while Mexican leaders viewed these same actions as illegal seizures of sovereign territory.
* Describe how the concept of Manifest Destiny encapsulated the popular enthusiasm for U.S. expansion and facilitated territorial acquisitions.
* Explain how economic interests, such as resources and land for farming, drove the United States to acquire new territories during this period.
* Identify the key territories acquired by the United States as a result of popular enthusiasm for expansion during the period from 1844 to 1877.
* Make a historically defensible claim about the impact of territorial acquisitions on U.S. domestic policies during the period 1844 to 1877.
* Utilize maps to identify and explain the geographic expansions of the U.S. during this period, highlighting key acquisitions and their economic and security motivations.

Assessment Boundaries:
* Assessments based on this standard should focus on the concept of Manifest Destiny, specific territorial acquisitions between 1844 and 1877, and the economic and security interests that motivated U.S. expansion. Students should be able to identify key acquired territories, explain the role of popular enthusiasm in driving expansion, and analyze differing perspectives on territorial acquisition, including those of U.S. policymakers and Mexican leaders.

Assessments should not include overseas expansion initiatives, personal accounts of westward migration, or detailed statistical data on sectional differences. Additionally, specific propaganda materials, media influence, and primary sources related to Reconstruction fall outside the scope of this standard and should be avoided in assessments. The broader motivations for Western settlement that do not directly relate to territorial acquisition should also be excluded.

Common Misconceptions:
* Learners may believe that economic interests in expansion were uniform across the North and South, not recognizing regional differences in motivations and goals.
* Some students might incorrectly assume that security interests in expansion were solely focused on establishing military outposts, not recognizing the broader economic security aspects involved.
* Some students might think that territorial acquisitions were primarily achieved through military conquest, overlooking the role of diplomacy and negotiations in expansion efforts.
* There's a possibility that students could view Manifest Destiny as a universally accepted ideology, without understanding the debates and opposition it faced within the United States.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1812.0
Standard ID: KC-5.1.I+2+M
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in substantial migration westward.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how security concerns influenced U.S. expansionist policies and the subsequent population movement towards the West.
* Compare the perspectives of different groups on U.S. westward expansion, such as those of settlers, Native Americans, and government officials, using maps or other visual data.
* Explain how Manifest Destiny and related cultural beliefs contributed to the popular enthusiasm for westward expansion, analyzing how Northerners viewed expansion as an opportunity for free labor and immigration while Southerners saw it as a means to extend slavery into new territories.
* Explain the economic interests that bolstered the United States' territorial expansion and how these interests motivated substantial migration westward.
* Identify key government policies or acts that facilitated westward migration and evaluate their impact on popular attitudes towards expansion.
* Identify the factors that contributed to popular enthusiasm for U.S. westward expansion during the period 1844 to 1877.
* Use primary source documents to describe the personal motivations and experiences of individuals who migrated westward during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the factors contributing to popular enthusiasm for U.S. westward expansion from 1844 to 1877, including economic interests, security concerns, and government policies such as the Homestead Act. Students should be able to explain how these factors motivated substantial migration westward and analyze the concept of Manifest Destiny, including differing Northern and Southern perspectives on expansion.

Assessments should not include detailed personal accounts of westward migration, specific overseas expansion initiatives, or in-depth analysis of propaganda and media influence. Additionally, statistical data on sectional differences and primary sources for analyzing Reconstruction perspectives fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the concept of Manifest Destiny was universally accepted and interpreted the same way by all Americans, not recognizing the different perspectives held by Northerners and Southerners.
* Some students might incorrectly assume that popular enthusiasm for westward expansion was consistent throughout the period from 1844 to 1877, not considering how events like the Civil War may have affected migration patterns and public sentiment.
* Some students might think that economic opportunities were the only factor driving westward expansion, overlooking security interests and government policies that also contributed to popular enthusiasm.
* There's a possibility that students could overestimate the role of the federal government in orchestrating westward migration, not fully appreciating the balance between government incentives and individual initiative.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1813.0
Standard ID: KC-5.1.I+3+M
Standard Description: Explain how popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in new overseas initiatives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between U.S. domestic expansion (Manifest Destiny) and new overseas initiatives, such as maritime commerce and diplomatic missions.
* Compare and contrast U.S. expansionist policies in North America with overseas initiatives during the period.
* Evaluate primary and secondary sources to assess how U.S. economic interests led to overseas trade routes and diplomatic efforts.
* Explain the cultural and ideological motivations behind popular enthusiasm for U.S. expansion in the mid-19th century, including the concept of Manifest Destiny and its influence on foreign policy.
* Identify and describe the economic and security interests of the United States during the period 1844 to 1877 that inspired American expansion and overseas initiatives.
* Utilize maps from the period to identify and explain U.S. overseas initiatives and their links to territorial expansion and Manifest Destiny.

Assessment Boundaries:
* Assessments based on this standard should focus on the general concepts of U.S. overseas initiatives in the mid-19th century, the economic and security interests that motivated them, and the popular enthusiasm for expansion. Students should be able to explain the relationship between domestic expansion ideologies (such as Manifest Destiny) and overseas initiatives, as well as analyze how economic interests influenced these efforts.

Assessments should not include specific details about territories, diplomatic missions, or individual expeditions. Additionally, personal accounts of westward migration, statistical data on sectional differences, and primary sources related to Reconstruction fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the broader concepts rather than specific events or propaganda materials.

Common Misconceptions:
* Learners may believe that U.S. expansion efforts were limited to the North American continent, not recognizing the extent of overseas initiatives during this period.
* Some students might incorrectly assume that economic motivations behind U.S. overseas initiatives were straightforward, not realizing the complex interplay between trade, security concerns, and international competition.
* Some students might think that U.S. overseas initiatives were solely driven by humanitarian goals, overlooking the significant role of economic and security interests in shaping these efforts.
* There's a possibility that students could view popular enthusiasm for expansion as separate from economic and security interests, rather than understanding how these factors were interconnected.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: KC-5.1.II
Standard Description: In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1821.0
Standard ID: KC-5.1.II+1+M
Standard Description: Explain how, in the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources depicting perspectives on the rights and citizenship debates in the 1840s and 1850s.
* Assess the impact of immigration on debates over rights and citizenship during the 1840s and 1850s, using statistical data or population maps as a stimulus.
* Evaluate the role of regional differences in shaping debates over rights and citizenship during this period.
* Explain how debates over rights and citizenship manifested in legal, social, and political spheres in America during the 1840s and 1850s.
* Explain the significance of key legislative or judicial actions related to citizenship during the 1840s and 1850s.
* Identify the various groups of U.S. inhabitants whose rights and citizenship were debated during the 1840s and 1850s.

Assessment Boundaries:
* Assessments based on this standard should focus on the debates over rights and citizenship for various groups in the United States during the 1840s and 1850s. Students should be able to identify the groups involved, explain how these debates manifested in legal, social, and political spheres, and evaluate the role of regional differences in shaping these debates. The assessment should emphasize key legislative or judicial actions related to citizenship during this period.

Assessments should not include detailed statistical data on sectional differences, personal accounts of westward migration, or primary sources from the Reconstruction era. Additionally, overseas expansion initiatives and specific propaganda or media influence fall outside the scope of this standard and should be avoided in assessments. Questions requiring in-depth analysis of specific primary sources should be limited.

Common Misconceptions:
* Learners may believe that the debates over citizenship and rights during this period were quickly resolved through legislation, not recognizing the ongoing nature of these discussions and the resistance to changes in societal and legal frameworks.
* Some students might incorrectly assume that all debates during this period aimed to expand rights and citizenship, when in fact, many discussions included significant opposition and even attempts to restrict rights for certain groups.
* Some students might think that debates over rights and citizenship in the 1840s and 1850s were primarily focused on slavery, overlooking discussions about the rights of other groups such as women and certain immigrant populations.
* There's a possibility that students could view the debates over rights and citizenship as uniformly national in scope, not appreciating the significant variations in attitudes and approaches between different regions of the United States.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: KC-5.2.I
Standard Description: Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1831.0
Standard ID: KC-5.2.I+1+M
Standard Description: Explain how ideological differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ideological justifications for slavery in the South and their impact on regional responses to national policies.
* Compare and contrast the ideological stances on slavery as reflected in primary sources from both the North and the South, analyzing how Northerners emphasized preserving the Union while Southerners asserted states' rights, with slavery as the underlying cause of these conflicting positions.
* Evaluate the significance of propaganda (political cartoons, posters) in shaping public opinion on slavery in the era.
* Explain how the ideological opposition to slavery in the North shaped political debates and social reforms.
* Identify key ideological differences over slavery between the North and South.
* Utilize statistical data to analyze the demographic and economic factors influencing ideological divides over slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying and explaining key ideological differences over slavery between the North and South, analyzing how these differences shaped political debates and regional responses. Students should be able to compare and contrast Northern and Southern perspectives on slavery, including concepts such as abolitionism, states' rights, and economic dependence on slavery. The assessment should emphasize the array of diverging responses produced by these ideological differences within the context of pre-Civil War America.

Assessments should not include detailed statistical data on sectional differences, specific propaganda or media examples, or personal accounts of westward migration. Additionally, overseas expansion initiatives and primary sources related to Reconstruction fall outside the scope of this standard and should be avoided in assessments. Questions about specific events like the Fugitive Slave Act or Dred Scott decision should focus on ideological implications rather than detailed historical facts.

Common Misconceptions:
* Learners may believe that Southern defense of slavery was solely rooted in economic dependence, not recognizing the complex ideological justifications involving concepts of states' rights and social order.
* Some students might incorrectly assume that debates over slavery were limited to political spheres, not recognizing how ideological differences permeated various aspects of society including religious institutions and social reform movements.
* Some students might think that Northern opposition to slavery was uniformly based on moral grounds, overlooking the diversity of motivations including economic concerns and desires to preserve the Union.
* There's a possibility that students could oversimplify the ideological divide, assuming clear-cut regional boundaries without acknowledging the spectrum of views within both the North and South.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1832.0
Standard ID: KC-5.2.I+2+M
Standard Description: Explain how economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to describe the economic arguments made by both Northern and Southern states concerning slavery.
* Compare and contrast the economic impact of slavery on industrial versus agricultural economies in the North and South.
* Evaluate how economic dependency on slavery in the South influenced societal and political responses differently from the North.
* Explain how economic interests in the North and the South shaped contrasting views and responses to slavery.
* Identify the key economic differences between the North and the South regarding slavery during this period.
* Use charts or graphs to illustrate economic data supporting Northern and Southern arguments about slavery and assess their reliability.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic differences between the North and South regarding slavery, including the contrast between industrial and agricultural economies. Students should be able to explain how these economic differences influenced contrasting views and responses to slavery in both regions. The assessment should emphasize the analysis of economic arguments and the evaluation of slavery's impact on regional economies within the context of the pre-Civil War period.

Assessments should not include detailed statistical data on sectional differences, specific propaganda or media examples, or personal accounts of individuals. Additionally, overseas expansion initiatives and post-war Reconstruction perspectives fall outside the scope of this standard and should be avoided in assessments. Questions about specific territories, diplomatic missions, or demographic information about migrants should also be excluded.

Common Misconceptions:
* Learners may believe that economic opposition to slavery in the North was primarily based on moral grounds, not recognizing that many Northerners were concerned about competition with slave labor and its impact on free labor markets.
* Some students might incorrectly assume that all Southerners economically benefited from slavery, not recognizing the economic disparities among non-slave-owning Southerners and small farmers.
* Some students might think that the Northern economy was entirely independent of slavery, overlooking economic connections such as the reliance of Northern textile manufacturing on Southern cotton production.
* There's a possibility that students could oversimplify the Northern economy as entirely industrial and the Southern economy as purely agricultural, ignoring the complexities and variations within each region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1840.0
Standard ID: KC-5.2.II
Standard Description: Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1841.0
Standard ID: KC-5.2.II+1+M
Standard Description: Explain how the debates over slavery that dominated political discussion in the 1850s culminated in the bitter election of 1860.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the 1850s to describe how political leaders framed the debate over slavery in the lead-up to the 1860 election.
* Compare the differing views on slavery presented during the Lincoln-Douglas debates and their impact on the political landscape leading up to the 1860 election.
* Critically assess the role of media and political propaganda in shaping public opinion on slavery during the 1850s, using newspaper excerpts as examples.
* Evaluate how the results of the 1860 election reflected the culmination of sectional tensions regarding slavery.
* Explain how the Dred Scott decision influenced political discourse regarding slavery and sectional tensions during the 1850s.
* Identify key legislative acts and events that intensified debates over slavery in the 1850s leading up to the election of 1860.

Assessment Boundaries:
* Assessments based on this standard should focus on the key legislative acts, judicial decisions, and political debates that intensified the slavery issue in the 1850s, leading to the election of 1860. Students should be able to analyze the impact of events such as the Dred Scott decision and the Lincoln-Douglas debates on political discourse and public opinion. The assessment should emphasize how these factors contributed to the increasing sectional tensions that culminated in the bitter election of 1860.

Assessments should not include detailed statistical data on sectional differences, specific examples of political propaganda or media influence, or personal accounts of westward migration. Additionally, the long-term consequences of the 1860 election, such as secession and the Civil War, fall outside the scope of this standard and should be avoided in assessments. Overseas expansion initiatives and Reconstruction perspectives should also be excluded.

Common Misconceptions:
* Learners may believe that the Dred Scott decision was universally accepted and immediately settled the legal status of slavery in the territories, not recognizing the continued debates and challenges to the ruling.
* Some students might incorrectly assume that the outcome of the 1860 election was widely anticipated, failing to recognize the uncertainty and varied predictions that existed at the time.
* Some students might think that the debates over slavery in the 1850s were solely focused on moral issues, overlooking the complex economic and political factors that also shaped the discourse.
* There's a possibility that students could overestimate the unity within political parties regarding slavery, not realizing the internal divisions that existed in both Northern and Southern parties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1842.0
Standard ID: KC-5.2.II+2+M
Standard Description: Explain how the debates over slavery that dominated political discussion in the 1850s culminated in the secession of Southern states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of pivotal events and decisions, including the Dred Scott Case and John Brown's raids, on the political landscape of the United States during the 1850s.
* Corroborate different perspectives on slavery and secession by analyzing diverse primary sources to develop a nuanced argument about the causes of Southern secession.
* Describe the patterns of continuity and change in attitudes toward slavery from the 1840s to the 1860s, using statistical data on demographics and political representation.
* Evaluate the role of the 1860 presidential election in catalyzing the secession of Southern states by examining contemporary campaign materials and speeches.
* Explain how legislative actions, such as the Compromise of 1850 and the Kansas-Nebraska Act, intensified the national debate over slavery and led to increased sectionalism.
* Explain how the political climate of the 1850s, dominated by slavery debates, was situated within broader cultural and economic conflicts of the period, influencing the decision of Southern states to secede.
* Identify the key debates over slavery that dominated political discussion in the 1850s and how they contributed to sectional tensions.
* Use primary source documents from the 1850s, such as speeches, editorials, and political cartoons, to assess public sentiment towards slavery and secession at the time.

Assessment Boundaries:
* Assessments based on this standard should focus on the key debates over slavery in the 1850s, including the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown's raid. Students should be able to explain how these events and legislative actions intensified sectional tensions and led to the secession of Southern states. The assessment should emphasize the role of the 1860 presidential election in catalyzing secession, using primary source documents to evaluate contemporary perspectives.

Assessments should not include detailed analyses of overseas expansion initiatives, personal accounts of westward migration, or statistical data on sectional differences. Additionally, in-depth examinations of propaganda techniques, media influence, or Reconstruction perspectives fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the debates over slavery in the 1850s were primarily focused on moral issues, overlooking the significant economic and political dimensions of the conflict.
* Some students might incorrectly assume that all Southern states seceded immediately after the 1860 election, not realizing that secession was a process that occurred over several months and varied by state.
* Some students might think that the secession of Southern states was a sudden decision, rather than the culmination of a decade-long build-up of tensions over slavery.
* There's a possibility that students could misinterpret the Compromise of 1850 and the Kansas-Nebraska Act as successful attempts to resolve sectional tensions, rather than understanding how these legislative actions often exacerbated the conflict.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1850.0
Standard ID: KC-5.3.I
Standard Description: The North's greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1851.0
Standard ID: KC-5.3.I+1+M
Standard Description: Explain how the North’s greater manpower and industrial resources eventually led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts of Union soldiers or leaders discussing the impact of industrial resources on their wartime efforts.
* Analyze the effectiveness of the North’s strategies in utilizing its manpower and industrial resources to gain a strategic advantage over the Confederacy.
* Assess the role of industrial output, such as weaponry and supplies production, in the success of the Union army during the Civil War.
* Evaluate the historical significance of the North's industrial resources in shaping the outcome of the Civil War.
* Explain how the industrial capabilities of the North contributed to the Union's military strategies and eventual victory in the Civil War.
* Identify the industrial resources and manpower advantages the North possessed during the Civil War, including its two-thirds share of the population, two-thirds of railroad mileage, and 90 percent of industrial output, compared to the Confederacy's agricultural wealth and military tradition.
* Utilize maps of industrial regions and resource distribution to explain the geographic advantages held by the North during the Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on the North's specific industrial and manpower advantages, including population distribution, railroad networks, and industrial output percentages. Students should be able to explain how these advantages directly contributed to Union military strategies and eventual victory. The assessment should emphasize the relationship between resource allocation, logistical capabilities, and military outcomes within the context of the Civil War. Assessments should not include detailed accounts of specific battles, post-war economic recovery, or industrial expansion unrelated to direct wartime efforts. Additionally, personal narratives, propaganda analysis, and statistical comparisons of sectional differences fall outside the scope of this standard and should be avoided in assessments. Questions about overseas expansion or Reconstruction policies should also be excluded.

Common Misconceptions:
* Learners may believe that the Confederacy's defeat was inevitable purely because of the North's superior numbers and industrial power, without considering the impact of strategic decisions and leadership on both sides.
* Some students might incorrectly assume that the South had no industrial capacity at all, failing to recognize that while limited compared to the North, the Confederacy did possess some industrial resources and railroads.
* Some students might think that the North's industrial advantage was solely due to the presence of factories, overlooking the crucial role of its extensive railroad network in facilitating troop movements and resource distribution.
* There's a possibility that students could underestimate the importance of the North's population advantage, focusing only on industrial output as the key factor in the Union's victory.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1852.0
Standard ID: KC-5.3.I+2+M
Standard Description: Explain how the leadership of Abraham Lincoln and others led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Abraham Lincoln's decisions and leadership qualities influenced critical military engagements and outcomes during the Civil War.
* Analyze maps and military data to correlate Lincoln's strategic decisions with specific Union victories on the battlefield.
* Compare the leadership styles of Abraham Lincoln and Confederate leaders to understand how leadership differences affected the war’s outcome.
* Evaluate the impact of Lincoln's Emancipation Proclamation and other wartime executive actions on the Union's ability to sustain its war effort.
* Explain the role of other Union leaders besides Lincoln in fostering a strategic advantage over the Confederacy, including diplomatic efforts to prevent international recognition of the Confederate States and counter Confederate cotton diplomacy with European powers.
* Identify key leadership actions taken by Abraham Lincoln that contributed to the Union's military strategy and victory in the Civil War.
* Use primary sources such as speeches or letters to assess how Lincoln's leadership was perceived by contemporaries during the Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on specific leadership actions and decisions by Abraham Lincoln and other Union leaders that directly contributed to the Union's military victory. Students should be able to analyze the impact of key strategic decisions, such as the Emancipation Proclamation, management of military leadership, and diplomatic efforts to prevent international recognition of the Confederacy. The assessment should emphasize the comparison of Union and Confederate leadership styles and their effects on military outcomes.

Assessments should not include detailed information about overseas expansion initiatives, westward migration experiences, or statistical data on sectional differences. Additionally, analysis of propaganda, media influence, and primary sources related to Reconstruction perspectives falls outside the scope of this standard and should be avoided in assessments. Questions about the general causes of the Civil War or the entirety of Lincoln's presidency should also be excluded.

Common Misconceptions:
* Learners may believe that Lincoln's Emancipation Proclamation immediately freed all slaves throughout the United States, misunderstanding its limited scope and strategic nature.
* Some students might incorrectly assume that the leadership styles of Union and Confederate leaders were similar, not appreciating how differences in approach affected military strategies and outcomes.
* Some students might think that Abraham Lincoln's leadership was the sole factor in the Union's victory, overlooking the contributions of other Union leaders and the North's superior resources.
* There's a possibility that students could view Lincoln's leadership as universally supported, not recognizing the significant opposition he faced both politically and within his own party during the war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1853.0
Standard ID: KC-5.3.I+3+M
Standard Description: Explain how the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources such as speeches, political documents, and newspapers to understand public perception of the Emancipation Proclamation at the time.
* Analyze the impact of both domestic and international responses to the Emancipation Proclamation on the Union's war efforts.
* Evaluate the role of emancipating slaves in boosting military enlistment and support for the Union cause.
* Explain how the Emancipation Proclamation altered the political landscape of the Civil War, leading to a Union victory.
* Identify the political and military strategies that were involved in the decision to emancipate slaves during the Civil War.
* Use maps to identify key areas of Confederate resistance where the impact of emancipation was strategically significant.

Assessment Boundaries:
* Assessments based on this standard should focus on the military and political strategies involved in the decision to emancipate slaves, the impact of the Emancipation Proclamation on the Civil War's political landscape, and its effects on Union military enlistment and international support. Students should be able to analyze how emancipation contributed to the Union's eventual victory over the Confederacy. The assessment should emphasize the strategic advantages conferred by emancipation within the context of the Civil War.

Assessments should not include detailed statistical data on sectional differences, specific propaganda or media influence, or personal accounts of westward migration. Additionally, in-depth analysis of Reconstruction perspectives or overseas expansion initiatives falls outside the scope of this standard and should be avoided in assessments. Questions about specific territories or diplomatic missions unrelated to the Civil War context should also be excluded.

Common Misconceptions:
* Learners may believe that the decision to emancipate slaves was solely based on moral considerations, overlooking its strategic military and political implications for the Union's war effort.
* Some students might incorrectly assume that the Emancipation Proclamation was universally supported by all Union soldiers and citizens, not recognizing the diverse reactions and debates it sparked within the North.
* Some students might think that the Emancipation Proclamation immediately freed all slaves throughout the United States, rather than understanding its limited initial scope and gradual implementation.
* There's a possibility that students could underestimate the impact of emancipation on international relations, not realizing how it influenced European nations' decisions regarding support for the Confederacy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: KC-5.3.II.i
Standard Description: Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1861.0
Standard ID: KC-5.3.II.i+1+M
Standard Description: Explain how Reconstruction and the Civil War ended slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the 13th Amendment legally abolished slavery in the United States and its significance in the Reconstruction period.
* Analyze primary sources such as the Emancipation Proclamation and the 13th Amendment to explain their implications for the end of slavery.
* Evaluate the impact of military and political strategy on the abolition of slavery during the Civil War.
* Explain the role of the Emancipation Proclamation in shifting the Union's war aims towards ending slavery during the Civil War.
* Identify key actions and policies during the Reconstruction era that contributed to the end of slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on the key actions, policies, and constitutional amendments that directly contributed to ending slavery during the Civil War and Reconstruction. Students should be able to explain the significance of the Emancipation Proclamation, the 13th Amendment, and major Reconstruction policies in abolishing slavery. The assessment should emphasize the interplay between military events, political decisions, and legislative actions in the process of ending slavery.

Assessments should not include detailed analysis of specific primary sources, broader discussions of civil rights beyond the abolition of slavery, or the long-term social and economic impacts of emancipation. Additionally, comparisons of sectional differences, personal accounts of the Civil War or Reconstruction, and international reactions to the abolition of slavery fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the end of slavery was a straightforward process resulting directly from Union victory, overlooking the complex political negotiations and resistance during Reconstruction.
* Some students might incorrectly assume that the 13th Amendment was universally accepted and immediately enforced, rather than understanding the challenges and resistance to its implementation during Reconstruction.
* Some students might think that the Emancipation Proclamation immediately freed all enslaved people in the United States, rather than understanding its limited initial scope and gradual implementation.
* There's a possibility that students could misunderstand the relationship between military strategy and the abolition of slavery, not recognizing how wartime decisions influenced emancipation policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1862.0
Standard ID: KC-5.3.II.i+2+M
Standard Description: Explain how Reconstruction and the Civil War altered relationships between the states and the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the resolution of the Civil War influenced federal authority over the states in subsequent years.
* Assess the long-term impacts of Reconstruction on the balance of power between state and federal governments.
* Evaluate the effectiveness of federal actions in changing state governmental practices post-Civil War, including the conflict between President Johnson's lenient Reconstruction policies and Radical Republicans' demands for stricter conditions and stronger protections for formerly enslaved people.
* Explain the role of federal legislation and amendments during the Reconstruction era in redefining state and federal powers.
* Identify the major constitutional and legal changes during Reconstruction that altered state and federal relationships.
* Use primary and secondary sources to identify differing perspectives on federal-state relationships during Reconstruction.

Assessment Boundaries:
* Assessments based on this standard should focus on the constitutional and legal changes during Reconstruction that altered state-federal relationships, including the 13th, 14th, and 15th Amendments and key federal legislation. Students should be able to explain how these changes impacted federal authority over states and evaluate the effectiveness of federal actions in changing state governmental practices. The assessment should emphasize the ongoing debates and conflicts over the balance of power between state and federal governments during and after Reconstruction.

Assessments should not include detailed analysis of specific primary sources, propaganda, or media influence from the period. Additionally, personal accounts of westward migration, statistical data on sectional differences, and overseas expansion initiatives fall outside the scope of this standard and should be avoided in assessments. Questions about specific political cartoons, speeches, or editorials should also be excluded.

Common Misconceptions:
* Learners may believe that the Civil War and Reconstruction immediately resolved all conflicts between state and federal authority, overlooking the ongoing debates and tensions that continued into later periods.
* Some students might incorrectly assume that the alteration of state-federal relationships during this period only impacted Southern states, without considering the broader national implications for all states' relationships with the federal government.
* Some students might think that Reconstruction policies were equally effective in all Southern states, not considering the varying levels of resistance and implementation across different regions.
* There's a possibility that students could overestimate the uniformity of Northern support for federal intervention in Southern states, not recognizing the diverse opinions within the North regarding Reconstruction policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1863.0
Standard ID: KC-5.3.II.i+3+M
Standard Description: Explain how Reconstruction and the Civil War led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the Reconstruction era that discuss citizenship rights, identifying differing perspectives on what rights should be extended to African Americans and women.
* Describe the effects of Reconstruction policies on minority groups, using specific examples of how these policies advanced rights through constitutional amendments and how Southern resistance through Black Codes and white supremacist practices impeded those rights.
* Evaluate the changing relationship between state and federal governments regarding the enforcement of new citizenship rights during the Reconstruction era.
* Explain how debates over new definitions of citizenship during Reconstruction impacted African Americans, women, and other minorities.
* Identify the major legislative acts during Reconstruction that aimed to redefine citizenship and civil rights, such as the 13th, 14th, and 15th Amendments.
* Use political cartoons from the Reconstruction period to examine public opinion on citizenship rights and racial equality.

Assessment Boundaries:
* Assessments based on this standard should focus on the debates over new definitions of citizenship during Reconstruction, particularly regarding the rights of African Americans, women, and other minorities. Students should be able to explain the significance of the 13th, 14th, and 15th Amendments, analyze the tension between federal and state governments in enforcing these rights, and describe the impact of Black Codes and white supremacist practices on newly granted citizenship rights. The assessment should emphasize the complexities and challenges in implementing new citizenship definitions within the context of post-Civil War America.

Assessments should not include detailed information about overseas expansion initiatives, personal accounts of westward migration, or statistical data on sectional differences. Additionally, specific propaganda materials, political cartoons, or primary source documents fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the broader debates and legislative actions related to citizenship rights rather than individual perspectives or media influence.

Common Misconceptions:
* Learners may believe that Reconstruction policies were implemented consistently across all Southern states, not recognizing the variations in local resistance and enforcement.
* Some students might incorrectly assume that women gained the same citizenship rights as African American men during Reconstruction, not realizing that women's suffrage came later.
* Some students might think that the 13th, 14th, and 15th Amendments immediately granted full citizenship rights to all African Americans, overlooking the challenges in implementation and enforcement.
* There's a possibility that students could underestimate the role of Black Codes in undermining new constitutional provisions for citizenship rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.12
Cluster Name: 11. Comparison in the Period 5
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: Unit 5: Learning Objective M
Standard Description: Compare the relative significance of the effects of the Civil War on American values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: KC-5.1.I.A
Standard Description: The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1551.0
Standard ID: KC-5.1.I.A+1
Standard Description: Explain why the desire for access to natural and mineral resources led to an increased migration to and settlement in the West.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic motivations behind migration to the West by evaluating how natural resources directly impacted opportunities for wealth accumulation, with particular attention to the California Gold Rush of 1848 and its impact on population growth and migration patterns.
* Corroborate migration trends by using diverse data, such as census records and economic reports, showing population shifts towards resource-rich areas.
* Describe the environmental changes resulting from mining and resource extraction activities in the West and their implications for settlement patterns.
* Evaluate primary source accounts, such as advertisements or journal entries, describing migration decisions motivated by resource availability.
* Explain how access to natural and mineral resources was advertised or promoted to potential migrants during the westward expansion.
* Explain the broader social and economic context that made migration to the West appealing due to resource availability.
* Identify specific natural and mineral resources that attracted settlers to the Western United States during this period.
* Utilize maps to identify areas with significant resource deposits and major migration routes, such as the 2,000-mile Oregon Trail established in the 1830s, and explain how these locations and routes influenced settlement patterns.

Assessment Boundaries:
* Assessments based on this standard should focus on the role of natural and mineral resources, particularly gold, in motivating westward migration and settlement. Students should be able to explain how the discovery of resources, exemplified by the California Gold Rush, influenced migration patterns and settlement demographics. The assessment should emphasize the economic motivations behind resource-driven migration within the context of mid-19th century westward expansion.

Assessments should not include detailed information about specific natural resources beyond gold, methods of promoting western resources, or techniques for analyzing historical data sources. Additionally, U.S. diplomatic initiatives in Asia, trade policies, and specific legislation promoting western development fall outside the scope of this standard and should be avoided in assessments.
* Focus the assessment on analyzing specific historical events and trends illustrating how the quest for natural and mineral resources facilitated westward migration and settlement. Examples should include the impact of the California Gold Rush on migration patterns and settlement demographics. Avoid evaluating broader socio-political influences not directly tied to the migration for resources within this timeframe.

Common Misconceptions:
* Learners may believe that access to natural resources in the West guaranteed economic success for all settlers, without considering the challenges and competition many faced in resource extraction.
* Some students might incorrectly assume that resource-driven migration to the West was a peaceful process, not recognizing the conflicts with Native American tribes and between settlers that often arose over resource access.
* Some students might think that the desire for natural and mineral resources was the only factor driving westward migration, overlooking other motivations such as the pursuit of farmland or religious freedom.
* There's a possibility that students could overestimate the ease of finding and extracting valuable resources, not realizing the harsh conditions and significant effort required in many cases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1552.0
Standard ID: KC-5.1.I.A+2
Standard Description: Explain why the hope of many settlers for economic opportunities led to an increased migration to and settlement in the West.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the discovery of mineral resources and increased migration to the Western United States.
* Evaluate the economic motivations that led to policies encouraging westward expansion during this period.
* Explain how the availability of natural resources influenced the economic opportunities that drove westward migration.
* Identify and explain the historical significance of specific resource-rich regions that attracted settlers in search of economic opportunities.
* Identify the economic factors that motivated settlers to migrate West during the period of 1844 to 1877.
* Using maps of westward trails and resource locations, identify the patterns of migration and settlement influenced by economic opportunities.

Assessment Boundaries:
* Assessments based on this standard should focus on the general economic factors that motivated westward migration between 1844 and 1877, including the search for natural resources, agricultural opportunities, and the promise of land ownership. Students should be able to explain how these economic incentives influenced migration patterns and settlement in the West. The assessment should emphasize the relationship between resource availability and population movement within the context of 19th-century westward expansion.

Assessments should not include specific legislation promoting western development, detailed U.S. trade policies with Asia, or in-depth analysis of cultural and diplomatic initiatives beyond the scope of economic motivations. Additionally, comparisons between different religious groups' experiences or detailed arguments against westward expansion fall outside the scope of this standard and should be avoided in assessments.
* Focus the assessment on students analyzing specific economic motives for westward migration during this period, such as the Gold Rush, the Homestead Act, and opportunities related to agriculture and railroads. Assess students' ability to connect these economic incentives to patterns of settlement. Avoid broader economic policies or unrelated historical events.

Common Misconceptions:
* Learners may believe that gold mining was the primary economic opportunity drawing settlers westward, not recognizing the diversity of economic activities that attracted migrants.
* Some students might incorrectly assume that economic opportunities were equally available and accessible to all groups of people moving westward, not considering factors such as race, gender, or social status that could affect access to resources.
* Some students might think that economic success in the West was guaranteed for all settlers, overlooking the various challenges and potential failures many faced.
* There's a possibility that students could overestimate the direct financial support provided by the government to western settlers, not fully understanding the personal risks and investments involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1553.0
Standard ID: KC-5.1.I.A+3
Standard Description: Explain why the hope of many settlers for religious refuge led to an increased migration to and settlement in the West.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Second Great Awakening in motivating settlers to migrate Westward for religious purposes.
* Compare the experiences of two different religious groups that migrated West during this period to determine the common and unique challenges they faced.
* Evaluate the impact of religious communities, such as the Mormons, on the settlement patterns in the Western United States.
* Explain how religious persecution in the East contributed to the migration of certain religious groups to the West.
* Identify the religious groups or movements that sought refuge in the West during the period of westward expansion from 1844 to 1877.
* Utilize maps to trace the migration routes of religious groups seeking refuge in the West and explain the significance of these routes.

Assessment Boundaries:
* Assessments based on this standard should focus on the religious motivations for westward migration and settlement between 1844 and 1877. Students should be able to identify specific religious groups seeking refuge, explain how religious persecution in the East contributed to their migration, and evaluate the impact of religious communities on western settlement patterns. The assessment should emphasize the role of the Second Great Awakening in motivating westward migration for religious purposes.

Assessments should not include detailed information about natural resources, economic motivations, or secular political developments not directly related to religious refuge. Additionally, specific legislation promoting western development, U.S. trade initiatives in Asia, and comparative analysis of challenges faced by different religious groups fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that only one or two major religious groups sought refuge in the West, not realizing that various Protestant sects and other religious communities also migrated for this purpose.
* Some students might incorrectly assume that religious groups migrating westward were primarily focused on missionary work rather than establishing their own communities for religious freedom.
* Some students might think that religious refuge was the sole motivation for all westward migration during this period, overlooking other factors such as economic opportunities.
* There's a possibility that students could confuse the government's role in westward expansion with direct support for religious migration, not recognizing that religious groups often moved independently.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: KC-5.1.I.B
Standard Description: Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1561.0
Standard ID: KC-5.1.I.B+1
Standard Description: Explain how advocates of annexing western lands argued that Manifest Destiny compelled the United States to expand its borders westward to the Pacific Ocean.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon or propaganda poster from the era that depicts Manifest Destiny in the context of U.S. expansion.
* Analyze primary sources from the period to identify how proponents of westward expansion depicted the concept of Manifest Destiny in their rhetoric.
* Describe the connections between the ideology of Manifest Destiny and specific events or policies that facilitated U.S. westward expansion during this period, including President James K. Polk's role in the annexation of Texas and the settlement of the Oregon Territory.
* Evaluate how the rhetoric of Manifest Destiny might have shaped public opinion towards westward expansion by analyzing secondary sources.
* Explain the arguments made by advocates of annexation, such as newspaper editor John L. O'Sullivan who articulated the concept of 'Manifest Destiny' in an 1845 essay, regarding the superiority of American institutions as they relate to Manifest Destiny.
* Identify the key elements of Manifest Destiny, including the belief that the United States was divinely destined to expand its territory and spread democracy and capitalism, that were used to justify the expansion of the United States to the Pacific Ocean.

Assessment Boundaries:
* Assessments based on this standard should focus on the ideological arguments and beliefs associated with Manifest Destiny that were used to justify westward expansion to the Pacific Ocean. Students should be able to explain key elements of Manifest Destiny, including the belief in divine destiny, American exceptionalism, and the perceived superiority of American institutions. The assessment should emphasize how these ideas were articulated by advocates of annexation, such as John L. O'Sullivan and James K. Polk, within the context of 19th-century American expansionism.

Assessments should not include detailed exploration of specific natural resources, economic motivations, or long-term impacts of westward expansion. Additionally, specific legislation, diplomatic initiatives beyond the immediate context of westward expansion, and detailed analysis of primary sources fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the arguments and rhetoric used to promote Manifest Destiny, rather than its implementation or consequences.
* Assessments should focus on students' understanding of the ideological motivations and arguments behind Manifest Destiny that compelled the U.S. to expand its borders to the Pacific Ocean. Evaluate their comprehension through specific examples, such as speeches or writings from advocates like John O'Sullivan. Limit the scope to ideas expressed during this period (1844-1877) avoiding extensive exploration of later implications or broader geopolitical strategies.

Common Misconceptions:
* Learners may believe that the concept of Manifest Destiny was created specifically to justify the annexation of Texas, rather than understanding it as a broader ideology of American expansionism.
* Some students might incorrectly assume that arguments for Manifest Destiny were primarily based on economic reasons, underestimating the role of cultural, racial, and religious beliefs in justifying westward expansion.
* Some students might think that Manifest Destiny was a purely secular concept, overlooking its religious and providential aspects in justifying westward expansion.
* There's a possibility that students could view Manifest Destiny as solely about geographic expansion, without recognizing its cultural and ideological components related to spreading American institutions and values.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1562.0
Standard ID: KC-5.1.I.B+2
Standard Description: Explain how advocates of annexing western lands argued that the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the period of westward expansion to identify how the rhetoric of Anglo-American cultural and racial superiority was used to justify bringing 'civilization' to Native Americans and Mexicans and to persuade public opinion and policymakers.
* Analyze the impact of this belief in institutional superiority on relationships with Native American tribes and foreign nations encountered during westward expansion, including conflicts with Mexico during the Texas Revolution of 1835-1836.
* Compare the arguments for westward expansion based on the superiority of American institutions with contemporaneous arguments against expansion, including concerns that expansion would lead to the spread of slavery into western territories and intensify sectional tensions.
* Explain how the belief in the superiority of American institutions influenced diplomatic and military strategies in the pursuit of Manifest Destiny during this period.
* Explain the ideological significance of Manifest Destiny in justifying the expansion of the United States to the Pacific Ocean, emphasizing the perceived superiority of American institutions.
* Identify and describe key arguments made by advocates for annexing western lands, focusing on how they used the concept of American institutional superiority to support their claims.
* Using maps and other visual sources, demonstrate how the notion of institutional superiority informed decisions about territorial annexation and borders during this time.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific arguments made by advocates of westward expansion regarding the superiority of American institutions, including democratic values, economic opportunities, and personal freedoms. Students should be able to explain how these arguments were used to justify expansion to the Pacific Ocean within the context of Manifest Destiny. The assessment should emphasize the ideological aspects of these arguments and their role in shaping public opinion and policy.

Assessments should not include detailed information about specific natural resources, promotional methods for western settlement, or post-Civil War legislation. Additionally, diplomatic initiatives beyond the basic concept of expanding trade with Asia, specific economic motivations for Asian trade, and long-term impacts of U.S.-Asian relations fall outside the scope of this standard and should be avoided in assessments. Arguments against westward expansion should be limited to those directly related to the spread of slavery and sectional tensions.

Common Misconceptions:
* Learners may believe that the concept of Manifest Destiny was solely based on the superiority of American political institutions, overlooking cultural and social aspects of the ideology.
* Some students might incorrectly assume that advocates of westward expansion used the superiority argument uniformly across all regions and cultures encountered during expansion, without considering variations in their approach.
* Some students might think that the argument for American institutional superiority was universally accepted without any significant opposition or debate.
* There's a possibility that students could misinterpret the 'superiority of American institutions' argument as being primarily about technological or military advantages rather than ideological and cultural beliefs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: KC-5.1.I.D
Standard Description: Westward migration was boosted during and after the Civil War by the passage of new legislation promoting western transportation and economic development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1571.0
Standard ID: KC-5.1.I.D+1
Standard Description: Explain how westward migration was boosted during and after the Civil War by the passage of new legislation promoting western transportation and economic development.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of western transportation legislation on economic development in newly settled territories.
* Compare the effects of different legislative acts on the rate of westward migration during the post-Civil War era.
* Examine how legislative measures influenced the patterns of westward settlement following the Civil War.
* Explain how specific legislative acts facilitated westward migration by enhancing transportation links and economic opportunities, with emphasis on the legislation that enabled the completion of the Transcontinental Railroad in 1869 and its impact on western settlement.
* Identify the key pieces of legislation passed during and after the Civil War that promoted western transportation and economic development.
* Utilize maps and historical transportation data to analyze the changes in migration patterns spurred by government legislation after the Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on the impact of legislation passed during and after the Civil War that promoted western transportation and economic development. Students should be able to explain how these laws facilitated westward migration by enhancing transportation links and economic opportunities in the West. The assessment should emphasize the role of government incentives in encouraging western settlement and infrastructure development.

Assessments should not include specific details of individual legislative acts or their requirements. Additionally, broader topics such as U.S. trade expansion in Asia, arguments against westward expansion, or the impact of American beliefs on policies toward Native Americans fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the general impact of legislation on westward migration and development.

Common Misconceptions:
* Learners may believe that transportation advancements in the West, such as the development of railroads, occurred independently of government intervention, not recognizing the crucial role of legislative acts in facilitating these improvements.
* Some students might incorrectly assume that economic opportunities in the West were limited to agriculture, not realizing that legislation promoted a diverse range of economic activities, including mining, manufacturing, and trade.
* Some students might think that westward migration was primarily driven by individual pioneer spirit, overlooking the significant role of government legislation in promoting western settlement and development.
* There's a possibility that students could underestimate the complexities involved in western development, assuming that government incentives led to immediate and uniform progress across all western territories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1580.0
Standard ID: KC-5.1.I.E
Standard Description: U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create more ties with Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1581.0
Standard ID: KC-5.1.I.E+1
Standard Description: Explain why U.S. interest in expanding trade led to economic initiatives to create more ties with Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of U.S. economic initiatives on trade relationships with Asian countries during this period.
* Describe how U.S. trade policies reflected the broader economic strategy of the period.
* Evaluate the long-term impacts of mid-19th century U.S. trade initiatives on subsequent U.S.-Asia relations.
* Explain the economic motivations driving U.S. interest in expanding trade with Asia during this period.
* Identify the main economic initiatives the U.S. undertook to expand trade with Asia between 1844 and 1877.
* Utilize maps to identify key Asian regions where U.S. economic initiatives were focused and explain their significance.

Assessment Boundaries:
* Assessments based on this standard should focus on U.S. economic initiatives to expand trade with Asia between 1844 and 1877, specifically the motivations behind these initiatives and their immediate effects on trade relationships. Students should be able to identify key economic policies and actions, such as the Kanagawa Treaty of 1854 and Commodore Perry's mission to Japan, and explain how these reflected broader U.S. economic strategies of the period.

Assessments should not include detailed information about natural resources, western settlement patterns, or specific legislation promoting western development. Additionally, long-term impacts of U.S.-Asian trade initiatives beyond 1877, U.S. trade policies with non-Asian regions, and specific cultural or diplomatic initiatives fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that U.S. trade expansion in Asia was primarily driven by a desire for exotic goods, not recognizing the broader economic motivations such as finding new markets for American products and securing resources for industrial growth.
* Some students might incorrectly assume that U.S. economic initiatives in Asia were entirely separate from westward expansion, not realizing how these developments were interconnected aspects of America's growing economic and geopolitical influence.
* Some students might think that U.S. economic initiatives in Asia were solely focused on Japan, overlooking other Asian regions where the U.S. sought to establish trade relationships during this period.
* There's a possibility that students could overemphasize the role of military power in establishing trade relations, not fully appreciating the complex interplay of economic, diplomatic, and strategic factors involved in creating ties with Asia.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1582.0
Standard ID: KC-5.1.I.E+2
Standard Description: Explain why U.S. interest in expanding trade led to diplomatic initiatives to create more ties with Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source treaties or agreements between the U.S. and Asian countries to determine the benefits secured by such diplomatic initiatives.
* Analyze the geopolitical context in which the United States sought to expand its trade networks in Asia and how this influenced diplomatic relations.
* Compare the trade and diplomatic strategies employed by the United States in Asia with those used in other regions during the same period.
* Evaluate the effectiveness of U.S. diplomatic initiatives in Asia and how these efforts contributed to America's expanding global influence.
* Examine visual sources such as political cartoons to understand contemporary views on the U.S. trade initiatives in Asia.
* Explain the economic motivations behind U.S. diplomatic efforts to establish connections with Asia during the mid-19th century.
* Identify key diplomatic initiatives that were pursued by the United States to create stronger ties with Asian countries resulting from trade interests, including Commodore Matthew Perry's 1853-1854 mission to Japan that resulted in the Kanagawa Treaty.
* Use primary sources to identify the perspectives of American diplomats or policymakers regarding trade relationships with Asia.

Assessment Boundaries:
* Assessments based on this standard should focus on key U.S. diplomatic initiatives aimed at expanding trade ties with Asia in the mid-19th century, particularly the mission led by Commodore Matthew Perry to Japan. Students should be able to explain the economic motivations behind these initiatives and analyze the geopolitical context in which they occurred. The assessment should emphasize the immediate goals and outcomes of these diplomatic efforts, such as the signing of the Kanagawa Treaty.

Assessments should not include detailed analysis of long-term impacts on U.S.-Asian relations, specific cultural initiatives, or comparisons with U.S. trade policies in other regions. Additionally, in-depth examination of primary sources, beyond identifying basic perspectives of American diplomats, falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Asian countries uniformly welcomed U.S. trade initiatives, overlooking potential resistance or skepticism.
* Some students might incorrectly assume that the U.S. was the only Western nation seeking to establish trade relationships with Asian countries during this period.
* Some students might think that U.S. diplomatic initiatives in Asia were primarily motivated by cultural exchange rather than economic interests.
* There's a possibility that students could overestimate the immediate economic impact of these diplomatic initiatives on U.S. trade volume with Asia.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1583.0
Standard ID: KC-5.1.I.E+3
Standard Description: Explain why U.S. interest in expanding trade led to cultural initiatives to create more ties with Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. trade-related cultural initiatives on U.S.-Asia relations in the context of the broader historical developments during this period.
* Assess the limitations and challenges faced by the U.S. when implementing cultural initiatives to promote trade with Asia.
* Describe how specific cultural initiatives reflect the U.S.'s strategic interests in expanding its influence in Asia.
* Explain the motivations behind the U.S.'s cultural initiatives intended to enhance trade ties with Asia.
* Identify the key cultural initiatives developed by the U.S. to foster trade relationships with Asia during the period 1844 to 1877.
* Use primary and secondary sources to evaluate the success of the U.S.'s cultural initiatives in strengthening trade relations with Asia.

Assessment Boundaries:
* Assessments based on this standard should focus on the cultural initiatives developed by the U.S. to foster trade relationships with Asia between 1844 and 1877. Students should be able to explain the motivations behind these initiatives, analyze their impact on U.S.-Asia relations, and describe how they reflect U.S. strategic interests in Asia. The assessment should emphasize the connection between cultural initiatives and trade expansion within the context of broader U.S. foreign policy goals.

Assessments should not include detailed economic motivations behind U.S. trade expansion in Asia, specific diplomatic actions beyond cultural initiatives, or long-term impacts extending into the late 19th and early 20th centuries. Additionally, comparisons with U.S. trade policies in other regions or detailed analysis of primary sources fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Asian nations were passive recipients of American cultural initiatives, not recognizing the potential for mutual influence and exchange between cultures.
* Some students might incorrectly assume that U.S. cultural initiatives in Asia were uniformly applied across all Asian nations, not accounting for regional differences and varying responses to American influence.
* Some students might think that U.S. cultural initiatives in Asia were solely driven by economic interests, overlooking the complex interplay between cultural, diplomatic, and strategic motivations.
* There's a possibility that students could overestimate the immediate success of U.S. cultural initiatives in Asia, not considering the challenges and limitations faced in implementing these programs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.2
Cluster Name: 1. Manifest Destiny
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: Unit 5: Learning Objective B
Standard Description: Explain the causes and effects of westward expansion from 1844 to 1877.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: KC-5.1.I.C
Standard Description: The United States added large territories in the West through victory in the Mexican- American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1591.0
Standard ID: KC-5.1.I.C+1
Standard Description: Explain why the United States' addition of large territories in the West through victory in the Mexican-American War and diplomatic negotiations raised questions about the status of slavery in the newly acquired lands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how different political groups, including Northern Whigs led by figures such as Abraham Lincoln, opposed territorial expansion and slavery, and explain how these views contributed to escalating national tensions.
* Describe the impact of the Treaty of Guadalupe Hidalgo on the status of slavery in the newly acquired territories.
* Evaluate how political responses to territorial expansion, such as the Wilmot Proviso's passage in the House but failure in the Senate, reflected deepening sectional tensions and the intensifying national debate on slavery.
* Explain how the Mexican-American War intensified the debate over the expansion of slavery in the United States.
* Identify the territories acquired by the United States through the Mexican-American War, explain the causes of the war including Texas annexation, and analyze how these acquisitions raised the question of slavery's expansion.
* Utilize primary source materials to analyze significant events such as the Bear Flag Republic in California and assess differing regional perspectives on American expansion and slavery in newly acquired territories.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific events and debates surrounding the status of slavery in territories acquired through the Mexican-American War. Students should be able to explain how the war's outcome, including the Treaty of Guadalupe Hidalgo, raised questions about slavery's expansion. The assessment should emphasize key legislative attempts to address this issue, such as the Wilmot Proviso, and how these reflected growing sectional tensions. Assessments should not include detailed information about Mexican American or American Indian experiences in these territories. Additionally, geographic and economic factors influencing settler relations, specific U.S. government policies toward American Indians, and the Gadsden Purchase fall outside the scope of this standard and should be avoided in assessments. Questions should focus on the national debate over slavery rather than regional economic or cultural conflicts.
* Focus assessments on the specific debates and legislative measures surrounding the status of slavery in the territories acquired following the Mexican-American War. Examples to be emphasized include the Wilmot Proviso, the arguments for and against it, and the Compromise of 1850. Students should analyze how these legislative attempts reflected and ignited regional tensions regarding slavery. Avoid addressing unrelated broader political or cultural conflicts that do not directly connect to the status of slavery in these newly acquired territories.

Common Misconceptions:
* Learners may believe that the Treaty of Guadalupe Hidalgo directly addressed the status of slavery in newly acquired territories, when in fact it left this issue unresolved.
* Some students might incorrectly assume that the Wilmot Proviso became law, not realizing it failed in the Senate and highlighted the growing sectional divide over slavery's expansion.
* Some students might think that the Mexican-American War was fought primarily to expand slavery, overlooking other motivations such as territorial expansion and manifest destiny.
* There's a possibility that students could view the debate over slavery in new territories as solely a North vs. South issue, not recognizing the complexity of opinions within different regions and political parties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1592.0
Standard ID: KC-5.1.I.C+2
Standard Description: Explain why the United States' addition of large territories in the West through victory in the Mexican-American War and diplomatic negotiations raised questions about the status of American Indians in the newly acquired lands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of U.S. policy towards American Indians following the addition of new territories.
* Assess the long-term implications of the Mexican-American War on American Indian sovereignty and land rights.
* Compare the treatment of American Indians in newly acquired territories with those in pre-existing U.S. territories.
* Describe the legal and social challenges American Indians faced as the U.S. expanded westward.
* Evaluate primary and secondary source materials to corroborate various perspectives on the impact of U.S. territorial acquisition on American Indians.
* Explain how the acquisition of new western territories impacted American Indian communities.
* Identify the key military campaigns, including General Scott's advance on Mexico City and operations in California and New Mexico, that secured territories acquired by the United States through the Mexican-American War.
* Interpret maps of territorial changes post-Mexican-American War to understand geopolitical shifts affecting American Indians.

Assessment Boundaries:
* Assessment should focus on examining specific cases where the acquisition of western territories post-Mexican-American War affected American Indians' status. This includes the reassessment of existing treaties, disputes over land ownership, and changes to tribal governance. Evaluations should consider the impact on American Indian autonomy and the federal government's shifting policies. Avoid broader examinations that include issues not directly related to the land status or policies toward American Indians after these new acquisitions.
* Assessments based on this standard should focus on the broad impacts of U.S. territorial acquisition on American Indian communities in the newly acquired western lands. Students should be able to explain how the Mexican-American War and subsequent land acquisitions affected American Indian legal status, land rights, and cultural autonomy. The assessment should emphasize the challenges faced by American Indian communities within the context of U.S. westward expansion.

Assessments should not include detailed information about specific U.S. government policies, legislation, or treaties affecting American Indians. Additionally, comparative analyses of American Indian experiences in different regions or time periods fall outside the scope of this standard and should be avoided in assessments. The Gadsden Purchase of 1853 and its specific impacts should also be excluded.

Common Misconceptions:
* Learners may believe that American Indians in the newly acquired territories were automatically granted U.S. citizenship and equal rights.
* Some students might think that the status of American Indians in newly acquired territories was immediately and uniformly settled after the Mexican-American War.
* There's a possibility that students could overlook the diversity of American Indian experiences and assume that all tribes were equally affected by U.S. territorial expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1593.0
Standard ID: KC-5.1.I.C+3
Standard Description: Explain why the United States' addition of large territories in the West through victory in the Mexican-American War and diplomatic negotiations raised questions about the status of Mexicans in the newly acquired lands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the key provisions of the Treaty of Guadalupe Hidalgo, including the $15 million payment, border recognition, and property rights guarantees, and assess their impact on the rights and status of Mexicans in the newly acquired lands.
* Describe the role of diplomatic negotiations, such as the Gadsden Purchase, in altering the status and rights of Mexicans in the new territories.
* Evaluate how the annexation of new territories through the Mexican-American War influenced American domestic policies regarding Mexicans.
* Explain the social and legal questions raised about the status of Mexicans in the newly acquired territories after the Mexican-American War.
* Identify the disputed borders that led to military conflict in 1846, including competing claims over the Rio Grande and Nueces River, and explain the resulting territorial changes from the Mexican-American War.

Assessment Boundaries:
* Assessments based on this standard should focus on the immediate consequences of the Mexican-American War for Mexicans in the newly acquired territories, key provisions of the Treaty of Guadalupe Hidalgo, and the social and legal questions raised about Mexicans' status. Students should be able to explain how the war and subsequent treaty affected property rights, citizenship, and cultural identity of Mexicans in these areas. The assessment should emphasize the complexity of incorporating new territories and populations into the United States.

Assessments should not include detailed information about long-term Mexican American experiences, specific U.S. government policies toward American Indians, or geographic and economic factors influencing Mexican-U.S. settler relations. Additionally, the Gadsden Purchase of 1853 and comparative analysis of American Indian experiences fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the U.S. government had a unified and consistent approach to incorporating Mexicans from the new territories, not realizing the varied practices enacted at different levels of government.
* Some students might incorrectly assume that most Mexicans in the newly acquired territories quickly integrated into American society, underestimating the desire to preserve distinct cultural identities and the resistance to change.
* Some students might think that the Treaty of Guadalupe Hidalgo immediately resolved all questions about the status of Mexicans in the newly acquired territories, overlooking the complex legal and social challenges that persisted.
* There's a possibility that students could overestimate the extent to which Mexicans in the new territories were able to maintain their property rights, not recognizing the legal and economic pressures that often led to land losses.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: KC-5.1.II.C
Standard Description: U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups' economic self-sufficiency and cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1601.0
Standard ID: KC-5.1.II.C+1
Standard Description: Explain why the U.S. government's interaction and conflict with Mexican Americans increased in regions newly taken from American Indians and Mexico, altering the group's economic self-sufficiency and culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze U.S. government policies regarding land acquisition and settlement in regions taken from Mexico and American Indians, and explain the effects of these policies on the economic independence of Mexican Americans.
* Analyze primary source materials such as treaties, government documents, and personal accounts to explain the changing dynamics of Mexican American communities following the Mexican–American War.
* Compare the experiences of Mexican Americans in different regions following U.S. territorial acquisitions and explain how these experiences varied based on local economic and political circumstances.
* Evaluate how increased U.S. settlement and governmental presence in territories acquired from Mexico influenced the cultural and social practices of Mexican American communities.
* Explain the broader historical context of U.S. expansionist policies and how these might have influenced conflicts with Mexican Americans and American Indians, altering their socioeconomic conditions.
* Identify the key territorial changes resulting from the U.S. expansion and explain how these changes led to increased interactions between the U.S. government and Mexican Americans in those regions.
* Utilize historical maps to identify regions of conflict between U.S. settlers and Mexican Americans and explain how geographic considerations influenced economic and cultural conflicts.

Assessment Boundaries:
* Assessments based on this standard should focus on the increased interactions between the U.S. government and Mexican Americans in territories acquired after the Mexican-American War. Students should be able to explain how these interactions affected Mexican Americans' economic self-sufficiency and cultural practices. The assessment should emphasize the broader context of U.S. expansionist policies and their impact on Mexican American communities.

Assessments should not include detailed information about specific Mexican American experiences, geographic and economic factors influencing Mexican-U.S. settler relations, or U.S. government policies toward American Indians. Additionally, comparative analysis of American Indian experiences and the Gadsden Purchase of 1853 fall outside the scope of this standard and should be avoided in assessments.
* Limit the assessment to the evaluation of specific historical interactions and conflicts between the U.S. government and Mexican Americans in the newly acquired territories after the Mexican-American War. Focus on how these interactions altered the economic self-sufficiency and cultural aspects of Mexican Americans. Case studies could include the Treaty of Guadalupe Hidalgo's impact on land rights and economic claims, and analyze cultural changes such as shifts in language usage, traditions, and community structures. Avoid a broader context of American Indian interactions or U.S. expansion policies unrelated to direct effects on Mexican Americans.

Common Misconceptions:
* Learners may believe that the economic and cultural impacts on Mexican Americans were immediate and uniform across all regions, not considering the varied experiences of different communities.
* Some students might incorrectly assume that U.S. expansionist policies were motivated solely by cultural or racial factors, overlooking economic and strategic interests.
* Some students might think that U.S. government interactions with Mexican Americans were solely negative, overlooking potential attempts at incorporating them into American society.
* There's a possibility that students could underestimate the persistence and adaptation of Mexican American cultural practices in the face of U.S. government policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1602.0
Standard ID: KC-5.1.II.C+2
Standard Description: Explain why the U.S. government's interaction and conflict with American Indians increased in regions newly taken from American Indians and Mexico, altering the group's economic self-sufficiency and culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the cultural changes experienced by American Indians as a result of U.S. expansion and intervention in their regions.
* Assess how primary and secondary sources describe the impact of U.S. policies on American Indian culture and economy after territorial changes.
* Discuss the broader historical context in which U.S. interactions with American Indians occurred after the Mexican-American War, using maps to identify key geographic regions.
* Evaluate the historical significance of increased U.S. government interaction with American Indians following territorial acquisitions from Mexico.
* Explain how U.S. government policies, including forcible displacement and land seizures, affected American Indians' economic self-sufficiency and civil rights in newly acquired territories.
* Identify the reasons for increased U.S. government conflict and interaction with American Indians in regions acquired from Mexico.

Assessment Boundaries:
* Assessments based on this standard should focus on the reasons for increased U.S. government interaction and conflict with American Indians in newly acquired territories, the general impact of U.S. expansion on American Indian economic self-sufficiency, and broad cultural changes experienced by American Indian groups. Students should be able to explain the historical context of these interactions and evaluate their significance using appropriate primary and secondary sources.

Assessments should not include detailed information about specific U.S. government policies, legislation, or treaties toward American Indians in new territories. Additionally, comparative analyses of American Indian experiences in different regions, detailed accounts of Mexican American experiences, and specific geographic or economic factors influencing settler relations should be avoided in assessments.

Common Misconceptions:
* Learners may believe that U.S. government actions toward American Indians were widely accepted or considered justified at the time, overlooking the diverse perspectives and resistance from affected groups.
* Some students might incorrectly assume that American Indians were passive recipients of U.S. policies, rather than recognizing their active responses, adaptations, and resistance to changing circumstances.
* Some students might think that the conflicts between the U.S. government and American Indians arose solely because of cultural differences, rather than understanding the complex factors including territorial expansion and competition for resources.
* There's a possibility that students could misunderstand the varied impacts of U.S. expansion on different American Indian tribes, not recognizing that consequences differed based on specific circumstances and tribal responses.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.3
Cluster Name: 2. The Mexican–American War
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: Unit 5: Learning Objective C
Standard Description: Explain the causes and effects of the Mexican–American War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: KC-5.2.II.A
Standard Description: The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1611.0
Standard ID: KC-5.2.II.A+1
Standard Description: Explain how the Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the debates over slavery in the Mexican Cession territories contributed to escalating tensions between the North and South.
* Evaluate the significance of legislative attempts, such as the Wilmot Proviso, in shaping the national dialogue on slavery after the Mexican Cession.
* Explain how the Mexican Cession exacerbated existing sectional divisions, using political cartoons from the period as a basis for analysis.
* Explain the differing regional perspectives on slavery in territories acquired through the Mexican Cession, emphasizing how the balance between free and slave states in the Senate gave each section power to block legislation harmful to its interests.
* Identify and describe a claim made in a primary source document about the contentious political debates following the Mexican Cession.
* Identify key political events following the Mexican Cession that fueled controversies over slavery expansion, including the formation of the Free-Soil Party and the 1848 election where Zachary Taylor, Lewis Cass, and Martin Van Buren represented different perspectives on territorial slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on the immediate political and social consequences of the Mexican Cession, including key events like the formation of the Free-Soil Party and the 1848 election. Students should be able to explain differing regional perspectives on slavery expansion and analyze how these debates intensified sectional tensions. The assessment should emphasize the complexity of the slavery issue within the context of newly acquired territories.

Assessments should not include detailed analysis of specific court cases related to slavery in territories or interpretations of judicial opinions. Additionally, the long-term consequences of the Compromise of 1850 and subsequent legislative actions fall outside the scope of this standard and should be avoided in assessments. Questions should focus on the period immediately following the Mexican Cession rather than extended historical timelines.

Common Misconceptions:
* Learners may believe that all politicians from Northern states uniformly opposed slavery expansion into new territories, not recognizing the diversity of opinions and political strategies within regions.
* Some students might incorrectly assume that proposals like popular sovereignty were widely accepted solutions to the slavery issue in new territories, rather than recognizing them as contentious and ultimately ineffective attempts at compromise.
* Some students might think that the Mexican Cession immediately led to a clear division between free and slave states, overlooking the complex debates and political maneuvering that followed.
* There's a possibility that students could view the controversy over slavery in new territories as a purely political issue, without considering the moral and economic factors that influenced the debate.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1620.0
Standard ID: KC-5.2.II.B.i
Standard Description: The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1621.0
Standard ID: KC-5.2.II.B.i+1
Standard Description: Explain the courts' attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps or charts showing territorial changes and evaluate how they influenced court decisions on slavery.
* Analyze the impact of court decisions related to the Compromise of 1850 on U.S. federal policy regarding slavery.
* Evaluate the effectiveness of the courts in resolving conflicts over slavery, including how the concept of popular sovereignty shifted decision-making power from Congress to territorial settlers, and how this approach influenced subsequent federal policies.
* Explain how the Compromise of 1850 aimed to resolve disputes over slavery in new territories by admitting California as a free state, allowing popular sovereignty in Utah and New Mexico territories, strengthening the Fugitive Slave Act, abolishing the slave trade in Washington, D.C., and settling the Texas-New Mexico boundary.
* Identify and describe primary sources that depict court rulings on slavery issues in the territories and analyze their significance.
* Identify the judicial strategies used by the courts to address the issue of slavery in the territories during the period including the Compromise of 1850.

Assessment Boundaries:
* Assessments based on this standard should focus on the courts' general attempts to resolve slavery issues in the territories, with particular emphasis on the Compromise of 1850 and its components. Students should be able to explain the concept of popular sovereignty and how it related to judicial and legislative efforts to address slavery in new territories. The assessment should emphasize the immediate impacts of these attempts within the context of growing sectional tensions.

Assessments should not include specific court cases, detailed analysis of primary sources related to court rulings, or interpretation of territorial boundary changes. Additionally, the roles of individual national leaders or broader political and social changes beyond the immediate context of judicial and legislative attempts to resolve slavery issues should be avoided in assessments.

Common Misconceptions:
* Learners may believe that popular sovereignty completely resolved the issue of slavery in the territories, overlooking ongoing conflicts and tensions.
* Some students might incorrectly assume that the courts were the sole authority in resolving slavery issues in the territories, underestimating the role of legislative actions and compromises.
* Some students might think that the Compromise of 1850 was primarily a court decision rather than a series of legislative measures.
* There's a possibility that students could misunderstand the Compromise of 1850 as only addressing slavery, without recognizing its other components such as territorial boundaries and the slave trade in Washington D.C.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1622.0
Standard ID: KC-5.2.II.B.i+2
Standard Description: Explain national leaders' attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Compromise of 1850 attempted to balance regional interests, particularly how California's admission as a free state disrupted the Senate balance between free and slave states, alarming Southern leaders who saw it as a threat to slavery's future.
* Analyze primary source documents related to the Compromise of 1850 to identify the varying viewpoints of national leaders regarding slavery.
* Describe the political and social impacts of national leaders' attempts to address slavery, particularly how the strengthened Fugitive Slave Act of 1850 denied alleged fugitives jury trials, imposed penalties on those aiding runaways, and intensified Northern opposition to slavery.
* Evaluate the effectiveness of the Compromise of 1850 and other national efforts to resolve the issue of slavery in terms of easing sectional tensions.
* Explain the different strategies employed by national leaders in addressing slavery, including President Taylor's opposition to the Compromise of 1850, the impact of his death on its passage, and Lewis Cass's proposal of popular sovereignty as an alternative approach.
* Identify key national leaders involved in resolving the issue of slavery in the territories, including Henry Clay's proposal and championing of the comprehensive package of bills known as the Compromise of 1850.

Assessment Boundaries:
* Assessments based on this standard should focus on national leaders' attempts to resolve the issue of slavery in territories, particularly the Compromise of 1850. Students should be able to identify key components of the Compromise, explain strategies like popular sovereignty, and analyze how these efforts aimed to balance regional interests. The assessment should emphasize the political and social impacts of these attempts within the context of growing sectional tensions.

Assessments should not include detailed analysis of specific court cases related to slavery in territories, interpretation of primary sources from court rulings, or examination of territorial boundary changes resulting from court decisions. Additionally, post-1850 compromises and regional events unrelated to federal initiatives to address slavery in territories should be avoided in assessments.

Common Misconceptions:
* Learners may believe that popular sovereignty meant all residents of a territory could vote on whether to allow slavery, when it was actually limited to white male settlers.
* Some students might incorrectly assume that all national leaders agreed on the proposed solutions to the slavery issue, overlooking the significant debates and opposition surrounding measures like the Compromise of 1850.
* Some students might think that the Compromise of 1850 was a single piece of legislation, rather than a series of separate bills addressing various aspects of the slavery issue.
* There's a possibility that students could view the Compromise of 1850 as a permanent solution to the slavery issue, rather than a temporary measure that ultimately deepened divisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.4
Cluster Name: 3. The Compromise of 1850
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: Unit 5: Learning Objective D
Standard Description: Explain the similarities and differences in how regional attitudes affected federal policy in the period after the Mexican–American War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: KC-5.1.II.A
Standard Description: Substantial numbers of international migrants continued to arrive in the United States from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they could preserve elements of their languages and customs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1631.0
Standard ID: KC-5.1.II.A+1
Standard Description: Explain the effects of substantial numbers of international migrants continuing to arrive in the United States from Europe and Asia, mainly from Ireland and Germany.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social tensions and reactions that arose in American society as a result of the arrival of immigrants from Ireland and Germany.
* Compare the settlement patterns of Irish and German immigrants and their integration into American society with other immigrant groups of the same period using census data.
* Describe the changes in urban demographics and infrastructure as a result of Irish and German immigration, using historical maps.
* Evaluate the significance of German and Irish cultural contributions to American society in terms of social, economic, and cultural practices.
* Explain how these immigrant groups influenced American culture, particularly through the preservation of their languages and customs in ethnic communities.
* Identify the main reasons why substantial numbers of immigrants from Ireland and Germany arrived in the United States during this period, including the impact of the Great Potato Famine (1845-1852) on Irish emigration.
* Use political cartoons from the era to explain public perceptions and stereotypes of the Irish and German immigrants.
* Utilize primary source accounts, such as letters and diaries, to explain the personal experiences of Irish and German immigrants during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the reasons for substantial Irish and German immigration to the United States, their settlement patterns, and the effects of their arrival on American society. Students should be able to explain how these immigrant groups preserved their culture, influenced American society, and affected social dynamics, including the rise of anti-Catholic nativist sentiment. The assessment should emphasize the varied experiences of Irish and German immigrants within the context of mid-19th century America.

Assessments should not include detailed economic contributions of immigrants, specific examples of cultural influences, or comparisons to other immigrant groups outside the specified time period. Additionally, topics related to slavery, abolitionism, and constitutional arguments fall outside the scope of this standard and should be avoided in assessments. Questions about immigrant experiences should be limited to general trends rather than specific individual accounts.
* Focus assessments on analyzing specific impacts of Irish and German immigrant communities on American urban cultural landscapes and daily life during 1844-1877. Include how these immigrant groups preserved their culture through ethnic communities and affected local economies via labor contributions, especially in northern cities. Avoid broader cross-era cultural trends or immigration patterns post-1877.

Common Misconceptions:
* Learners may believe that immigrant communities completely isolated themselves from broader American society, overlooking the complex interactions and influences between immigrant groups and the existing population.
* Some students might incorrectly assume that all Irish immigrants settled in urban areas while all German immigrants chose rural settings, overlooking the diversity of settlement patterns within each group.
* Some students might think that Irish and German immigrants had similar experiences upon arrival in the United States, not recognizing the differences in their skills, settlement patterns, and reception by American society.
* There's a possibility that students could view the anti-Catholic nativist movement as solely focused on Irish immigrants, not realizing its impact on German Catholics as well.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1632.0
Standard ID: KC-5.1.II.A+2
Standard Description: Explain the effects of substantial numbers of international migrants, mainly from Ireland and Germany, settling in ethnic communities where they could preserve elements of their languages and customs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the broader historical context surrounding the migration of these groups and how their settlement patterns were influenced by political and economic conditions both in Europe and the United States.
* Analyze the economic contributions of Irish and German immigrant communities and how their settlement patterns influenced American economic development.
* Compare primary source accounts from Irish and German communities to understand differing perspectives on cultural preservation and interaction with American society.
* Discuss how the presence of these ethnic communities impacted broader American cultural development, influencing food, language, and traditions.
* Evaluate the social dynamics and interactions between these immigrant communities and native-born Americans, including aspects of assimilation and resistance, while comparing Irish immigrants' settlement in Northeastern cities and their economic challenges with German immigrants' agricultural settlements in the Midwest.
* Explain how settling in ethnic communities allowed Irish and German migrants to preserve their cultural identities within American society.
* Identify the elements of language, customs, and traditions preserved by Irish and German immigrant communities in the United States during this period.
* Utilize maps and visual data to understand the geographic distribution of Irish and German communities and explain how these influenced their ability to maintain cultural cohesion.

Assessment Boundaries:
* Assessment should focus on examining specific examples of how Irish and German immigrants formed ethnic enclaves and the cultural dynamics within these communities. Evaluate the influence of these immigrants in areas such as language retention, cultural celebrations, and community support systems, particularly in urban settings like New York and Chicago. Avoid broader issues of immigration policy or later waves of immigration outside the 1844-1877 timeframe.
* Assessments based on this standard should focus on the formation and characteristics of Irish and German ethnic communities in the United States between 1844 and 1877, including their efforts to preserve language, customs, and traditions. Students should be able to explain how settling in ethnic enclaves allowed immigrants to maintain cultural identities while contributing to American economic development. The assessment should emphasize the different experiences of Irish immigrants in Northeastern cities and German immigrants in Midwestern agricultural communities.

Assessments should not include specific examples of how Irish and German immigrants influenced American cultural practices, comparisons between anti-Catholic sentiment and other nativist movements, or detailed analysis of immigration policies. Additionally, broader issues related to slavery, abolitionism, or constitutional debates fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Irish and German immigrants faced identical challenges and experiences in their new communities, overlooking the differences between urban and rural settlement patterns.
* Some students might think that Irish and German immigrants completely isolated themselves from American society within their ethnic communities, ignoring any cultural exchange or integration that occurred.
* There's a possibility that students could assume that the preservation of ethnic customs and languages hindered the economic success of Irish and German immigrants, not recognizing their significant contributions to American economic development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1640.0
Standard ID: KC-5.1.II.B
Standard Description: A strongly anti-Catholic nativist movement arose that was aimed at limiting new immigrants’ political power and cultural influence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1641.0
Standard ID: KC-5.1.II.B+1
Standard Description: Explain how a strongly anti-Catholic nativist movement arose, aimed at limiting new immigrants' political power and cultural influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of anti-Catholic nativist sentiments on political policies and immigrant communities.
* Compare the anti-Catholic sentiment with other contemporaneous nativist movements and explain their similarities and differences.
* Evaluate the role of specific events, such as the publication of anti-Catholic literature or outbreaks of violence, in fueling nativist attitudes.
* Explain how economic, political, and cultural fears contributed to the rise of the anti-Catholic nativist movement.
* Identify the origins and motivations of the anti-Catholic nativist movement in the United States during this period, including the formation of the Know-Nothing Party (American Party) and its political objectives.
* Use primary sources, such as political cartoons or pamphlets, to assess the public perception and rhetoric of the anti-Catholic movement during the period.

Assessment Boundaries:
* Assessments based on this standard should focus on the origins, motivations, and political manifestations of the anti-Catholic nativist movement in the United States between 1844 and 1877. Students should be able to explain how economic, political, and cultural fears contributed to the movement's rise, analyze its impact on policies and immigrant communities, and evaluate the role of specific events in fueling nativist attitudes. The assessment should emphasize the formation and objectives of the Know-Nothing Party (American Party) within the context of increased Catholic immigration from Ireland and Germany.

Assessments should not include detailed information about slavery, abolitionism, or the free-soil movement. Additionally, specific economic contributions or cultural influences of Irish and German immigrants fall outside the scope of this standard and should be avoided in assessments. Comparisons between anti-Catholic sentiment and other contemporaneous nativist movements should also be excluded.

Common Misconceptions:
* Learners may believe that the Know-Nothing Party was primarily focused on general immigration restriction, not recognizing its specific emphasis on limiting Catholic immigrants' influence.
* Some students might incorrectly assume that anti-Catholic sentiment was uniformly distributed across the country, not recognizing regional variations in its intensity and manifestations.
* Some students might think that the anti-Catholic nativist movement was solely a reaction to the Great Potato Famine, overlooking other contributing factors such as existing religious tensions and fears of political influence.
* There's a possibility that students could misinterpret the extent of the nativist movement's influence, either overestimating its widespread support or underestimating its significant political impact.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: KC-5.2.I.A
Standard Description: The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1651.0
Standard ID: KC-5.2.I.A+1
Standard Description: Explain how the North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source excerpts from Northern and Southern viewpoints regarding labor and evaluate the economic arguments presented.
* Describe how the reliance on different labor systems influenced social structures in the North and South, particularly focusing on class and racial dynamics.
* Evaluate the emergence of the free-soil movement and explain its significance in the context of North-South labor dynamics.
* Explain the contrasting economic systems of the North and South, highlighting how railroad expansion and infrastructure development contributed to sectional economic differences and the North's eventual strategic advantages leading up to the Civil War.
* Identify the economic foundations of the North’s manufacturing economy and discuss how these foundations relied on free labor.
* Utilize maps and statistical data to track the growth of manufacturing in the North and the distribution of slave labor in the South, explaining the geographical implications of these economic trends.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic contrasts between the Northern and Southern systems, emphasizing how the North's reliance on free labor supported its manufacturing growth compared to the South's dependency on slave labor for agriculture. Students should be able to explain how these differences contributed to sectional tensions and economic disparities, including the role of railroad expansion in furthering these contrasts. Assessments should not include detailed analysis of primary sources, specific arguments from the free-soil movement, or in-depth exploration of social structures and racial dynamics. Additionally, constitutional interpretations, abolitionist strategies, and immigrant contributions fall outside the scope of this standard and should be avoided in assessments.
* Focus the assessment on evaluating the economic contrasts between the Northern and Southern economic systems during the period, particularly how the North's reliance on free labor supported its manufacturing growth in contrast to the South's dependency on slave labor. Include discussions on how these economic differences fueled tensions over labor systems and the resulting political and economic impacts, such as the rise of the free-soil movement. Avoid broader themes like the moral debates over slavery or later Civil War events.

Common Misconceptions:
* Learners may believe that the Northern economy had no reliance on slave-produced goods, potentially underestimating the interconnectedness of the two economic systems.
* Some students might incorrectly assume that railroad expansion equally benefited both Northern and Southern economies, overlooking the strategic advantages it provided to the North.
* Some students might think that all Northerners opposed slavery primarily for economic reasons, overlooking the complexity of anti-slavery sentiments in the North.
* There's a possibility that students could overestimate the uniformity of economic systems within the North or South, not recognizing regional variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1652.0
Standard ID: KC-5.2.I.A+2
Standard Description: Explain why some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market, leading to a free-soil movement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the arguments presented by Northerners who were concerned about slavery undermining free labor, focusing on socioeconomic implications.
* Compare primary and secondary sources on the ideological differences between free labor advocates and Southern pro-slavery supporters.
* Evaluate the influence of free labor ideologies on the political and economic debates during the years leading up to the Civil War.
* Explain how the economic structure of the North's manufacturing economy contributed to the rise of the free-soil movement.
* Explain the historical significance of the free-soil movement in shaping Northern political strategies during the antebellum period.
* Identify and describe the claims made in primary sources from the free-soil movement advocating against the expansion of slavery.
* Identify the main reasons why some Northerners were concerned about the impact of slavery on the free labor market.
* Utilize political cartoons from the era to explain the Northern perspective on the threat of slavery to free labor.

Assessment Boundaries:
* Assessment should focus on the analysis of how Northern economic interests and concerns over the free labor market contributed to the rise of the free-soil movement. Students should be able to discuss specific arguments articulated by Northerners regarding the threat of slave labor to free labor opportunities. Avoid broad assessments of ideological stances on slavery unrelated to economic perspectives or the development of abolitionist sentiment.
* Assessments based on this standard should focus on the economic arguments presented by some Northerners against the expansion of slavery, particularly how they believed it would undermine the free labor market. Students should be able to explain the concept of free labor, its importance in the Northern manufacturing economy, and how these factors contributed to the rise of the free-soil movement. The assessment should emphasize the socioeconomic implications of slavery expansion from the perspective of free labor advocates.

Assessments should not include broader moral arguments against slavery, specific political strategies of the free-soil movement, or detailed comparisons of Northern and Southern labor systems. Additionally, the assessment should avoid exploring the electoral impact of the free-soil movement or delving into constitutional arguments related to slavery, as these topics fall outside the scope of this standard.

Common Misconceptions:
* Learners may believe that all Northerners who opposed slavery expansion did so solely for economic reasons, without recognizing the diversity of motivations and arguments against slavery.
* Some students might incorrectly assume that the Northern manufacturing economy inherently made all Northerners opponents of slavery, without understanding the nuanced economic arguments involved.
* Some students might think that the free-soil movement was primarily focused on abolishing slavery in existing slave states, rather than preventing its expansion into new territories.
* There's a possibility that students could confuse the free-soil movement with broader abolitionist efforts, not recognizing its specific focus on economic concerns and labor market competition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1660.0
Standard ID: KC-5.2.I.B
Standard Description: African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1661.0
Standard ID: KC-5.2.I.B+1
Standard Description: Explain how African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery that presented moral arguments against the institution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of abolitionist literature and speeches in shaping public opinion against slavery, particularly the influence of Harriet Beecher Stowe's 'Uncle Tom's Cabin' on Northern sentiment and Southern defensive reactions.
* Compare the approaches of African American and white abolitionists in their moral campaigns against slavery.
* Describe how moral arguments against slavery were communicated through abolitionist networks and publications, particularly through organizations like the American Anti-Slavery Society founded by William Lloyd Garrison, which organized speaking tours and published newspapers.
* Describe the roles white abolitionists played in mounting a visible campaign against slavery using moral arguments.
* Evaluate the effectiveness of moral arguments in gaining support for the abolitionist movement.
* Explain how African American abolitionists contributed to the anti-slavery movement through moral arguments.
* Identify the key moral arguments used by abolitionists against slavery.
* Use primary source speeches or documents to explain the abolitionists’ moral stance on slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on the moral arguments used by African American and white abolitionists against slavery, the visible campaign they mounted in the North, and the specific tactics employed to disseminate these arguments. Students should be able to identify key moral arguments, explain the contributions of both African American and white abolitionists, and analyze the impact of abolitionist literature and speeches on public opinion. The assessment should emphasize the effectiveness of moral arguments in gaining support for the abolitionist movement within the context of Northern society.

Assessments should not include topics such as pro-slavery arguments, the free-soil movement, immigrant experiences, or constitutional debates surrounding slavery. Additionally, specific examples of abolitionists assisting slave escapes, comparisons of Northern and Southern labor systems, and detailed analysis of violent abolitionist methods fall outside the scope of this standard and should be avoided in assessments. The focus should remain on the moral campaign against slavery rather than broader political or economic arguments.

Common Misconceptions:
* Learners may believe that abolitionists were widely popular and supported throughout the North, not realizing that they were actually a vocal minority who faced significant opposition even in non-slaveholding states.
* Some students might incorrectly assume that the abolitionists' campaign relied solely on moral arguments, not recognizing that religious and humanitarian perspectives also played crucial roles in their efforts against slavery.
* Some students might think that the abolitionist movement was primarily composed of white individuals, underestimating the significant contributions and leadership of African Americans in the movement.
* There's a possibility that students could assume all abolitionists used the same moral arguments and tactics in their campaign against slavery, overlooking the diversity of approaches within the movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1662.0
Standard ID: KC-5.2.I.B+2
Standard Description: Explain how African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery that assisted slaves’ escapes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents such as abolitionist writings or speeches that advocated for the escape of slaves and their impact on public perception in the North.
* Corroborate claims about the effectiveness of abolitionist campaigns by comparing accounts from different secondary sources focused on slave escape networks.
* Examine the role of the Underground Railroad and how it served as a tool for abolitionists to assist in slave escapes, including the geographic and logistic challenges involved, communication methods like 'freedom quilts,' and code words used to maintain secrecy.
* Explain the significance of specific abolitionist networks and individuals in facilitating slave escapes, highlighting contributions from figures like Frederick Douglass and Harriet Tubman to the anti-slavery movement.
* Identify the methods used by African American and white abolitionists to assist slaves' escapes and make their campaign against slavery visible in the North.
* Use maps to trace routes commonly used in the Underground Railroad and evaluate why certain paths were more successful than others in assisting slaves' escapes.

Assessment Boundaries:
* Assessments based on this standard should focus on the methods and strategies used by African American and white abolitionists to conduct a highly visible campaign against slavery in the North, despite being a minority. Students should be able to explain how these efforts raised public awareness about slavery and indirectly supported slave escapes. The assessment should emphasize the role of abolitionist writings, speeches, and other public awareness tactics within the context of Northern society.

Assessments should not include specific examples of abolitionists assisting individual slave escapes, detailed geographic information about escape routes, or comparisons between African American and white abolitionist approaches. Additionally, the political and economic arguments of the free-soil movement fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the abolitionist campaign focused solely on assisting slave escapes, overlooking the importance of public awareness efforts like writings, speeches, and demonstrations.
* Some students might incorrectly assume that the abolitionist campaign was uniformly peaceful, not realizing that some abolitionists considered the use of force as a potential tactic in their highly visible campaign.
* Some students might think that the majority of Northerners actively supported the abolitionist movement, rather than recognizing that abolitionists were a vocal minority.
* There's a possibility that students could underestimate the role of African American abolitionists in shaping the movement's strategies and public image.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1663.0
Standard ID: KC-5.2.I.B+3
Standard Description: Explain how African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery that sometimes expressed a willingness to use violence to achieve their goals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the justifications provided by abolitionists for the use of violence in their campaign against slavery.
* Describe specific instances where abolitionists assisted slaves' escapes and assess the impact of these actions.
* Evaluate the effectiveness of violent versus non-violent methods in the abolitionists' campaign against slavery.
* Explain how moral arguments were used by abolitionists to raise awareness and galvanize anti-slavery sentiment in the North.
* Identify the key methods used by African American and white abolitionists to campaign against slavery.
* Utilize primary sources, such as speeches or writings by abolitionists, to identify their arguments for the use of violence and analyze their impact on the anti-slavery movement.

Assessment Boundaries:
* Assessments based on this standard should focus on the methods and arguments used by African American and white abolitionists in their campaign against slavery, including moral arguments and their expressed willingness to use violence. Students should be able to identify key abolitionist tactics and explain how these contributed to a highly visible anti-slavery campaign despite abolitionists being a minority in the North.

Assessments should not include specific examples of violent actions, detailed justifications for violent versus non-violent methods, or comparisons between African American and white abolitionist approaches. Additionally, the political strategies of the free-soil movement, economic arguments against slavery, and specific instances of abolitionists assisting slave escapes fall outside the scope of this standard and should be avoided in assessments.
* Focus on the understanding of specific abolitionist actions that expressed a willingness to use violence for the anti-slavery cause. Highlight instances such as John Brown’s raid on Harpers Ferry and the roles of other militant abolitionists alongside their moral arguments and aid for escapes. Avoid broader narratives outside the immediate scope of violent expressions against slavery or how these actions directly contributed to tensions leading up to the Civil War.

Common Misconceptions:
* Learners may believe that abolitionists represented the majority opinion in the North during the antebellum period.
* Some students might incorrectly assume that abolitionists relied solely on moral arguments without employing other tactics in their campaign against slavery.
* Some students might think that all abolitionists supported the use of violence in their campaign against slavery.
* There's a possibility that students could overlook the collaboration between African American and white abolitionists in the anti-slavery campaign.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: KC-5.2.I.C
Standard Description: Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive social good, and the belief that slavery and states’ rights were protected by the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1671.0
Standard ID: KC-5.2.I.C+1
Standard Description: Explain how defenders of slavery based their arguments on racial doctrines.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that illustrate the use of racial doctrines in defense of slavery, identifying key arguments and perspectives.
* Compare the use of racial doctrines in defense of slavery with other contemporary arguments for and against slavery, analyzing key differences and similarities.
* Corroborate, qualify, or rebut arguments that employ racial doctrines in the defense of slavery using diverse historical evidence, including visual imagery or cartoons representing such doctrines.
* Evaluate the historical significance of racial doctrines in the context of slavery, explaining their impact on Southern society and politics.
* Explain how racial doctrines were utilized by defenders of slavery to justify the institution as beneficial to both enslaved individuals and society.
* Identify a source's point of view and purpose in defending slavery using racial doctrines, explaining how these elements influenced the arguments.
* Identify historical arguments related to racial doctrines used to defend the institution of slavery.
* Use historical examples and reasoning to explain the relationship between racial doctrines and the socio-political structures supporting slavery.

Assessment Boundaries:
* Assessment should focus on analyzing specific racial doctrines that defenders of slavery used as arguments during the period leading up to the Civil War. This might include examining pieces such as John C. Calhoun's defense of slavery based on racial inferiority or the arguments presented in works like "Cannibals All!" by George Fitzhugh that portrayed slavery as a civilizing force. Limit assessments to exploring these justifications and their societal implications, avoiding broader assessments of constitutional or economic arguments that defenders may have also used.
* Assessments based on this standard should focus on the general arguments and concepts of racial doctrines used to defend slavery in the antebellum period. Students should be able to identify, explain, and analyze how these racial doctrines were utilized to justify slavery as beneficial to both enslaved individuals and society. The assessment should emphasize the historical significance of these doctrines and their relationship to the socio-political structures supporting slavery.

Assessments should not include analysis of specific primary sources, detailed biographical information about pro-slavery advocates, or comparisons with other contemporary arguments for or against slavery. Additionally, constitutional arguments, economic justifications, and specific examples of abolitionist activities fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that racial doctrines used to defend slavery were uniformly accepted throughout the South, not recognizing the diversity of opinions that existed.
* Some students might incorrectly assume that racial doctrines used to defend slavery were entirely rejected in the North, not recognizing that similar racial attitudes existed to varying degrees in both regions.
* Some students might think that defenders of slavery relied solely on racial doctrines, overlooking other arguments such as economic or constitutional justifications.
* There's a possibility that students could overlook the connection between racial doctrines and religious arguments used by some to defend slavery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1672.0
Standard ID: KC-5.2.I.C+2
Standard Description: Explain how defenders of slavery based their arguments on the view that slavery was a positive social good.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how defenders of slavery used religious or cultural reasoning to portray slavery as a social benefit, including biblical justifications and comparisons of enslaved people with Northern 'wage slaves'.
* Compare the arguments for slavery as a positive social good with those opposing slavery, focusing on the different values and assumptions each held about society.
* Evaluate the historical significance and implications of portraying slavery as a positive social good in antebellum Southern society.
* Explain the rationale provided by supporters of slavery in the South who argued it was beneficial for societal stability and economic prosperity.
* Identify the principal arguments made by defenders of slavery who advocated it as a positive social good.
* Utilize primary sources, such as speeches or writings by slavery proponents, to explain the logic that framed slavery as a socially positive institution.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific arguments used by defenders of slavery to portray it as a positive social good. This includes religious justifications, comparisons to Northern labor conditions, and claims about societal stability and economic prosperity. Students should be able to identify, explain, and analyze these arguments within the context of antebellum Southern society.

Assessments should not include primary sources, broader economic justifications not tied to social benefits, or constitutional arguments for slavery. Additionally, comparisons between Northern and Southern labor systems, details about the Underground Railroad, and specific legal cases or legislation fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that all pro-slavery arguments were based solely on religious grounds, overlooking other cultural and social justifications.
* Some students might incorrectly assume that the 'positive social good' argument was only used to justify slavery to outsiders, not recognizing its prevalence within Southern society itself.
* Some students might think that defenders of slavery used the idea of a positive social good simply as a pretext, not understanding that many slaveholders and supporters genuinely believed in its moral and societal benefits.
* There's a possibility that students could view the argument for slavery as a positive social good as entirely about economic advantage, rather than understanding that it included complex claims about racial superiority and cultural paternalism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1673.0
Standard ID: KC-5.2.I.C+3
Standard Description: Explain how defenders of slavery based their arguments on the belief that slavery and states’ rights were protected by the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as speeches or writings, to identify how defenders of slavery used constitutional arguments.
* Compare the arguments of different defenders regarding the constitutional support for slavery and states’ rights.
* Evaluate the legal and historical significance of constitutional interpretations that defended slavery and states' rights leading up to the Civil War.
* Explain how defenders of slavery interpreted the Constitution to argue that it safeguarded slavery and supported states' rights.
* Identify the constitutional provisions cited by defenders of slavery as protection for both slavery and states' rights.
* Utilize political cartoons or propaganda from the period to explain public perceptions of constitutional support for slavery.

Assessment Boundaries:
* Assessments based on this standard should focus on the arguments and interpretations used by defenders of slavery to claim constitutional protection for slavery and states' rights. Students should be able to explain how these defenders interpreted the Constitution to support their position and analyze the reasoning behind their claims. The assessment should emphasize the connection between slavery and states' rights in these arguments within the context of pre-Civil War constitutional debates.

Assessments should not include specific quotes from primary sources, detailed accounts of particular legal cases, or in-depth analysis of individual constitutional provisions. Additionally, comparisons between pro-slavery arguments and abolitionist counter-arguments fall outside the scope of this standard and should be avoided in assessments. The economic and social justifications for slavery that do not directly relate to constitutional interpretations should also be excluded.

Common Misconceptions:
* Learners may believe that the Constitution explicitly endorsed slavery, rather than understanding that pro-slavery advocates interpreted certain provisions to support their position.
* Some students might incorrectly assume that constitutional arguments were the only basis for defending slavery, overlooking other justifications such as racial doctrines or economic rationales mentioned by pro-slavery advocates.
* Some students might think that all defenders of slavery used identical constitutional arguments, overlooking the variety of interpretations and reasoning employed by different individuals or groups.
* There's a possibility that students could confuse the concept of states' rights with an inherent justification for slavery, not recognizing that these were separate but often intertwined arguments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: Unit 5: Learning Objective E
Standard Description: Explain the effects of immigration from various parts of the world on American culture from 1844 to 1877.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.5
Cluster Name: 4. Sectional Conflict: Regional Differences
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: Unit 5: Learning Objective F
Standard Description: Explain how regional differences related to slavery caused tension in the years leading up to the Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: KC-5.2.II.B.ii
Standard Description: The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas-Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1681.0
Standard ID: KC-5.2.II.B.ii+1
Standard Description: Explain the courts' attempts to resolve the issue of slavery in the territories, including the Kansas-Nebraska Act, and the Dred Scott decision, and their ultimate failure to reduce conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons and transcripts from the Lincoln-Douglas debates of 1858 to understand public perception of the courts' rulings on slavery issues and how politicians like Stephen Douglas through his Freeport Doctrine attempted to reconcile conflicting views.
* Analyze the implications of the Kansas-Nebraska Act and the Dred Scott decision on the political tensions between the North and South.
* Evaluate the effectiveness of Supreme Court decisions in resolving sectional conflicts over slavery in the territories.
* Explain the significance of the Dred Scott decision and how it reflected the judiciary's stance on slavery in the territories.
* Identify the legal and political efforts made by the courts to address the issue of slavery in the territories during the period leading up to the Civil War.
* Use primary source excerpts from the Dred Scott decision to identify and describe the argument concerning citizenship and territorial rights.

Assessment Boundaries:
* Assessments based on this standard should focus on the courts' attempts to resolve the issue of slavery in the territories, specifically the Kansas-Nebraska Act of 1854 and the Dred Scott decision of 1857. Students should be able to explain the key provisions of these attempts, analyze their implications on sectional tensions, and evaluate their effectiveness in reducing conflict. The assessment should emphasize the legal reasoning behind these decisions and their societal impacts within the context of pre-Civil War America.

Assessments should not include topics related to nativism, its effect on political parties, or its influence on voter realignment. Additionally, detailed analysis of political cartoons depicting court rulings on slavery falls outside the scope of this standard and should be avoided in assessments. Questions about specific military events or political machinations beyond the actions of the courts themselves should also be excluded.

Common Misconceptions:
* Learners may believe that the Dred Scott decision was intended to end the debate over slavery in all states, rather than specifically addressing slavery in the territories and the rights of slaveholders.
* Some students might incorrectly assume that the Kansas-Nebraska Act and the Dred Scott decision were widely accepted in both the North and South, not recognizing the intense controversy and division they caused.
* Some students might think that the Kansas-Nebraska Act was a Supreme Court decision rather than an act of Congress, confusing it with judicial attempts to resolve the slavery issue.
* There's a possibility that students could view the failure of these attempts to resolve the slavery issue as primarily due to judicial incompetence, overlooking the deep-seated social and political divisions that made compromise difficult.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1682.0
Standard ID: KC-5.2.II.B.ii+2
Standard Description: Explain national leaders' attempts to resolve the issue of slavery in the territories, including the Kansas-Nebraska Act, and the Dred Scott decision, and their ultimate failure to reduce conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of national leaders' attempts to resolve territorial slavery on regional tensions and the path to the Civil War, including how the violence of Bleeding Kansas (1855-1859) demonstrated the failure of popular sovereignty as a solution.
* Describe the political and social consequences of the Dred Scott decision and the Kansas-Nebraska Act on the United States during the pre-Civil War period.
* Evaluate the roles of key national leaders in attempting to manage the issue of slavery in the territories, particularly Stephen Douglas's advocacy of popular sovereignty, and explain why their efforts were unsuccessful.
* Explain how the Kansas-Nebraska Act and the Dred Scott decision were intended to address the issue of slavery and why they failed to reduce sectional conflict.
* Identify the attempts made by national leaders to address the issue of slavery in the territories, such as specific legislative acts or court decisions.
* Use primary source documents to explain how national leaders' attempts to handle slavery in the territories were perceived by different factions in American society.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific attempts by national leaders to resolve the issue of slavery in the territories, particularly the Kansas-Nebraska Act and the Dred Scott decision. Students should be able to explain the intentions behind these attempts, analyze their impacts on sectional tensions, and evaluate why they ultimately failed to reduce conflict. The assessment should emphasize the roles of key national leaders, such as Stephen Douglas, in these attempts within the context of pre-Civil War America.

Assessments should not include broader explorations of slavery issues beyond territorial compromises or unrelated political events leading up to the Civil War. Additionally, topics such as nativism, its effect on political parties, and voter realignment fall outside the scope of this standard and should be avoided in assessments. The use of political cartoons depicting court rulings on slavery should also be excluded.

Common Misconceptions:
* Learners may believe that the Dred Scott decision only affected the legal status of African Americans, not realizing its significant impact on the territorial slavery debate and heightened sectional tensions.
* Some students might incorrectly assume that national leaders like Stephen Douglas were unified in their approach to resolving slavery in the territories, not recognizing the significant disagreements among politicians and the varied policies proposed.
* Some students might think that the Kansas-Nebraska Act was widely accepted as a fair solution, overlooking the intense controversy and violence it sparked in Kansas and throughout the nation.
* There's a possibility that students could misunderstand the concept of popular sovereignty, thinking it was a universally supported method for deciding the slavery issue in territories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1690.0
Standard ID: KC-5.2.II.C
Standard Description: The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1691.0
Standard ID: KC-5.2.II.C+1
Standard Description: Explain how the issue of slavery weakened loyalties to the two major parties and fostered the emergence of sectional parties, ending the Second Party System.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the emergence of sectional parties, such as the Republican Party's 1854 founding in response to the Kansas-Nebraska Act, and explain how its platform opposing slavery expansion but not immediate abolition reflected regional political divides.
* Compare the party platforms of the Democrats and Republicans during the period concerning their stance on slavery.
* Evaluate the impact of anti-slavery ideologies on the political loyalty shifts during the end of the Second Party System.
* Explain the role of slavery in the decline of the Whig and Democratic parties during the collapse of the Second Party System.
* Identify the political issues related to slavery that weakened loyalties to the two major parties.
* Use primary source documents from the era, including Lincoln's 1858 'House Divided' speech, to explain how political debates over slavery weakened traditional party structures and intensified sectional divisions.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific events and political decisions related to slavery, such as the Kansas-Nebraska Act of 1854 and the Dred Scott decision of 1857, weakened loyalties to the major parties and led to the emergence of sectional parties. Students should be able to explain the formation and initial platform of the Republican Party, the decline of the Whig Party, and shifts within the Democratic Party in response to slavery issues. The assessment should emphasize the use of primary sources, such as Lincoln's 'House Divided' speech, to illustrate these changes.

Assessments should not include topics related to nativism or its impact on political parties and voter realignment. Additionally, detailed analysis of regional variations in sentiment about slavery or specific examples of nativism's influence on political discourse should be avoided. The broader economic impacts of slavery beyond their direct relation to party realignment are outside the scope of this standard and should not be assessed.

Common Misconceptions:
* Learners may believe that the collapse of the Second Party System happened suddenly with a single event, rather than understanding it as a process influenced by multiple factors related to the slavery issue.
* Some students might incorrectly assume that all members of the Whig Party transitioned to the Republican Party when the Whigs collapsed, not realizing that many Whigs joined other parties or remained independent.
* Some students might think that the Republican Party was formed solely as an abolitionist party, overlooking its initial stance opposing only the expansion of slavery into new territories.
* There's a possibility that students could misinterpret the Kansas-Nebraska Act as directly causing the formation of the Republican Party, without recognizing the complexity of political realignments during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1692.0
Standard ID: KC-5.2.II.C+2
Standard Description: Explain how the issue of anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, ending the Second Party System.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the consequences of anti-immigrant sentiment on political realignment and the rise of sectional parties like the Republican Party, as evidenced in the three-way contest of the 1856 presidential election featuring the Know-Nothing Party.
* Compare the influence of anti-immigrant nativism on American political parties with another period of significant party realignment in U.S. history.
* Evaluate the role of anti-immigrant nativism in the dissolution of the Second Party System within the broader context of pre-Civil War tensions.
* Explain how anti-immigrant nativism led to a decline in support for the Whig and Democratic parties during this period.
* Identify the political ideologies associated with anti-immigrant nativism that affected party loyalties during this period.
* Utilize primary sources, such as contemporary political cartoons or speeches, to explain perspectives on nativism and its impact on American politics.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad impact of anti-immigrant nativism on party loyalties and the emergence of sectional parties during the 1850s. Students should be able to explain how nativist sentiments contributed to the weakening of the two major parties and the rise of new political alignments. The assessment should emphasize the relationship between anti-immigrant nativism and the dissolution of the Second Party System within the context of pre-Civil War tensions.

Assessments should not include detailed analysis of specific nativist policies, legislation, or regional variations in nativist sentiment. Additionally, in-depth examination of individual political figures or parties falls outside the scope of this standard and should be avoided in assessments. The broader cultural or economic impacts of nativism not directly related to political parties and the Second Party System should also be excluded.

Common Misconceptions:
* Learners may believe that anti-immigrant nativism uniformly affected all regions of the United States in the same way, not recognizing potential variations in its impact on party loyalties across different areas.
* Some students might incorrectly assume that the major political parties of the Second Party System (Whigs and Democrats) were equally affected by anti-immigrant nativism, not recognizing potential differences in how each party responded to or was influenced by nativist sentiments.
* Some students might think that anti-immigrant nativism was the only factor leading to the collapse of the Second Party System, overlooking other significant issues such as slavery and sectional tensions.
* There's a possibility that students could misinterpret the rise of sectional parties as solely a response to slavery issues, without considering the role of anti-immigrant sentiment in this political shift.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.6
Cluster Name: 5. Failure of Compromise
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: Unit 5: Learning Objective G
Standard Description: Explain the political causes of the Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.7
Cluster Name: 6. Election of 1860 and Secession
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: KC-5.2.II.D
Standard Description: Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.7
Cluster Name: 6. Election of 1860 and Secession
Lesson Name: *None specified*
Lesson Order: 1701.0
Standard ID: KC-5.2.II.D+1
Standard Description: Explain how Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to evaluate how Lincoln's election without Southern support foreshadowed sectional tensions leading to the Civil War.
* Analyze the political and economic factors that contributed to Lincoln's inability to secure any electoral votes from Southern states, including Southern reactions to events like John Brown's 1859 raid on Harpers Ferry that intensified fears of Northern abolitionism.
* Compare newspaper editorials and political cartoons from Northern and Southern sources to identify differing regional perspectives on Lincoln's candidacy and the Republicans' platform.
* Describe the regional political landscape of the United States during the 1860 election and how it influenced voter alignment, including the Democratic Party split into Northern and Southern factions and the impact of third-party candidates.
* Explain how Lincoln's election reflected broader trends in sectional divisions over economic, cultural, and political issues in the United States at the time, including his position on slavery and secession as articulated in his inaugural address and his strategic approach to border slave states.
* Explain the Republicans' free-soil platform and how it appealed to Northern electoral voters in 1860.
* Identify the states that contributed electoral votes to Abraham Lincoln's victory in the 1860 Presidential election, including analysis of his 180 electoral votes and 39.8% popular vote demonstrating regional divisions in support.
* Use electoral maps from the 1860 election to illustrate the geographic distribution of support for Abraham Lincoln and the regional variations in voting patterns.

Assessment Boundaries:
* Assessments based on this standard should focus on the electoral dynamics of the 1860 presidential election, including the distribution of electoral votes, the appeal of the Republican free-soil platform to Northern voters, and the factors contributing to Lincoln's lack of Southern electoral support. Students should be able to analyze the regional political landscape, including the Democratic Party split and its impact on the election outcome. The assessment should emphasize the relationship between the election results and the sectional divisions over slavery.

Assessments should not include detailed analysis of primary sources such as speeches, editorials, or political cartoons. Additionally, the broader consequences of Lincoln's election, such as the onset of the Civil War or the formation of the Confederate States of America, fall outside the scope of this standard and should be avoided in assessments. Questions about specific policy details or post-election events should also be excluded.

Common Misconceptions:
* Learners may believe that the Republicans' free-soil platform was equivalent to an abolitionist stance in all areas, rather than specifically opposing the expansion of slavery into new territories.
* Some students might incorrectly assume that Lincoln's election victory without Southern electoral votes indicates a lack of significant opposition, overlooking the intense national debates and political crises that followed.
* Some students might think that Lincoln's victory in 1860 meant he was widely popular across the entire country, overlooking the deep sectional divisions and lack of Southern electoral support.
* There's a possibility that students could attribute Lincoln's lack of Southern electoral votes solely to his personal policies, without considering the broader Republican platform and regional political factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.7
Cluster Name: 6. Election of 1860 and Secession
Lesson Name: *None specified*
Lesson Order: 1702.0
Standard ID: KC-5.2.II.D+2
Standard Description: Describe how, after a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the period, such as speeches and letters, to understand the diversity of opinions on secession within the Southern states, including Confederate foundational documents and speeches that explicitly defended slavery and white supremacy.
* Analyze the political reactions in Northern and Southern states to the secession of Southern states following Lincoln’s election.
* Discuss how different historical contexts, such as economic and cultural factors, influenced the decision to secede in various Southern states.
* Evaluate the historical significance of the secession of most slave states in precipitating the Civil War, including the formation of the Confederate States of America and the attack on Fort Sumter as the event that initiated open conflict.
* Explain the reasons why most slave states ultimately voted to secede from the Union after the contentious debates over secession.
* Identify the main arguments that were presented in debates over secession among slave states following Lincoln's election in 1860, including compromise proposals such as the Crittenden Compromise and their rejection.
* Use political cartoons from the period to compare Northern and Southern perspectives on secession and the impending Civil War.
* Utilize maps to describe the sequence and geographic distribution of states that seceded, illustrating the sectional divide between North and South, including the distinction between the immediate secession of Deep South states (December 1860-February 1861) and the later secession of Upper South states after Fort Sumter.

Assessment Boundaries:
* Assessments based on this standard should focus on the process of secession by slave states following Lincoln's election in 1860, including the main arguments in secession debates, reasons for secession, formation of the Confederate States of America, and the attack on Fort Sumter as the trigger for the Civil War. Students should be able to explain the sequence of events leading to secession and identify key factors influencing the decisions of different slave states to secede or remain in the Union.

Assessments should not include detailed analysis of specific primary sources such as newspaper editorials, political cartoons, or speeches. Additionally, the broader implications on national economics and non-secessionist Southern politics fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that secession was solely about slavery, overlooking other factors such as states' rights and economic concerns that influenced some states' decisions.
* Some students might incorrectly assume that there was no opposition to secession within the Southern states, failing to recognize the diverse opinions that existed in many areas.
* Some students might think that all slave states seceded immediately after Lincoln's election, not realizing that the process was gradual and varied among different states.
* There's a possibility that students could assume the Crittenden Compromise was accepted as a solution to prevent secession, not recognizing that it was ultimately rejected.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.7
Cluster Name: 6. Election of 1860 and Secession
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: Unit 5: Learning Objective H
Standard Description: Describe the effects of Lincoln’s election.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: KC-5.3.I.A
Standard Description: Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1711.0
Standard ID: KC-5.3.I.A+1
Standard Description: Explain why both the Union and the Confederacy mobilized their economies to wage the war even while facing considerable home front opposition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of home front opposition on the economic mobilization efforts of the Union and Confederacy, and how they overcame these challenges.
* Compare and contrast the different economic resources and industrial capacities of the Union and the Confederacy and their significance in the war efforts.
* Evaluate the effectiveness of the economic policies of both the Union and Confederacy in terms of their contribution to the mobilization efforts during the Civil War.
* Explain the key economic measures taken by both the Union and Confederacy and how these measures were critical to sustaining their war efforts.
* Identify the economic strategies employed by the Union and the Confederacy during the Civil War to support their respective war efforts, including the Confederacy's cotton diplomacy efforts to secure international support.
* Utilize primary sources that reflect public opinion or government records from the Civil War era to analyze the economic challenges faced by both the Union and Confederacy.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic strategies employed by the Union and Confederacy to support their war efforts, the key economic measures taken by both sides, and the challenges posed by home front opposition. Students should be able to explain how both sides mobilized their economies despite internal resistance and evaluate the effectiveness of these efforts in sustaining their respective war efforts. The assessment should emphasize the comparison of economic resources and industrial capacities between the Union and Confederacy.

Assessments should not include detailed analysis of specific economic policies, comprehensive geographic distribution of resources, or in-depth examination of individual battles or military campaigns. Additionally, visual analysis of maps or statistical data sets falls outside the scope of this standard and should be avoided in assessments. Detailed accounts of infrastructure destruction or its impact on military capabilities should also be excluded.

Common Misconceptions:
* Learners may believe that the Confederacy relied solely on cotton diplomacy for its economic strategy, without considering other attempts to adapt its economy to wartime needs.
* Some students might incorrectly assume that the Union's greater industrial capacity guaranteed immediate and consistent economic advantages throughout the war, without recognizing the challenges and adaptations required for effective mobilization.
* Some students might think that economic mobilization in both the Union and Confederacy was primarily driven by voluntary citizen support, overlooking the role of government measures and forced participation.
* There's a possibility that students could underestimate the extent of home front opposition in both the Union and Confederacy, assuming that economic mobilization efforts faced minimal internal resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1712.0
Standard ID: KC-5.3.I.A+2
Standard Description: Explain why both the Union and the Confederacy mobilized their societies to wage the war even while facing considerable home front opposition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify arguments justifying societal mobilization for war in both the Union and Confederacy, including responses to opposition events such as the New York City Draft Riots and the Richmond Bread Riots.
* Compare the social mobilization efforts between the Union and Confederacy, detailing similarities and differences in approach and effectiveness.
* Evaluate how home front opposition impacted the effectiveness of the war mobilization efforts of the Union and the Confederacy.
* Explain how internal opposition influenced the war strategies of the Union and Confederacy.
* Identify the social, economic, and political factors that led the Union and Confederacy to mobilize their societies for the Civil War despite internal opposition.
* Utilize maps and data to demonstrate the geographic areas of greatest societal mobilization and opposition within the Union and Confederacy during the Civil War.

Assessment Boundaries:
* Assessment should focus on evaluating students' understanding of specific societal mobilization efforts under the pressures of the Civil War, such as enlistment drives, war production changes, and public persuasion campaigns. Ensure students can detail how resource collection and management strategies, like conscription or taxation, were influenced by internal dissent and opposition within both the Union and Confederacy. Avoid broader, less specific elements of war mobilization, such as non-economic cultural shifts or long-term post-war impacts.
* Assessments based on this standard should focus on the social, economic, and political factors that led to societal mobilization for the Civil War in both the Union and Confederacy, despite home front opposition. Students should be able to explain how internal opposition influenced war strategies and compare mobilization efforts between the two sides. The assessment should emphasize the interplay between mobilization efforts and public protests, such as draft riots and bread riots.

Assessments should not include detailed analysis of infrastructure impacts, specific economic policies, or quantitative data on regional patterns. Additionally, in-depth exploration of Confederate perspectives on Union destruction and detailed propaganda strategies falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that societal mobilization efforts were solely driven by government initiatives, overlooking the role of civilian participation and grassroots movements in supporting the war effort.
* Some students might incorrectly assume that the Confederacy's mobilization efforts were less effective than the Union's purely due to resource limitations, not considering the impact of states' rights issues and internal political divisions.
* Some students might think that home front opposition was uniform across all regions of the Union and Confederacy, not recognizing the varying intensity and nature of resistance in different areas.
* There's a possibility that students could view opposition to the war as solely based on anti-war sentiment, not recognizing that factors such as economic hardship or disagreement with specific policies like conscription also played a role.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1720.0
Standard ID: KC-5.3.I.D
Standard Description: Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1721.0
Standard ID: KC-5.3.I.D+1
Standard Description: Explain how, although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to compare Union and Confederate leadership strategies.
* Corroborate the role of leadership in Union victories with diverse historical evidence, including battle outcomes and military communications.
* Evaluate the impact of leadership changes on the outcome of Union military campaigns.
* Explain specific strategies employed by Union leadership that contributed to success in the Civil War, including the Anaconda Plan and its economic blockade of the Confederacy.
* Identify key figures in Union leadership whose strategies led to victory, including Ulysses S. Grant and William T. Sherman, and compare their approaches with Confederate leaders like Robert E. Lee.
* Use visual data such as maps to explain how Union leadership strategy played a role in crucial battles.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing Union and Confederate leadership and strategies throughout the Civil War, with emphasis on the improvements in Union leadership and strategic approaches over time. Students should be able to identify key Union leaders like Grant and Sherman, explain specific strategies such as the Anaconda Plan, and analyze how these factors contributed to the Union's ultimate success. The assessment should emphasize the evolution of Union strategy and its impact on crucial battles and campaigns.

Assessments should not include detailed analysis of economic policies, resource distribution, or infrastructure destruction beyond its strategic military impact. Additionally, in-depth exploration of social and political mobilization factors, regional patterns of support or opposition, and specific Confederate perspectives on Union strategies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that Confederate early successes were solely based on superior military skills, not recognizing the gradual strategic adaptations made by Union leaders that eventually undermined these initial advantages.
* Some students might incorrectly assume that individual battles like Gettysburg single-handedly determined the war's outcome, underestimating the cumulative effect of improved Union leadership and coordinated strategic campaigns over time.
* Some students might think that the Union's victory was primarily due to its larger population and industrial capacity, overlooking the crucial role of strategic leadership improvements and evolving military tactics.
* There's a possibility that students could view the Anaconda Plan as an immediately effective strategy, rather than understanding its long-term nature and gradual impact on the Confederacy's ability to wage war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1722.0
Standard ID: KC-5.3.I.D+2
Standard Description: Explain how, although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to key victories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as speeches or letters, from the period to assess perceptions of Union victories at the time.
* Analyze the impact of key Union victories on the morale and strategic positions of both the Union and the Confederacy, including how 1864 victories influenced Lincoln's reelection and subsequent war policy.
* Evaluate the role of military leadership in achieving key Union victories that led to the end of the Civil War.
* Explain how specific Union victories contributed to changing the momentum of the Civil War in favor of the North.
* Identify key battles during the Civil War that were significant to the Union's ultimate victory, including Gettysburg, Vicksburg, and Antietam, and explain their strategic significance.
* Utilize maps to identify the locations of significant Union victories and explain their strategic importance.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying and analyzing key Union victories that contributed to changing the momentum of the Civil War, such as Gettysburg, Vicksburg, and Atlanta. Students should be able to explain the strategic significance of these battles and their impact on both Union and Confederate morale and positions. The assessment should emphasize the role of improved Union military leadership in achieving these victories and how they contributed to the Union's ultimate success.

Assessments should not include detailed analysis of infrastructure destruction, specific economic policies, or quantitative data on resource distribution. Additionally, in-depth examinations of mobilization strategies, propaganda, or regional patterns of support and opposition fall outside the scope of this standard and should be avoided in assessments. Questions about specific Confederate perspectives or detailed geographic analyses with supporting maps should also be excluded.

Common Misconceptions:
* Learners may believe that the outcome of individual battles was the primary factor in determining the war's result, overlooking the cumulative effect of multiple Union victories and strategic advantages.
* Some students might incorrectly assume that the Union's larger population and resources guaranteed an easy victory, underestimating the strategic importance of key battles like Gettysburg and Vicksburg in translating these advantages into success.
* Some students might think that the Union's early losses in the Civil War indicated a lack of military capability, not recognizing the gradual improvements in Union strategy and leadership.
* There's a possibility that students could overestimate the effectiveness of Confederate military leadership throughout the entire war, not realizing how Union leadership significantly improved over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1723.0
Standard ID: KC-5.3.I.D+3
Standard Description: Explain how, although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to greater resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of population size in influencing the Union's war efforts and final victory over the Confederacy.
* Assess how logistical capabilities stemming from resource abundance affected Union military effectiveness, including innovations in naval warfare exemplified by ironclad vessels like the Monitor and Merrimac.
* Evaluate the impact of industrial capacity in the North on the outcome of the Civil War.
* Explain how the Union's access to greater resources, including technological advantages in railroads and telegraphs, contributed to its strategic advantages in the Civil War.
* Identify the key resources that provided the Union with an advantage over the Confederacy in the Civil War.
* Utilize maps and data sets to compare the distribution of resources between the Union and the Confederacy and evaluate how this distribution influenced the war's outcome.

Assessment Boundaries:
* Assessments based on this standard should focus on comparing the general resource advantages of the Union over the Confederacy, including industrial capacity, population size, and technological advancements in transportation and communication. Students should be able to explain how these resources contributed to the Union's ultimate success despite early Confederate military initiatives. The assessment should emphasize the Union's ability to effectively mobilize and utilize its greater resources over the course of the war.

Assessments should not include detailed economic policies, specific data sets, or in-depth analysis of infrastructure destruction. Additionally, regional patterns of resource distribution, mobilization arguments, and Confederate perspectives on Union strategies fall outside the scope of this standard and should be avoided in assessments. Quantitative comparisons of resources should be limited to general trends rather than specific figures.

Common Misconceptions:
* Learners may believe that the Confederacy's early military successes indicate that it had comparable resources to the Union throughout the war.
* Some students might incorrectly assume that the Union's resource advantages guaranteed an easy or quick victory, not recognizing the role of effective leadership and strategy in leveraging these resources.
* Some students might think that the Union's victory was primarily due to its larger population, overlooking other crucial factors such as industrial capacity and technological advantages.
* There's a possibility that students could underestimate the importance of the Union's naval superiority and its impact on the Confederacy's ability to acquire resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1724.0
Standard ID: KC-5.3.I.D+4
Standard Description: Explain how, although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to the wartime destruction of the South’s infrastructure.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts of the effects of infrastructure destruction in the South on Confederate military and civilian morale.
* Compare the Union's military strategy with that of the Confederacy regarding the focus on infrastructure, using maps and other visual data.
* Explain how the Union's superior resources supported the strategies that led to the destruction of the South's infrastructure.
* Explain how the destruction of the South's infrastructure contributed to the Union's overall strategy for victory.
* Identify key instances of the South's infrastructure destruction during the Civil War, including Sherman's March to the Sea, and evaluate their direct impacts on the Union's military success.

Assessment Boundaries:
* Assessments based on this standard should focus on the Union's strategy of destroying Southern infrastructure, particularly exemplified by Sherman's March to the Sea, and its impact on Confederate logistics and resource management. Students should be able to explain how this destruction contributed to the Union's overall victory strategy and compare it to early Confederate military successes. The assessment should emphasize the relationship between infrastructure destruction and the Union's superior resources in achieving victory.

Assessments should not include detailed analysis of specific battles unrelated to infrastructure destruction, Confederate economic policies, or comprehensive geographic data on resource distribution. Additionally, in-depth examinations of social and political motivations for mobilization, propaganda strategies, or regional patterns of industrial centers fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that infrastructure destruction only affected Confederate military operations, overlooking its broader impact on the Southern economy and civilian population.
* Some students might incorrectly assume that the Confederacy's early military successes were primarily due to superior infrastructure rather than other factors like military tradition and initiative.
* Some students might think that the destruction of Southern infrastructure was an unintended consequence of battles rather than a deliberate Union strategy.
* There's a possibility that students could overemphasize the role of infrastructure destruction, failing to recognize other important factors in Union victory such as improvements in leadership and key battlefield victories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.8
Cluster Name: 7. Military Conflict in the Civil War
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: Unit 5: Learning Objective I
Standard Description: Explain the various factors that contributed to the Union victory in the Civil War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: KC-5.3.I.B
Standard Description: Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1731.0
Standard ID: KC-5.3.I.B+1
Standard Description: Explain how Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of Civil War policies, including the Emancipation Proclamation and financial measures such as the Legal Tender Act of 1862 ('greenbacks'), on both the Confederate war effort and the Union's economic development.
* Analyze the role of the Emancipation Proclamation in encouraging African Americans to flee plantations and enlist in the Union Army.
* Evaluate how Lincoln's issuance of the Emancipation Proclamation, particularly its strategic timing following the Union victory at Antietam and his invocation of Commander in Chief authority, affected the political and military strategies of both the Union and the Confederacy.
* Explain the impact of the Emancipation Proclamation on international diplomacy regarding the Confederacy, with reference to European powers.
* Identify key elements and precursors of the Emancipation Proclamation, including the First Confiscation Act of 1861, that reframed the Civil War from a conflict about Union to one about ending slavery.
* Use primary source accounts to explain differing perspectives on the Emancipation Proclamation in both the Union and the Confederacy.

Assessment Boundaries:
* Assessments based on this standard should focus on the immediate effects and diplomatic consequences of the Emancipation Proclamation during the Civil War. Students should be able to explain how the proclamation reframed the war's purpose towards ending slavery and its impact on international relations, particularly with European powers. The assessment should emphasize Lincoln's strategic timing and use of executive authority in issuing the proclamation.

Assessments should not include detailed analysis of primary source documents or specific data on Confederate labor shortages resulting from the Emancipation Proclamation. Additionally, broader social implications for African Americans beyond their enlistment in the Union Army or detailed military strategies unrelated to diplomacy should be avoided in assessments.
* Limit the assessment to evaluating students' understanding of the immediate effects and diplomatic consequences of the Emancipation Proclamation during the Civil War. Focus on how it shifted the purpose of the war towards ending slavery and its impact on International relations, particularly with European powers. Avoid broader topics such as the social implications for African Americans or detailed military strategies unrelated to diplomacy.

Common Misconceptions:
* Learners may believe that Lincoln issued the Emancipation Proclamation primarily as a moral decision, potentially overlooking its strategic military and diplomatic purposes.
* Some students might incorrectly assume that the Emancipation Proclamation was universally supported in the North, not realizing the diverse reactions it provoked among different political and social groups.
* Some students might think that the Emancipation Proclamation immediately freed all enslaved people in the United States, rather than understanding its limited application to Confederate-held territories.
* There's a possibility that students could overestimate the immediacy of the Emancipation Proclamation's effect on European diplomacy, not recognizing the complexity of international relations during the Civil War.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1732.0
Standard ID: KC-5.3.I.B+2
Standard Description: Explain how many African Americans fleeing southern plantations and enlisting in the Union Army, helped to undermine the Confederacy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the presence of African American troops challenged the Confederate labor system and economy.
* Compare primary and secondary sources regarding the experiences and contributions of African American soldiers in the Union Army.
* Evaluate the impact of African American soldiers on the morale of both Union and Confederate forces, including the challenges of discrimination and difficult conditions faced by African American troops despite their significant contributions.
* Explain how the enlistment of African Americans in the Union Army contributed to the Union's strategic advantages over the Confederacy.
* Identify the key roles African American soldiers played in the Union Army during the Civil War.
* Use statistical data to assess the scale and significance of African American enlistment in the Union Army.

Assessment Boundaries:
* Assessments based on this standard should focus on the military contributions of African Americans who fled southern plantations and enlisted in the Union Army, and how these actions undermined the Confederacy. Students should be able to explain the roles African American soldiers played in the Union Army, the strategic advantages their enlistment provided to the Union, and the impact on the Confederate labor force. The assessment should emphasize the scale of African American enlistment and its significance in shifting the balance of power during the Civil War.

Assessments should not include detailed analysis of primary source documents regarding diverse perspectives on the Emancipation Proclamation. Additionally, specific data on Confederate labor shortages and their impact on agricultural production, economic stability, and war-fighting capacity should be avoided. The broader social impacts or post-war effects that are not directly related to the military undermining of the Confederacy during the war are outside the scope of this standard.
* Focus the assessment on the direct contributions of African Americans who fled plantations and enlisted in the Union Army to the military weakening of the Confederacy. This may include analyzing the roles they played within the Army, such as providing additional manpower that bolstered Union forces, their involvement in key battles that shifted the war dynamics, or their use in intelligence operations. Avoid broader social impacts or post-war effects that are not directly related to the military undermining of the Confederacy during the war.

Common Misconceptions:
* Learners may believe that the enlistment of African Americans in the Union Army had little impact on the Confederate labor force, not realizing the significant number of enslaved people who fled plantations to join the Union.
* Some students might incorrectly assume that the Emancipation Proclamation immediately freed all enslaved people throughout the United States, rather than understanding its limited initial scope and strategic military purpose.
* Some students might think that African American soldiers in the Union Army were primarily assigned to non-combat roles, overlooking their significant contributions in various battles and military operations.
* There's a possibility that students could overestimate the immediate acceptance of African American soldiers in the Union Army, not considering the discrimination and challenging conditions they faced despite their contributions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: KC-5.3.I.C
Standard Description: Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1741.0
Standard ID: KC-5.3.I.C+1
Standard Description: Explain how Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America's founding democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Lincoln's broader policies during the Civil War, including economic legislation in transportation (Pacific Railway Acts), tariffs (Morrill Tariff), land settlement (Homestead Act), and education (Morrill Land Grant Act), on American development and public opinion regarding national unity and progress.
* Assess the limitations and controversies of Lincoln's wartime measures, including the suspension of habeas corpus, in addressing the broader social and political challenges faced during the Civil War era, such as issues related to citizenship rights, civil liberties, and federal authority.
* Compare different interpretations of Lincoln’s speeches by contemporary and later historians to understand varying perspectives on his impact during the Civil War.
* Describe how Lincoln’s leadership approach aimed to foster national unity during the Civil War and how his speeches reflected this goal.
* Evaluate the historical significance and impact of the Gettysburg Address in reshaping American ideals about democracy and equality.
* Explain how the Gettysburg Address redefined the purpose of the Civil War and connected it to the principles of democracy and equality stated in the Declaration of Independence.
* Identify key segments of Lincoln's speeches, such as the Gettysburg Address, which express the struggle against slavery as a fulfillment of America's founding ideals.
* Utilize primary source excerpts from Lincoln’s speeches to explain their rhetorical strategies and effectiveness in promoting democratic ideals.

Assessment Boundaries:
* Assessments based on this standard should focus on Lincoln's speeches, particularly the Gettysburg Address, and how they framed the struggle against slavery as fulfilling America's founding democratic ideals. Students should be able to analyze key segments of these speeches, explain how they redefined the Civil War's purpose, and evaluate their historical significance in reshaping American ideals about democracy and equality. The assessment should also include Lincoln's broader Civil War policies in economics, land settlement, and education as they relate to national unity and progress.

Assessments should not include detailed analysis of diverse perspectives on the Emancipation Proclamation or specific data on its impact on Confederate labor and economy. Additionally, questions about other Civil War leaders' strategies or Reconstruction policies that do not directly relate to Lincoln's speeches and reunification efforts should be avoided.

Common Misconceptions:
* Learners may believe that Lincoln's efforts to reunify the country were solely political maneuvers, not recognizing the ideological intentions aimed at redefining national identity based on equality and democracy.
* Some students might incorrectly assume that Lincoln's views on slavery remained constant throughout the Civil War, not recognizing the evolution of his stance as reflected in his speeches and policies.
* Some students might think that the Gettysburg Address was primarily focused on military strategy rather than redefining the war's purpose and connecting it to founding democratic principles.
* There's a possibility that students could view Lincoln's economic and social policies during the Civil War as separate from his efforts to reunify the country and promote democratic ideals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 5
Unit Name: Period 5: 1844-1877
Cluster ID: AP USH Topic 5.9
Cluster Name: 8. Government Policies During the Civil War
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: Unit 5: Learning Objective J
Standard Description: Explain how Lincoln’s leadership during the Civil War impacted American ideals over the course of the war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: KC-6.1.I
Standard Description: Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, and pro-growth government policies—generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1871.0
Standard ID: KC-6.1.I+1+A
Standard Description: Explain how large-scale industrial production accompanied by massive technological change generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how expanding international communication networks supported large-scale industrial production and economic development.
* Corroborate historical arguments regarding business consolidation using diverse sources including political cartoons and propaganda from this period.
* Describe the process of business consolidation during this era and explain how it contributed to rapid economic growth.
* Explain the role of pro-growth government policies in fostering technological change and business consolidation.
* Identify primary sources that depict industrial growth during this era and analyze their historical situation and audience to evaluate their perspective on economic development.
* Identify the major technological advancements during the period that facilitated large-scale industrial production and explain their impact on economic development.
* Use statistical data to compare the economic impact of industrial production across different regions of the United States.

Assessment Boundaries:
* Assessment should focus on analyzing the impact of specific technological advancements and production methods on economic development and business consolidation during this period. Examples such as the automation of textile manufacturing, the Bessemer steel process, or the development of the telegraph and telephone systems could be relevant. Exclude broader implications like global trade effects or post-1900 economic trends, which are outside the scope of this substandard.

Common Misconceptions:
* It is a common misconception that rapid industrialization and economic growth automatically led to uniform societal progress, ignoring the widening disparities and social tensions it created.
* Some students may believe that all regions of the United States experienced economic development equally, not realizing how industrialization mainly concentrated in particular areas like the Northeast and Midwest.
* Students often misconceive that technological advancements were the sole reason for rapid economic development, without recognizing the significant role of government policies and business consolidation in facilitating such growth.
* There is a tendency to overlook the role of international communication networks in business consolidation, with students assuming these were purely national developments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1872.0
Standard ID: KC-6.1.I+2+A
Standard Description: Explain how large-scale industrial production accompanied by expanding international communication networks generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source materials to determine the significance of communication advancements in transforming business practices during the period of industrial capitalism.
* Analyze the impact of improved communication networks on the efficiency of business operations and the rapid growth of industries.
* Evaluate the role of international communication in fostering global trade and investment opportunities that spurred economic growth in the United States.
* Explain how technological advancements in communication, such as the telegraph and the telephone, contributed to economic development and the consolidation of businesses in the Industrial Revolution era.
* Identify the ways in which expanding international communication networks facilitated large-scale industrial production in the United States during the late 19th and early 20th centuries.
* Use a historical map to identify key infrastructure developments related to communication and transportation, and explain their influence on industrial production and business consolidation.

Assessment Boundaries:
* Assessment should focus on specific ways in which large-scale industrial production and expanding international communication networks influenced economic development and business consolidation in the United States during the period. This includes examining key industries such as steel and railroads, the role of technology in production efficiency, and how international markets and communication advances like the telegraph allowed U.S. businesses to grow and consolidate. Avoid assessing unrelated technological developments or broader trends that are not directly tied to production and communication networks, like social changes unrelated to economic and business impacts.

Common Misconceptions:
* A common misconception is that business consolidation was only about creating monopolies, without understanding how these consolidations also led to efficiency improvements and competitive advantages.
* It is frequently misunderstood that the benefits of economic growth during this era were evenly distributed across society; students may not recognize the significant disparities between different socio-economic groups.
* Some students mistakenly think that industrial production primarily catered to domestic markets alone, neglecting the importance of international markets in driving production scales.
* Students may often believe that rapid economic development during this period was simply a result of technological advancements, ignoring the critical role of international communication networks in facilitating business consolidation and market expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1873.0
Standard ID: KC-6.1.I+3+A
Standard Description: Explain how large-scale industrial production accompanied by pro-growth government policies generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of business consolidation during the rise of industrial capitalism on the broader economy.
* Compare primary and secondary source documents to describe how government policies facilitated business consolidation.
* Evaluate the impact of pro-growth government policies on the structure and strategies of large businesses.
* Explain the mechanisms by which large-scale industrial production contributed to rapid economic development in the United States.
* Identify the pro-growth government policies that supported large-scale industrial production during this period.
* Use statistical data to assess the pace of economic development as a result of large-scale industrial production and government policies.

Assessment Boundaries:
* Assessment of KC-6.1.I+3+A should focus on identifying and evaluating specific government policies and how they interacted with industrial production to foster economic development and consolidation during the period of 1865-1898. Concentrate assessments on key legislation and government actions such as the enforcement of protective tariffs, land grants, and subsidies that encouraged industrial growth and mergers. Avoid broader assessments of industrial production or economic outcomes that are not directly linked to these pro-growth policies, or broader discussions of social impacts not directly related to economic development and business consolidation specific to this period.

Common Misconceptions:
* It is often misunderstood that the rise of industrial capitalism was an entirely organic process, failing to understand how governmental pro-growth policies provided necessary infrastructure and support to industry leaders and capitalists.
* Some students may falsely believe that government policies during this era were entirely laissez-faire and did not actively shape economic growth, ignoring significant government interventions such as tariffs, subsidies, and land grants that supported industrial expansion.
* Students might incorrectly think that business consolidation, such as trusts and monopolies, naturally followed from technological advancements, rather than seeing how government policies either tacitly approved, or directly supported, such consolidations.
* There is a misconception that the rapid economic development of the period was solely due to innovations in production, without recognizing the critical role of government policies that facilitated and encouraged business consolidation and expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1880.0
Standard ID: KC-6.1.II
Standard Description: A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1881.0
Standard ID: KC-6.1.II+1+A
Standard Description: Explain how a variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic downturns affected the development of labor unions and movements, and compare their perspectives on economic policies.
* Assess the role of government intervention in economic crises and how it was perceived by different economic and labor groups during this period.
* Evaluate the impact of economic panics on political discourse by describing the key arguments made by various political and economic leaders during these times.
* Explain how financial panics, such as the Panic of 1873 and the Panic of 1893, influenced differing economic and labor ideologies.
* Identify and describe the major economic and labor perspectives that emerged during periods of financial instability in the late 19th and early 20th centuries.
* Utilize primary sources, such as political cartoons or newspaper articles, to analyze public sentiment and response to economic and labor issues during financial crises.

Assessment Boundaries:
* Focus the assessment on analyzing how different economic and labor perspectives developed as responses to financial uncertainties during the late 19th century in the United States. This should include exploring the emergence of worker unions, the varying views from industrialists, and political responses to economic instabilities like the Panic of 1873 and 1893. Assessments should not cover topics unrelated to economic and labor perspectives, such as foreign policy or cultural changes not directly linked to financial and labor issues.

Common Misconceptions:
* Some students might think that the rise of industrial capitalism was universally accepted and embraced, overlooking significant resistance and critique that arose during financial downturns, leading to different labor ideologies.
* Students may mistakenly think that the economic challenges only affected laborers without acknowledging the broader societal impact, including shifts in policy, reform movements, and public debates on economic models.
* Students often believe that financial panics were isolated events, failing to connect them to larger patterns of economic change and the responses they generated from different social groups.
* There is a misconception that labor and economic perspectives at the time were homogeneous, not recognizing the diverse viewpoints, such as those of socialists, capitalists, and labor unions, which were shaped by different experiences and challenges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1890.0
Standard ID: KC-6.1.III
Standard Description: New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1891.0
Standard ID: KC-6.1.III+1+A
Standard Description: Explain how new systems of production enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which periods of economic instability affected farmers' responses to agricultural consolidation.
* Describe the connection between advancements in transportation systems and their impact on agricultural production and consolidation.
* Evaluate the effectiveness of farmer responses to economic instability and agricultural consolidation in shaping subsequent agricultural policies.
* Explain how different groups of farmers responded to challenges posed by new agricultural production systems during periods of instability.
* Identify new systems of production that emerged in agriculture and explain how they contributed to consolidation within the sector.
* Use historical data and maps to identify regions most affected by agricultural production consolidation and discuss reasons for regional differences.

Assessment Boundaries:
* Assess the impact of new production techniques and transportation systems directly on agricultural consolidation. Examination should include specific examples such as the use of mechanized farming equipment or the construction of railroads aiding consolidation. Encourage students to explore how these developments led to socio-economic responses—like the rise of farmer alliances or advocacy for regulatory policies. Avoid broad explorations into unrelated industrial sectors or post-period developments in farmers' responses.

Common Misconceptions:
* Some students mistakenly believe that the periods of instability were primarily weather-related, neglecting economic factors such as fluctuating commodity prices and railroad policies that significantly impacted farmers' livelihoods.
* Students often misunderstand that the consolidation within agriculture was merely a result of technological advances, not recognizing the significant role of economic pressures and market demands that necessitated such changes.
* There is a misconception that farmers' responses to agricultural consolidation were homogeneous, overlooking the diversity of reactions that ranged from forming cooperatives to engaging in political activism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1892.0
Standard ID: KC-6.1.III+2+A
Standard Description: Explain how new systems of transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents or maps to explain the geographic distribution of new transportation systems and their impact on agriculture.
* Analyze the relationship between transportation developments and periods of economic instability, and their combined effect on the agricultural sector.
* Evaluate the significance of transportation innovations in the broader context of industrial capitalism and its impact on agriculture.
* Explain how transportation advancements contributed to agricultural consolidation, detailing the impact on production efficiency and market accessibility.
* Identify and describe the responses of farmers to changes brought about by transportation systems, including political, economic, and social actions.
* Identify the new systems of transportation that facilitated agricultural consolidation in the United States during this period.

Assessment Boundaries:
* Focus the assessment on analyzing the specific impact of transportation innovations on agricultural consolidation during this period, such as the expansion of the railroad and its effects on farm output, costs, and market access. This should include examining how these changes contributed to farmer reactions, such as the Grange Movement or Populist responses, due to economic shifts and market instability. Avoid evaluating unrelated technological advances outside agriculture or broader industrial impacts not involving transportation directly affecting farmers.

Common Misconceptions:
* A misconception exists that all farmers welcomed and adapted to industrial transportation advancements uniformly, failing to account for the resistance or varied responses due to cultural or economic reasons.
* Some students might incorrectly assume that agricultural instability only came from external market forces, ignoring the internal issues like debt and overproduction fostered by the very systems of transportation and production that were supposed to aid them.
* Students often misconceive that the consolidation within agriculture was solely beneficial and straightforward, not recognizing the negative impacts such as small farms being absorbed by larger entities, which caused economic distress among individual farmers.
* There is a common belief that new transportation systems like railroads automatically benefited all farmers equally, overlooking that those without immediate access to these new systems were at a disadvantage and faced higher costs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1900.0
Standard ID: KC-6.2.I
Standard Description: International and internal migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1901.0
Standard ID: KC-6.2.I+1+A
Standard Description: Explain how international migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of international migration on the social fabric and urban dynamics in growing cities.
* Describe the connections between international migration and the rise of cultural diversity in urban centers.
* Evaluate primary sources documenting the experiences of international migrants in U.S. cities and their contributions to urban culture.
* Explain how international migrants influenced the development of urban culture in U.S. cities.
* Identify key patterns of international migration that contributed to urban population growth in the United States.
* Utilize maps of urban population growth to explain the role of international migration in expanding urban areas.

Assessment Boundaries:
* Assessments should specifically focus on international migration patterns during the Gilded Age and their direct impact on urban growth and culture in major U.S. cities such as New York and Chicago. Emphasize specific groups such as immigrants from Southern and Eastern Europe and Asia, exploring how they contributed to urban cultural landscapes, workforce dynamics, and demographics. Avoid broader topics such as the social and economic impacts of these migrations beyond city growth and culture, or comparisons to internal migration.
* Include a focus on the political and economic dominance of European powers (primarily Britain, France, and Germany) and the United States at the beginning of the 20th century. This entails their control over international trade, colonial holdings, and global financial systems. Exclude detailed military strategies or events unless they illustrate this dominance, and avoid in-depth discussion on non-Western perspectives or reactions that do not directly relate to Western dominance.

Common Misconceptions:
* A common misunderstanding is that international migration did not contribute to social tensions and conflicts within cities, failing to realize the challenges of assimilation and Americanization debates.
* Some students may incorrectly assume that international migration was solely a result of economic factors, ignoring religious, social, and political pressures that also pushed people out of their homelands.
* Students may misconceive that Western dominance at the beginning of the 20th century was solely due to military strength, neglecting the role of economic power and industrial capacity.
* Students might mistakenly believe that international migration only resulted in economic benefits and did not significantly alter urban culture, overlooking the impact of cultural diversification and exchange.
* Students might think that Western dominance was a positive force, overlooking the negative impacts on colonized regions, such as exploitation and cultural erasure.
* Students often believe that Western dominance was unchallenged, ignoring the existence of resistance movements and the agency of non-Western states and peoples.
* There is a common misconception that Western dominance was a uniform experience across all Western countries, failing to understand the nuances and differences in policies and approaches between various Western nations.
* There is a misconception that all migrants assimilated into American society, not recognizing that many maintained distinct cultural identities and influenced urban areas by forming ethnically-based neighborhoods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1902.0
Standard ID: KC-6.2.I+2+A
Standard Description: Explain how internal migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary or secondary sources describing the experiences of migrants during industrialization and their contributions to urban culture.
* Analyze the social and cultural changes that emerged as a result of increased urban populations due to internal migration.
* Describe how new urban cultures were fostered through the internal migration of diverse groups.
* Evaluate the impact of internal migration on the cultural transformation of urban areas during the industrialization period.
* Explain how internal migration during industrialization contributed to the growth of urban populations.
* Identify key factors that led to increased internal migration to urban areas in the United States during the rise of industrial capitalism.
* Utilize maps to track patterns of internal migration and urban growth during industrialization to better understand geographic impacts.

Assessment Boundaries:
* Assessment should focus on students analyzing specific instances of internal migration that contributed to urban growth and new urban cultures during the industrialization period. This might include the movement of populations from rural to urban areas within states like Pennsylvania, Illinois, and New York, and the resulting urban cultural developments in cities such as Pittsburgh, Chicago, and New York City. Avoid covering international migratory trends or broader cultural developments not directly tied to internal migrations during this period.
* Include the examination of factors such as internal revolts, economic issues, and the impact of external pressures which led to the dissolution of specific land-based empires in the West, namely the Ottoman, Russian, and Austro-Hungarian Empires. Exclude the analysis of maritime empires during this period.

Common Misconceptions:
* Many students mistakenly assume that the new urban culture formed instantly and uniformly, without understanding the slow and often contested integration of diverse cultural influences from these internal migrations.
* Some might believe that internal migration merely increased the labor pool without significantly transforming urban infrastructure and societal norms, ignoring how these migrations led to advancements in housing, transportation, and social dynamics in urban centers.
* Some students may believe that the outcome of the decline of land-based empires was uniformly negative, not recognizing the opportunities it created for the emergence of new states and the redistribution of power.
* Students could have a misconception that the decline of Western land-based empires occurred in isolation, without understanding the interconnected nature of global political and social changes during this period.
* Students may think that the decline of land-based empires in the West was a sudden event rather than a gradual process influenced by various factors over time.
* Students might assume that only external factors, such as wars and invasions, played a role in the collapse of these empires, ignoring significant internal issues like political instability and economic problems.
* Students often think that urbanization due to internal migration was a seamless process, not realizing the significant social tensions and overcrowding that cities faced as rural populations moved into urban areas for jobs.
* There is a common belief that all internal migrants moved only for economic opportunities, overlooking other factors including escaping racial discrimination or seeking community ties which influenced these movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1910.0
Standard ID: KC-6.2.II
Standard Description: Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1911.0
Standard ID: KC-6.2.II+1+A
Standard Description: Explain how larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source accounts of western migration experiences to understand the diverse perspectives and challenges faced by migrants.
* Analyze the effects of westward migration on the social and economic structures of both the migrating groups and the regions they settled.
* Assess the role of federal policies, such as the Homestead Act and land grants, in facilitating westward migration and the subsequent conflicts.
* Compare the motivations and experiences of different groups involved in westward migration, including American settlers, immigrant populations, and Native American tribes.
* Evaluate the historical significance of specific events or conflicts, like the Battle of Little Bighorn, in the context of western migration and settlement.
* Explain how the migration of people to the West led to competition and violent conflict with existing populations, including Native American tribes and other settlers.
* Identify the factors that drove significant numbers of migrants to move westward in search of land and economic opportunities during the period of industrialization.
* Utilize maps to identify key routes and destinations of westward migrants and explain the geographical challenges they encountered.

Assessment Boundaries:
* Assessment should focus on how specific historic events and trends illustrate the extent to which westward migration of larger numbers of disparate groups of people triggered competition and violent conflict in the American West. This includes analyzing cases such as the displacement of Native American tribes, conflicts over railroads and mining rights, and the resulting changes in territorial boundaries and economic opportunities. Avoid assessments that extend into broader periods of westward expansion that do not specifically tie into the consequences of these migrations during this time frame, or that solely consider non-conflict-related economic opportunities without addressing underlying tensions and conflicts.

Common Misconceptions:
* Many students wrongly believe that all migrants moving westward were successful in acquiring land and prosperity, not considering the significant hardships and failures experienced by many.
* Some students assume that the government provided abundant support and resources for all Western settlers without realizing that assistance varied greatly and was often limited to certain groups like railroad companies.
* Students often oversimplify the reasons for westward migration to solely economic motives, ignoring other factors such as religious freedom, adventure, or escaping legal issues.
* There is a common misconception that Native Americans were the only group involved in violent conflicts, overlooking that such conflicts also occurred among competing settlers and between settlers and the government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1920.0
Standard ID: KC-6.3.I
Standard Description: New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1921.0
Standard ID: KC-6.3.I+1+A
Standard Description: Explain how new cultural and intellectual movements buttressed the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ideas and philosophies promoted by these movements in relation to the social order of the time.
* Compare the arguments in primary sources from different cultural and intellectual movements to understand their approaches to reinforcing the existing social order.
* Evaluate the impact of cultural and intellectual movements on the public perception of social issues in the Gilded Age.
* Explain how the cultural and intellectual movements of the Gilded Age reinforced existing social hierarchies.
* Identify key cultural and intellectual movements during the Gilded Age that supported the social order.
* Utilize images, such as political cartoons or propaganda posters, to identify how visual culture supported the social order during the Gilded Age.

Assessment Boundaries:
* Assessments should focus on the analysis of specific cultural and intellectual movements of the Gilded Age that reinforced the prevailing social structures. These could include the advocacy of Social Darwinism which justified wealth disparities as natural, and the Gospel of Wealth which encouraged philanthropic efforts by the wealthy to improve society. Avoid expanding into critiques of these movements or the broader social and political challenges to the existing order of the era beyond their role in reinforcing the status quo.

Common Misconceptions:
* A common misunderstanding is that intellectual movements such as Social Darwinism and the Gospel of Wealth were universally perceived as negative or opposed, not acknowledging their role in justifying and buttressing the status quo of economic and social inequalities.
* Students might incorrectly believe that all cultural and intellectual movements during the Gilded Age were exclusively in opposition to the existing social order, overlooking how some movements actually supported and reinforced societal norms and structures of that time.
* There is often a misconception that the cultural and intellectual developments of the Gilded Age uniformly aimed to democratize society, failing to recognize that many of these movements also reinforced social hierarchies and justified economic disparities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1922.0
Standard ID: KC-6.3.I+2+A
Standard Description: Explain how new cultural and intellectual movements challenged the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the Gilded Age to identify critiques of the social order by various cultural movements.
* Evaluate the impact of cultural and intellectual movements in altering or challenging the political or economic perspectives of the Gilded Age.
* Explain how specific cultural or intellectual movements questioned social norms and practices of the Gilded Age.
* Identify key cultural and intellectual movements during the Gilded Age that challenged the existing social order.
* Utilize visual sources from the Gilded Age, such as political cartoons or propaganda posters, to explain how they reflect challenges to the period’s social order.

Assessment Boundaries:
* Focus the assessment on identifying and analyzing specific cultural and intellectual movements that challenged the prevailing social hierarchies and norms during the Gilded Age. These may include examining the roles of groups or philosophies like the Social Gospel movement, labor unions, and socialist challenges to capitalism. Avoid broad generalizations and instead assess specific examples of how these movements directly contested the established order, such as through notable strikes or public intellectual discourse that sought reform or revolution.

Common Misconceptions:
* Some students might believe that the major cultural and intellectual movements were solely elitist and did not involve working-class participation in advocating for change.
* Students may erroneously assume that intellectual movements only focused on economic issues, without addressing broader social issues such as gender, race, and class.
* Students often misconceive that all cultural and intellectual movements of the Gilded Age supported the existing social order rather than challenged it, missing the movements that aimed for social reform and equality.
* There is a misconception that these movements were small and lacked significant impact, not recognizing their role in laying the groundwork for progressive reforms in the 20th century.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1930.0
Standard ID: KC-6.3.II
Standard Description: Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1931.0
Standard ID: KC-6.3.II+1+A
Standard Description: Explain how dramatic social changes in the period inspired political debates over citizenship.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political discourse from the Gilded Age that addresses issues of citizenship.
* Compare different perspectives on citizenship from political leaders of the Gilded Age.
* Evaluate the role of immigration in shaping debates over citizenship in the United States during this period.
* Explain the connection between social changes and evolving concepts of citizenship during the Gilded Age.
* Identify key social changes during the Gilded Age that influenced political debates over citizenship.
* Use political cartoons from the Gilded Age to infer attitudes toward citizenship and assess how those attitudes influenced political debates.

Assessment Boundaries:
* Assessment should emphasize the critical analysis of specific social changes during the Gilded Age that sparked political debates over citizenship. Focus on immigration patterns and the challenges faced by new immigrants, such as those exemplified by Chinese Exclusion and debates around the status of European immigrants. Consider the context of nativism and the formation of citizenship policies during this period but avoid incorporating themes related to economic policies or Progressive Era reforms that emerged subsequently.

Common Misconceptions:
* Students may assume that social changes in the period were uniformly progressive and led to widespread acceptance of diverse citizenship rights, not acknowledging the resistance and complex debates surrounding these changes.
* Students might believe that the citizenship status and rights enjoyed today were established during the Gilded Age, overlooking the gradual and often contentious nature of these changes across decades.
* There is often a misconception that political debates over citizenship were solely focused on immigrant rights, when in fact they also involved significant issues like women's suffrage and the rights of African Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1932.0
Standard ID: KC-6.3.II+2+A
Standard Description: Explain how dramatic social changes in the period inspired political debates over corruption.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of industrialization and urbanization in fostering political corruption debates during the Gilded Age.
* Evaluate the significance of social changes in shaping public perceptions of corruption during the Gilded Age.
* Explain how specific social changes of the Gilded Age led to political challenges against corruption.
* Identify and describe the main arguments in political debates over corruption inspired by social changes.
* Identify key social changes during the Gilded Age that sparked debates over political corruption.
* Utilize political cartoons from the Gilded Age to explain societal attitudes towards corruption and efforts at reform.

Assessment Boundaries:
* Focus the assessment on understanding specific instances of corruption and the subsequent political debates during the Gilded Age. Key examples to evaluate should include the actions of political machines, such as Tammany Hall, and the reactions to these structures. Consider the reflections on how these cases influenced legislative changes or reform movements like the Pendleton Civil Service Act. Avoid assessing issues unrelated to the rise in political debate on corruption, such as the broader cultural movements of the time.

Common Misconceptions:
* A common misconception is that political corruption was uniformly condemned by the public, without recognizing that many saw it as an inevitable part of doing business or as beneficial if it brought economic prosperity.
* Students might incorrectly assume that all political debates over corruption during the Gilded Age led to significant reforms, rather than recognizing many were ignored or inadequately addressed due to resistance from powerful interests.
* Students often believe that all political corruption during the Gilded Age was overt and easily identifiable, neglecting how much was hidden or systemic due to lacking regulations at the time.
* There is a misunderstanding that only government officials were involved in corruption, overlooking the widespread corruption in businesses and industries that influenced politics.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1933.0
Standard ID: KC-6.3.II+3+A
Standard Description: Explain how dramatic social changes in the period inspired political debates over the proper relationship between business and government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the period to describe differing viewpoints on the role of government in regulating businesses.
* Compare public reform efforts aimed at addressing social changes with political debates on business-government relations during the Gilded Age.
* Evaluate the impact of industrialization on political debates about the balance of power between business and government.
* Explain how specific social changes, such as urbanization and immigration, led to debates regarding government intervention in business practices.
* Identify the key social changes during the Gilded Age that influenced political debates over the relationship between business and government.
* Utilize political cartoons from the era to analyze public sentiment toward business and government relationships.

Assessment Boundaries:
* For the substandard KC-6.3.II+3+A, limit the assessment to evaluating significant historical examples of social changes from 1865 to 1898 that led to debates on the relationship between business and government. Focus on topics such as laissez-faire capitalism, the rise of monopolies, labor movements, and government regulations, exemplified by the Interstate Commerce Act and the Sherman Antitrust Act. Avoid broader subsequent issues like the Progressive reforms that were beyond the time frame of Unit 6.

Common Misconceptions:
* A common misunderstanding is that political corruption was seen as a separate issue from debates about business-government relationships, overlooking how corruption and business alliances often intertwined, influencing policy and public perception.
* Many students mistakenly believe that the government's role during the Gilded Age was solely regulatory, without recognizing that there was significant debate about whether the government should intervene at all, with some advocating for laissez-faire policies.
* Students might incorrectly think that social changes, such as urbanization and immigration, had little impact on these debates, without understanding how these factors fueled public demand for both reform and stricter government oversight of business practices.
* There is often a misconception that industrialists and business leaders of the Gilded Age uniformly opposed any form of government regulation, when in reality, some supported certain regulations to create a stable business environment and limit excessive competition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.1
Cluster Name: Contextualizing Period 6
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: Unit 6: Learning Objective A
Standard Description: Explain the historical context for the rise of industrial capitalism in the United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2180.0
Standard ID: KC-6.2.I.E
Standard Description: Corporations' need for managers and for male and female clerical workers, as well as increased access to educational institutions, fostered the growth of a distinctive middle class. A growing amount of leisure time also helped expand consumer culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2181.0
Standard ID: KC-6.2.I.E+1
Standard Description: Explain how corporations' need for managers and for male and female clerical workers fostered the growth of a distinctive middle class.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the development of a distinctive middle class as a result of corporations hiring male and female clerical workers and managers during this era.
* Assess the continuity and change over time in the perception of clerical work and its relation to middle-class status.
* Compare the roles and responsibilities of male and female clerical workers, including typists, telephone operators, secretaries, and office workers, and analyze how these roles contributed to shifting gender dynamics and the growth of the middle class.
* Evaluate the social implications of a growing middle class on American society and culture during the industrialization era.
* Explain how increased access to educational institutions supported the need for more clerical and management positions, further fostering middle-class growth.
* Explain how the introduction of managerial and clerical roles influenced the composition of the workforce and established a three-tiered business structure (executives, middle managers, laborers) that revolutionized business organization in the late 19th century.
* Identify the economic changes that led to a demand for managers and clerical workers within corporations during the industrialization period.
* Utilize primary source documents, such as company records and employment advertisements from the period, to explain the expansion of clerical positions and its impact on class structure.

Assessment Boundaries:
* Assessments based on this standard should focus on how corporations' organizational needs created demand for managers and clerical workers during the late 19th century industrialization period, including the resulting three-tiered business structure, gender dynamics in workplace roles, and the economic and social characteristics of the emerging middle class. Students should analyze how increased educational opportunities supported professional career development, and how middle-class prosperity fostered consumer culture and leisure activities that defined this social group's identity.

Assessments should not include detailed information about philanthropic activities beyond basic references to Andrew Carnegie's Gospel of Wealth, specific metrics on educational expansion, or in-depth analysis of visual and media sources from the period. Additionally, comparisons to non-industrialized nations, developments primarily occurring after 1900, or the evolution of clerical work across multiple time periods fall outside the scope of this standard.

Common Misconceptions:
* Some students may believe that women's clerical roles were identical to men's positions, not recognizing that gender often determined specific job functions (such as typists, telephone operators, and secretaries for women versus managerial positions predominantly for men) while both contributed to middle-class expansion.
* Some students might underestimate how middle-class identity was shaped by consumer culture and leisure activities, failing to connect how increased disposable income and leisure time led to new patterns of consumption and participation in entertainment that distinguished this social group.
* Students might incorrectly assume that middle-class culture was uniform across America, not recognizing how suburban development, regional differences, and varying access to educational institutions created diverse middle-class experiences while sharing some common characteristics.
* Students might think that the rise of the middle class resulted primarily from increased wages for white-collar workers, overlooking how the expansion of educational institutions and specific corporate organizational needs created new professional opportunities that redefined social structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2182.0
Standard ID: KC-6.2.I.E+2
Standard Description: Explain how increased access to educational institutions fostered the growth of a distinctive middle class.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the correlation between educational access and occupational shifts towards managerial and clerical positions.
* Corroborate educational reforms with primary accounts detailing middle-class experiences of the era.
* Evaluate the impact of expanded educational opportunities on the socio-economic dynamics of the period.
* Explain how increased educational opportunities led to the development of a distinct middle class.
* Identify and describe graphical data illustrating the relationship between education levels and middle-class expansion.
* Identify key aspects of educational institution access, including the Morrill Acts and public university expansion, that contributed to middle-class growth during industrialization.

Assessment Boundaries:
* Assessments based on this standard should focus on how expanded educational access through the Morrill Acts, public university growth, normal schools, and mandatory education laws contributed to middle-class development during the late 19th century. Students should demonstrate understanding of how education facilitated entry into white-collar occupations, including managerial positions and clerical work for both men and women, and how this education-enabled social mobility shaped middle-class identity, consumer culture, and leisure activities. Assessment should include understanding the correlation between industrial society's labor needs, educational expansion, and the resulting socioeconomic shifts.

Assessments should not include detailed analysis of philanthropic strategies beyond basic contributions to educational institutions, nor require analysis of specific primary sources or quantitative data on education metrics. Topics outside the timeframe of the late 19th/early 20th century, such as the GI Bill or modern educational policies, should be excluded. Assessments should avoid detailed examination of the evolution of clerical work across multiple historical periods or comprehensive analysis of consumer culture not directly related to educational access.

Common Misconceptions:
* Some students may think that middle-class growth resulted primarily from college education, overlooking how public high school expansion, mandatory education laws, and normal schools created multiple pathways to middle-class status through different levels of educational attainment.
* Students might assume that educational institutions of this era primarily prepared students for existing jobs, not recognizing how education also helped create new middle-class occupational categories, particularly for women entering the workforce as typists, telephone operators, and office workers in expanding corporate environments.
* Students might believe that educational expansion during this period was evenly distributed across society, not recognizing how access varied significantly by race, gender, and geography, despite initiatives like Historically Black Colleges and Universities and women's colleges attempting to address these disparities.
* There's a possibility that students view the relationship between education and middle-class development as simply causal rather than recognizing the complex interplay between industrial needs, corporate structure changes, educational institutions, and broader socioeconomic shifts that together fostered middle-class growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2183.0
Standard ID: KC-6.2.I.E+3
Standard Description: Explain how a growing amount of leisure time also helped expand consumer culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between leisure activities and the growth of the consumer economy in urban areas during this period.
* Compare the ways in which leisure and consumer culture were interconnected across different social classes and racial groups in the United States during this era, including the impact of African American musical innovations such as ragtime, jazz, and blues on American popular culture.
* Evaluate the impact of leisure time and new consumer spaces, such as department stores, on social behaviors, women's social roles, and cultural norms associated with consumerism at the turn of the century.
* Explain how the increased amount of leisure time contributed to the development of a consumer culture in the United States during the industrial era.
* Identify examples of activities or products that became part of the consumer culture due to increased leisure time in the late 19th and early 20th centuries, including amusement parks, spectator sports, and mass-circulation newspapers.
* Interpret visual sources, like advertisements and photographs, to assess the influence of leisure time on consumer habits during the industrialization period, including the development of baseball as a national pastime and its racial segregation policies.
* Use primary sources to identify and describe how advertising and mass media promoted consumer culture alongside increased leisure time.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific connections between increased leisure time and the expansion of consumer culture in late 19th and early 20th century America. Students should demonstrate understanding of how new leisure activities (amusement parks, spectator sports, mass-circulation newspapers), consumer spaces (department stores), and entertainment forms influenced spending patterns and social behaviors, particularly among the middle class and urban populations. Assessments may include interpretation of period advertisements or images that illustrate the relationship between leisure time and consumer habits.

Assessments should not include detailed analysis of philanthropic activities beyond basic references to Carnegie, methodological guidance for analyzing primary sources, or quantitative data about educational metrics and middle-class expansion. Questions about clerical work evolution, suburban development unrelated to consumer culture, or comparative analysis of philanthropic strategies also fall outside the scope of this standard.

Common Misconceptions:
* Some students may oversimplify the role of department stores, viewing them merely as shopping venues rather than understanding how these spaces served as important social institutions that transformed women's public roles and created new cultural expectations around consumption.
* Students may misinterpret the relationship between leisure time and consumer culture, seeing consumption as merely a result of extra time rather than recognizing how businesses, advertisers, and media actively shaped leisure activities to encourage specific patterns of consumption.
* Students might incorrectly assume that the expansion of leisure activities like spectator sports and amusement parks primarily homogenized American culture, overlooking how these venues could simultaneously reinforce certain social divisions while crossing others.
* Students might mistakenly believe that increased leisure time affected all social groups equally, without recognizing how factors such as class, gender, race, and geographic location created significant disparities in who could participate in the new consumer culture.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2190.0
Standard ID: KC-6.3.I.B
Standard Description: Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2191.0
Standard ID: KC-6.3.I.B+1
Standard Description: Explain the idea known as the Gospel of Wealth, the argument made by some business leaders that the wealthy had a moral obligation to help the less fortunate and improve society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Gospel of Wealth on philanthropic movements during the Gilded Age.
* Describe the relationship between the Gospel of Wealth and the broader social and economic policies of the Gilded Age.
* Evaluate the significance of the Gospel of Wealth in shaping educational and urban development efforts in society.
* Explain the arguments made by business leaders about their moral obligation to society under the Gospel of Wealth.
* Identify the core principles of the Gospel of Wealth and how it was presented in historical context.
* Interpret primary sources related to the Gospel of Wealth to understand varying perspectives on the responsibilities of wealth.

Assessment Boundaries:
* Assessments based on this standard should focus on the core principles of the Gospel of Wealth as articulated by Andrew Carnegie in 1889, including the moral obligations of the wealthy toward society, the philosophical justifications for these obligations, and the general philanthropic impact on educational institutions, cultural establishments, and urban development during the Gilded Age. Students should demonstrate understanding of how the Gospel of Wealth reflected certain business leaders' perspectives on wealth responsibility and its relationship to the broader social context of the era.

Assessments should not include comprehensive information about philanthropists beyond Carnegie, detailed analysis of diverse philanthropic strategies, or specific case studies of philanthropic projects and their outcomes. Additionally, methodological guidance for analyzing primary sources, quantitative data about educational metrics, and the evolution of middle-class expansion fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Students might believe that the Gospel of Wealth advocated for government redistribution of wealth, when it actually emphasized private philanthropy and the voluntary responsibility of wealthy individuals to use their fortunes for public good.
* Students might believe that the Gospel of Wealth focused primarily on addressing the root causes of poverty and economic inequality, rather than emphasizing the establishment of institutions like libraries, universities, and cultural centers that provided opportunities for self-improvement.
* Students might confuse the Gospel of Wealth with Social Darwinism, not recognizing that while both existed during the Gilded Age, they represented different perspectives on wealth and social responsibility.
* Students might incorrectly assume that most wealthy industrialists during the Gilded Age embraced and practiced the principles of the Gospel of Wealth, when in reality it was promoted by some business leaders but not universally adopted.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2192.0
Standard ID: KC-6.3.I.B+2
Standard Description: Explain the philanthropic contributions made by some business leaders that enhanced educational opportunities and urban environments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of philanthropy on urban development during the Gilded Age, considering both immediate and long-term effects, including suburbanization patterns that led to new forms of urban class segregation.
* Compare the philanthropic strategies of different business leaders and their relative impacts on education and urban environments during the Gilded Age.
* Describe how the City Beautiful movement, launched at the 1893 World's Columbian Exposition with Daniel Burnham's 'White City' design, influenced urban planning and development to create more beautiful and functional cities during the Gilded Age.
* Evaluate primary sources to assess the intentions and outcomes of philanthropic contributions by business leaders towards urban and educational development.
* Explain how the philanthropic actions of business leaders improved educational opportunities in the late 19th and early 20th centuries, including the establishment of Historically Black Colleges and Universities and women's colleges that provided education for groups largely excluded from traditional universities.
* Identify prominent business leaders of the Gilded Age who made significant philanthropic contributions to education and urban environments.

Assessment Boundaries:
* Assessments should focus on the philanthropic contributions of Gilded Age business leaders like Andrew Carnegie and John D. Rockefeller to educational institutions (including libraries, universities, HBCUs, and women's colleges) and urban development initiatives (including the City Beautiful movement and public parks). Questions should evaluate students' understanding of how these contributions aligned with the Gospel of Wealth philosophy, impacted educational access for previously excluded groups, and influenced urban planning and development during the late 19th and early 20th centuries.

Assessments should not include detailed biographical information about philanthropists beyond their motivations and specific contributions, comprehensive analysis of philanthropic strategies and their comparative effectiveness, or extensive case studies of specific projects and their outcomes. Questions about primary source analysis methodology, quantitative educational data, or the evolution of middle-class occupations fall outside the scope of this standard.

Common Misconceptions:
* Students may incorrectly assume that philanthropic contributions to urban environments focused primarily on aesthetic improvements, underestimating how initiatives like the City Beautiful movement sought to address functional issues of urban life while simultaneously influencing patterns of class segregation through suburbanization.
* Students may misconceive that philanthropic efforts of business leaders were purely altruistic, overlooking how these contributions often helped shape public opinion, create favorable business conditions, and extend their social influence while addressing genuine societal needs.
* Students might believe that philanthropic contributions were disconnected individual acts rather than understanding they were often part of a broader social movement influenced by ideas like the Gospel of Wealth, which promoted wealthy individuals' responsibility toward society.
* Students might misunderstand that while philanthropic support for educational institutions like HBCUs and women's colleges expanded opportunities for previously excluded groups, these efforts often reflected the philanthropists' own values and visions for society rather than necessarily addressing the priorities identified by these marginalized communities themselves.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.10
Cluster Name: 9. Development of the Middle Class
Lesson Name: *None specified*
Lesson Order: 2180.0
Standard ID: Unit 6: Learning Objective H
Standard Description: Explain the causes of increased economic opportunity and its effects on society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2200.0
Standard ID: KC-6.3.I.C
Standard Description: A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2201.0
Standard ID: KC-6.3.I.C+1
Standard Description: Explain how agrarians championed alternative visions for the economy and U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the agrarian movement on American society and politics during the Gilded Age.
* Compare the goals and strategies of agrarian reformers with other reform movements of the Gilded Age.
* Evaluate the successes and limitations of agrarian movements in the context of Gilded Age economic and social conditions.
* Explain how reforms during the Gilded Age proposed alternative economic models to industrial capitalism.
* Identify key movements during the Gilded Age that promoted alternative economic visions and societal structures.
* Use primary source documents to analyze perspectives on agrarian visions and their critiques of industrial capitalism.

Assessment Boundaries:
* Exclude specific agrarian reform topics such as the Farmers' Declaration of Independence, detailed economic visions of agrarian reformers, and issues related to railroad monopolies and land distribution. Avoid mentioning particular agrarian reformers like William A. Peffer or specific agrarian economic proposals not covered in the provided materials. Assessments should focus on agrarian values and their visions for alternative economic and social structures, and analysis of primary source documents reflecting agrarian perspectives. Students should demonstrate understanding of how agrarians responded to economic and social changes brought by industrialization, without needing to identify specific organizations or leaders within the movement. Assessments should not include detailed information about specific agrarian organizations, the biographies of agrarian leaders, or specific policy proposals. Additionally, detailed analysis of the impact, achievements, or limitations of agrarian activism on rural communities, agricultural practices, or national politics falls outside the scope of this standard.

Common Misconceptions:
* Some students might assume that agrarian movements were primarily focused on economic concerns, overlooking how agrarians often proposed comprehensive visions for society that addressed cultural values, community structures, and moral principles.
* Some students might think that agrarians opposed all forms of technological advancement and industrialization, rather than understanding that many agrarians advocated for controlled integration of technology that would preserve rural values and agricultural livelihoods.
* Students may incorrectly view agrarian critiques as mere resistance to change rather than understanding them as substantive alternative visions that questioned core assumptions of industrial capitalism and offered competing models for economic and social organization.
* Students might believe that agrarian movements were isolated from other reform movements of the Gilded Age, not recognizing the interconnections between agrarian critiques and other alternative visions like those of socialists, utopians, and Social Gospel advocates.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2202.0
Standard ID: KC-6.3.I.C+2
Standard Description: Explain how utopians championed alternative visions for the economy and U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare utopian visions with contemporary economic theories during the Gilded Age, including Henry George's critique of wealth inequality in 'Progress and Poverty'.
* Analyze the influence of utopian thought on American economic and social policies during the Gilded Age.
* Describe the cultural and social critiques offered by utopian movements against the prevailing industrial capitalist society.
* Evaluate the success and limitations of utopian reform movements in effecting change in U.S. society.
* Explain how utopian movements proposed to address the economic challenges posed by the Gilded Age.
* Identify the key ideas and principles of utopian movements that responded to industrial capitalism, including Edward Bellamy's vision in 'Looking Backward' of a cooperative society without poverty.

Assessment Boundaries:
* Assessment should focus on the key ideas, principles, and critiques of industrial capitalism presented by utopian thinkers during the Gilded Age, particularly through influential works such as Edward Bellamy's 'Looking Backward' and Henry George's 'Progress and Poverty.' Students should understand how these utopian visions proposed alternative economic and social arrangements as responses to the perceived problems of industrial capitalism, including wealth inequality, poverty, and social discord. Questions should address the cultural and social critiques embedded in these utopian visions and how they challenged prevailing economic theories of the time.

Assessment should not include detailed analysis of specific utopian communities' structures, operations, or outcomes, nor their broader influence on later social movements or reforms. Questions about socialist ideology, agrarian reform movements, the Social Gospel movement, or women's reform organizations should be avoided unless directly connected to utopian thought. Comparisons between utopian thought and other contemporaneous ideologies should remain surface-level rather than detailed analyses.

Common Misconceptions:
* Learners might incorrectly conclude that utopian thinkers uniformly rejected technological and industrial progress, when many utopian visions actually incorporated advanced technology and industrial efficiency within more equitable social frameworks.
* Some students may view utopian visions of the period as purely theoretical exercises, overlooking how works like 'Looking Backward' inspired actual organizations (such as Nationalist Clubs) that advocated for elements of these alternative economic systems.
* Students might assume that utopian thinkers of the Gilded Age were primarily focused on creating isolated communities, rather than understanding how many, like Edward Bellamy, sought to influence the broader national conversation about economic alternatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2203.0
Standard ID: KC-6.3.I.C+3
Standard Description: Explain how socialists championed alternative visions for the economy and U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how socialist ideas challenged existing economic and social structures, and how they proposed to address issues such as wealth inequality and labor rights.
* Compare socialist visions of society and economy with the predominant capitalist ideologies of the time, highlighting key differences in their approaches to industrial and societal organization.
* Evaluate the impact of socialist movements on labor reforms and political discourse during the Gilded Age, assessing their successes and limitations.
* Explain the fundamental principles of socialism as an alternative vision to industrial capitalism in the Gilded Age—a term coined from Mark Twain's 1873 novel describing an era of surface prosperity masking serious social problems—and how these ideas were disseminated.
* Explain the role of the socialist movement within the larger context of reform movements during the Gilded Age, identifying connections and distinctions.
* Identify and describe the arguments made by socialists in key pamphlets, speeches, or writings from the Gilded Age, focusing on their critiques of capitalism.
* Identify key socialist leaders and groups who emerged during the Gilded Age and describe their primary goals and messages.
* Use primary source documents, such as political cartoons or socialist pamphlets, to evaluate the public perception and reception of socialist ideas during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on socialist perspectives as alternatives to industrial capitalism during the Gilded Age (1873-1890s), including their general principles of collective ownership and critiques of wealth inequality. Questions should address how socialists positioned themselves within the broader landscape of reform movements, their basic messages and approaches to social change, and figures who articulated socialist ideas such as Edward Bellamy in works like 'Looking Backward.'

Assessments should not include detailed analysis of socialist economic models, specific utopian communities, or in-depth comparisons with other ideologies like agrarianism or the Social Gospel. Questions should avoid addressing the specific impact of socialist movements on labor organizations, electoral politics, or legislative outcomes, as well as detailed biographical information about socialist leaders not mentioned in the lesson materials.

Common Misconceptions:
* Students may believe that socialist ideas in America developed in isolation from other reform movements, overlooking how socialists often engaged with and shared concerns with contemporaneous reform efforts like labor activism and critiques of industrial capitalism.
* Students might incorrectly assume that socialism during the Gilded Age primarily advocated for violent revolution, when many socialists actually promoted peaceful, democratic reforms and gradual transformation of the economic system.
* Students might think socialist perspectives were uniform and monolithic during the Gilded Age, rather than recognizing the diversity of socialist thought that ranged from moderate reform proposals to more transformative visions.
* Students sometimes misunderstand socialist critiques as merely theoretical abstractions, not recognizing how they responded to specific social and economic conditions of the Gilded Age, when surface prosperity masked serious inequalities and social problems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2204.0
Standard ID: KC-6.3.I.C+4
Standard Description: Explain how advocates of the Social Gospel championed alternative visions for the economy and U.S. society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Social Gospel movement on later social reform movements in the United States.
* Describe the relationship between the Social Gospel and other contemporary reform movements during the Gilded Age.
* Evaluate primary source writings by advocates of the Social Gospel to determine their vision for economic reform and social justice.
* Explain how the Social Gospel movement responded to the challenges of industrial capitalism during the Gilded Age in the developing American society.
* Identify the key teachings and principles of the Social Gospel movement that were used to propose alternative societal and economic structures.
* Utilize political cartoons from the Gilded Age to explain societal critiques made by the Social Gospel movement.

Assessment Boundaries:
* Assessment of this standard should focus on the key principles and general teachings of the Social Gospel movement that proposed alternatives to address social and economic problems during the Gilded Age. Questions should examine how Protestant clergy applied Christian ethics to critique industrial capitalism's excesses, including responses to urban poverty, poor working conditions, and wealth inequality, without requiring identification of specific primary texts. Students should demonstrate understanding of how the Social Gospel connected religious principles to social reform efforts.

Assessment should not include primary source analysis of specific writings by Washington Gladden, Walter Rauschenbusch, or other Social Gospel advocates. Questions should avoid comparing the Social Gospel to other contemporary reform movements (like settlement houses, socialism, or utopian communities), extending to later Progressive Era reforms not directly associated with Social Gospel principles, or evaluating the movement's long-term influence beyond the Gilded Age period.

Common Misconceptions:
* Some students may incorrectly assume that the Social Gospel movement had little practical impact on addressing social problems, overlooking how it inspired concrete initiatives to improve urban living conditions, advocate for fair labor practices, and reduce poverty through institutional church programs.
* Some students may misinterpret the Social Gospel movement as rejecting all aspects of capitalism, when it generally sought to reform rather than replace the existing economic system through the application of Christian principles to business and social relations.
* Students might incorrectly view the Social Gospel movement primarily as focused on individual spiritual salvation, rather than recognizing its emphasis on applying Christian ethics to address systemic social problems and economic inequalities in industrial America.
* Students might mistakenly believe that the Social Gospel movement emerged independently of broader historical contexts, rather than understanding it developed specifically in response to the challenges of industrialization, urbanization, and economic inequality during the Gilded Age.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2210.0
Standard ID: KC-6.3.II.B.ii
Standard Description: Many women sought greater equality with men, often joining voluntary organizations, going to college, and promoting social and political reform.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2211.0
Standard ID: KC-6.3.II.B.ii+1
Standard Description: Explain how many women sought greater equality with men by joining voluntary organizations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of women's participation in voluntary organizations on the broader social reform movements of the Gilded Age.
* Compare the objectives and methods of different voluntary organizations led by women during the Gilded Age, including the National American Woman Suffrage Association's (NAWSA) approaches under the leadership of Elizabeth Cady Stanton and Susan B. Anthony.
* Corroborate historical accounts of key figures in women’s voluntary organizations by analyzing primary source documents from the Gilded Age.
* Evaluate the significance of voluntary organizations in advancing women's rights and equality during the Gilded Age, including the distinctive contributions of African American women's associations.
* Explain the strategies employed by women within voluntary organizations to advocate for social and political reform during the Gilded Age.
* Identify key voluntary organizations that women joined in pursuit of greater equality during the Gilded Age, including the Woman's Christian Temperance Union (WCTU) under Frances Willard's leadership.

Assessment Boundaries:
* Assessment should focus on women's participation in voluntary organizations during the Gilded Age (approximately 1870s-1890s), including the specific organizations they joined (such as the Woman's Christian Temperance Union, National American Woman Suffrage Association, and settlement houses), the leadership roles they assumed, and the diverse strategies they employed to advocate for social and political reform. Questions should address how these organizations advanced women's equality, their impact on broader social reform movements, and the participation of women from different racial and socioeconomic backgrounds.

Assessment should not include women's educational access or political roles outside of voluntary organizations. Questions about socialist, utopian, agrarian, or Social Gospel movements should be excluded unless directly related to women's voluntary organizations. Historical comparisons of women's reform efforts beyond the Gilded Age time period are outside the scope of this standard.

Common Misconceptions:
* Some students might think that women's voluntary organizations during the Gilded Age focused exclusively on securing voting rights, overlooking their broader agendas that often included temperance, labor reform, public health, educational improvements, and social welfare initiatives.
* Some students might underestimate the diversity within women's voluntary organizations, overlooking how different racial and socioeconomic backgrounds influenced both participation opportunities and the specific issues prioritized by different women's associations.
* Students may believe that voluntary organizations like the WCTU were single-issue groups, not recognizing how these organizations evolved to address multiple social reform causes simultaneously under leaders like Frances Willard.
* Students may incorrectly assume that women in voluntary organizations adopted uniform strategies, when in reality they employed varied approaches including public demonstrations, legislative lobbying, community service, education campaigns, and establishing settlement houses to achieve their reform objectives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2212.0
Standard ID: KC-6.3.II.B.ii+2
Standard Description: Explain how many women sought greater equality with men by going to college.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between women's educational attainment and the broader women's rights movements of the Gilded Age.
* Describe the changes in women's educational opportunities during the Gilded Age and their effects on gender equality.
* Evaluate the limitations and challenges faced by women in pursuing higher education during the Gilded Age.
* Examine primary and secondary sources to understand the experiences of women who attended college during the Gilded Age.
* Explain how access to higher education contributed to women's roles in promoting social and political reform.
* Identify the motivations behind women pursuing higher education in the Gilded Age to gain greater equality.
* Use data and graphs to illustrate trends in women's enrollment in higher education institutions during the Gilded Age.

Assessment Boundaries:
* Assessment should focus on women's motivations for pursuing higher education during the Gilded Age, how college education enabled women to participate in social and political reform efforts, and the relationship between women's educational attainment and their advocacy for greater equality. Questions may address how educated women applied their knowledge through participation in organizations like NAWSA and WCTU, and how higher education changed women's roles in society during this specific time period.

Assessment should not include detailed statistical data on women's educational access, specific institutional or social barriers women faced in obtaining education, or historical comparisons of women's education beyond the Gilded Age. Questions should avoid exploring specific curriculum content at women's colleges or detailed biographical information about individual women unless directly related to how education fostered equality or reform participation.

Common Misconceptions:
* Learners might incorrectly assume that women's educational attainment during the Gilded Age had little practical application beyond personal growth, not recognizing how educated women leveraged their knowledge to establish and lead reform organizations that sought broader societal changes.
* Some students may believe that college education immediately resulted in equality with men in professional and social spheres, overlooking the ongoing challenges educated women continued to face despite their academic achievements.
* Students might misunderstand the variety of motivations women had for pursuing higher education, potentially focusing only on career preparation without recognizing goals related to intellectual development, social reform, or challenging gender norms.
* Students might think that women's pursuit of higher education was disconnected from their advocacy for social and political reforms, not recognizing how education provided women with knowledge and networks that supported their reform activities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2213.0
Standard ID: KC-6.3.II.B.ii+3
Standard Description: Explain how many women sought greater equality with men by promoting social and political reform.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents, such as speeches or writings by prominent women reformers of the Gilded Age, to identify the main arguments and strategies employed in their advocacy for equality.
* Analyze the impact of the settlement house movement, exemplified by Jane Addams' Hull House, as a means through which educated women addressed urban social problems during the Gilded Age.
* Analyze the impact of women's higher education on their roles in social and political reform movements during the Gilded Age.
* Compare and contrast the reform strategies used by women during the Gilded Age with those employed in other periods of American history.
* Evaluate the effectiveness of specific social and political reforms advocated by women in achieving greater gender equality during the Gilded Age.
* Identify key social reform movements that women were involved in during the Gilded Age that aimed to promote greater equality with men.

Assessment Boundaries:
* Assessments based on this standard should focus on specific women-led organizations and movements during the Gilded Age (1873-1896) including the Woman's Christian Temperance Union (WCTU), the National American Woman Suffrage Association (NAWSA), and the settlement house movement exemplified by Jane Addams' Hull House. Students should be able to identify these key reform movements, analyze their impact on gender equality, and evaluate how women used these platforms to address social problems like urban poverty, labor conditions, and lack of political rights. Assessments may include analysis of strategies and arguments used by prominent women reformers through primary source excerpts.

Assessments should not include statistical data on women's educational access or detailed barriers to higher education, though the general connection between education and reform is appropriate. Additionally, comparisons of women's reform efforts across different historical periods, detailed analysis of socialist, utopian, agrarian, or Social Gospel movements not specifically connected to women's equality efforts, and developments beyond the Gilded Age period should be excluded.

Common Misconceptions:
* Some students might misunderstand the settlement house movement as merely providing charity, rather than recognizing how educated women like Jane Addams used these institutions to address systemic urban problems and develop the foundations for professional social work.
* Students may believe that women reformers of the Gilded Age worked primarily as individuals rather than recognizing how they built powerful collective organizations like the National American Woman Suffrage Association and settlement houses to amplify their influence.
* Students might incorrectly assume that women's reform movements of the Gilded Age represented women of all social and racial backgrounds equally, when in reality there were significant differences in participation, leadership, and focus among white women's associations and African American women's organizations.
* Students might think women's reform efforts during the Gilded Age focused exclusively on obtaining suffrage, overlooking the broader agenda of organizations like the Woman's Christian Temperance Union, which also addressed labor rights, working conditions, and other social reforms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.11
Cluster Name: 10. Reform in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2200.0
Standard ID: Unit 6: Learning Objective I
Standard Description: Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2230.0
Standard ID: KC-6.1.I.E.ii
Standard Description: Foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim, Asia, and Latin America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2231.0
Standard ID: KC-6.1.I.E.ii+1
Standard Description: Explain how foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. actions in the Pacific Rim on local economies and political structures.
* Compare the strategies of U.S. influence in the Pacific Rim with those used in Latin America during the same period.
* Correlate the rise of industrial capitalism in the U.S. with the expansionist policies adopted in the Pacific Rim.
* Evaluate the primary sources related to U.S. foreign policy in the Pacific Rim to determine the intent and justification provided by policymakers.
* Explain the economic motives behind U.S. foreign expansion into the Pacific Rim during this period.
* Identify and describe specific policies implemented by U.S. foreign policymakers to extend influence in the Pacific Rim, including territorial acquisitions such as the 1867 purchase of Alaska from Russia.
* Utilize maps to identify key geographic areas in the Pacific Rim that were targeted by U.S. policymakers and explain the strategic importance of these locations.

Assessment Boundaries:
* Assessments based on this standard should focus on specific policies and actions taken by U.S. foreign policymakers to gain influence in the Pacific Rim from the post-Civil War era through the early 20th century. Students should be able to identify and describe particular examples such as the 1867 Alaska purchase, interests in Hawaii, Samoa, and treaties with Japan and China (e.g., Treaty of Kanagawa), including the primary motivations behind these expansionist efforts. Assessments may include questions about how these actions reflected U.S. interests in new markets and natural resources.

Assessments should not cover the detailed economic or political impacts of these policies on Pacific Rim nations or comparative analysis between U.S. approaches in different regions. Questions about theoretical economic arguments, detailed geographic knowledge beyond basic locations, primary source analysis skills, or the specific outcomes and long-term consequences of these foreign policies should be avoided. Latin American policy examples, though related, should not be included in assessments for this standard.

Common Misconceptions:
* Some students may believe that military control was the primary goal of U.S. foreign policy in the Pacific Rim, when commercial access, resource acquisition, and establishing trade relationships were often central objectives of American policymakers.
* Some students may think U.S. acquisition of territories like Alaska was mainly for settlement purposes, rather than recognizing the strategic and resource-based motivations that often guided Pacific expansion policies.
* Students might assume that U.S. expansion into the Pacific Rim began only after the Spanish-American War, not recognizing earlier efforts such as the 1867 Alaska purchase and commercial treaties with Japan and China that established patterns of increasing U.S. influence.
* Students might believe U.S. foreign policy in the Pacific Rim was primarily motivated by a desire to spread democracy or civilization, overlooking how economic interests in markets and natural resources drove many of these expansionist efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2232.0
Standard ID: KC-6.1.I.E.ii+2
Standard Description: Explain how foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in Asia

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. foreign policies on Asian countries’ markets and economies during the late 19th and early 20th centuries.
* Analyze visual data, such as political cartoons and propaganda, to understand public perception and government portrayal of U.S. foreign policy towards Asia during this period.
* Compare the U.S. approaches in Asia to its policies in other regions like Latin America and the Pacific Rim in terms of seeking influence and control.
* Evaluate the historical significance of U.S. expansion into Asia for both American economic growth and regional geopolitics.
* Explain the motivations of U.S. policymakers in seeking influence and control over markets and natural resources in Asia, considering economic, political, and strategic factors.
* Identify the key foreign policies enacted by the United States during the period that aimed to expand influence and control in Asia.
* Utilize primary source documents, such as government records or contemporary news articles, to investigate the U.S. strategies for increasing influence in Asia.

Assessment Boundaries:
* Assessments based on this standard should focus on specific U.S. foreign policies aimed at expanding influence in Asia during the period, including the 1867 Alaska Purchase and other diplomatic initiatives targeting access to Asian markets and natural resources. Students should demonstrate understanding of the economic, strategic, and political motivations behind these policies, as well as analyze how these policies were portrayed in visual media such as political cartoons and propaganda of the era.

Assessments should not include detailed economic impacts of these policies on Asian countries, comparative analysis between U.S. approaches to Asia versus Latin America, or connections between industrial capitalism's development and U.S. expansion. Questions requiring analysis of primary source documents beyond visual media, detailed geographic knowledge of the Pacific Rim region, or theoretical economic arguments should be avoided.

Common Misconceptions:
* Some students might misinterpret the expansion of U.S. influence in Asia as reflecting consensus among American policymakers, overlooking significant debates and disagreements within government and business circles about foreign policy strategies and priorities.
* Some students might perceive the Alaska Purchase of 1867 as unrelated to broader U.S. policy goals in Asia, missing its strategic importance for extending American influence in the Pacific and securing access to natural resources.
* Students might believe that U.S. expansion into Asian markets was primarily driven by military objectives, overlooking the significant role of commercial interests, resource acquisition, and diplomatic strategies in shaping foreign policy decisions.
* Students might view U.S. foreign policy in Asia during this period as developing in isolation from international competition, rather than recognizing how America's actions were influenced by and responding to other Western powers' imperial activities in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2233.0
Standard ID: KC-6.1.I.E.ii+3
Standard Description: Explain how foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in Latin America.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. interventions on Latin American economies and societies, using primary and secondary source accounts to support your argument.
* Correlate economic data and political treaties from the period to explain how U.S. foreign policy objectives in Latin America were achieved through a combination of diplomatic and military means.
* Evaluate the historical significance of U.S. foreign policies in Latin America, comparing them to similar policies in Asia and the Pacific Rim to highlight differences and continuities.
* Explain the motivations behind U.S. foreign policymakers' efforts to control markets and resources in Latin America, considering the broader historical context of the rise of industrial capitalism.
* Identify the key strategies used by U.S. foreign policymakers to expand influence over markets and natural resources in Latin America during the late 19th and early 20th centuries.
* Use maps and geopolitical data from the period to illustrate the regions in Latin America where U.S. influence was most pronounced and discuss the economic and strategic factors that drove this focus.

Assessment Boundaries:
* Assessments based on this standard should focus on specific U.S. foreign policy strategies and actions aimed at expanding influence over markets and natural resources in Latin America during the late 19th and early 20th centuries. Students should demonstrate knowledge of key events such as the Spanish-American War, the construction of the Panama Canal, the Roosevelt Corollary to the Monroe Doctrine, Dollar Diplomacy, and other significant interventions that illustrate U.S. efforts to gain economic and strategic advantages in the region. Questions should address both diplomatic and military approaches used to achieve these policy objectives.

Assessments should not include detailed economic impact analysis or the long-term effects of these policies on Latin American nations. Questions comparing U.S. approaches in Latin America to those in Asia or the Pacific Rim should be avoided, as should items requiring advanced primary source analysis or detailed economic data interpretation. Assessment should focus on policy motivations and methods rather than theoretical economic arguments.

Common Misconceptions:
* Some students may believe that Latin American nations generally welcomed U.S. economic involvement as beneficial to their development, not recognizing the complex relationships and frequent opposition to policies that prioritized U.S. access to markets and resources over local interests.
* Some students may misunderstand the evolution of the Monroe Doctrine, thinking it remained unchanged throughout the 19th century, rather than recognizing how it was reinterpreted and expanded through additions like the Roosevelt Corollary to justify increased U.S. intervention in Latin America.
* Students might incorrectly assume that U.S. influence in Latin America was established primarily through military means, overlooking the significant role of economic policies, treaties, investments, and diplomatic pressure in extending U.S. control over markets and resources.
* Students might mistakenly believe that U.S. foreign policy in Latin America was primarily motivated by humanitarian concerns or spreading democracy, rather than recognizing the economic interests in securing markets and access to natural resources that drove many interventions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2220.0
Standard ID: KC-6.1.II.A
Standard Description: Some argued that laissez-faire policies and competition promoted economic growth in the long run, and they opposed government intervention during economic downturns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2221.0
Standard ID: KC-6.1.II.A+1
Standard Description: Explain the argument some made that laissez-faire policies and competition promoted economic growth in the long run.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical examples where laissez-faire policies were implemented and where federal regulations emerged, such as the Interstate Commerce Act of 1887, and assess their impact on economic growth and market competition.
* Compare the arguments for laissez-faire economics with the criticisms of government intervention during economic downturns using primary and secondary sources.
* Evaluate the historical significance and long-term economic outcomes of maintaining laissez-faire policies and early attempts at market regulation, such as the Sherman Antitrust Act of 1890 and its implementation challenges, during specific periods in U.S. history.
* Explain how competition within a free-market economy is believed to drive innovation and efficiency, according to proponents of laissez-faire policies, while analyzing the seemingly contradictory practice of government subsidies to railroads and other industries during the same period.
* Identify key arguments presented by advocates of laissez-faire economics that suggest how minimal government intervention leads to economic growth.
* Utilize economic data and graphs to assess the performance of the U.S. economy under laissez-faire influenced periods versus interventionist policies.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to explain historical arguments in favor of laissez-faire policies promoting economic growth during the Gilded Age, including proponents' views on competition driving innovation and efficiency. Students should also demonstrate understanding of apparent contradictions between laissez-faire ideology and government actions such as railroad subsidies, as well as early regulatory efforts like the Interstate Commerce Act of 1887 and Sherman Antitrust Act of 1890, including implementation challenges.

Assessments should not include evaluations of the actual effectiveness or outcomes of laissez-faire policies, detailed economic theories or theoretical frameworks, or data analysis of economic indicators. Additionally, connections to U.S. foreign policy, expansion into Pacific Rim and Latin American regions, or comparisons with modern economic systems should be avoided.

Common Misconceptions:
* Some students may misunderstand laissez-faire as meaning complete government inaction in all economic matters, rather than recognizing the selective application of non-intervention principles alongside specific forms of government support for industry.
* Some students might fail to recognize that arguments for laissez-faire policies existed alongside evidence of market abuses and corruption, such as the Crédit Mobilier scandal, which eventually contributed to calls for greater regulation.
* Students might believe that laissez-faire policies were implemented consistently throughout the Gilded Age, overlooking government interventions such as railroad subsidies and early regulatory legislation.
* Students might incorrectly assume that early federal regulations like the Sherman Antitrust Act represented a complete abandonment of laissez-faire principles, rather than understanding the limited enforcement and court interpretations that often preserved business interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2222.0
Standard ID: KC-6.1.II.A+2
Standard Description: Explain why supporters of laissez-faire policies opposed government intervention during economic downturns.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources, including Supreme Court cases like Wabash v. Illinois (1886), to identify and describe how judicial decisions and arguments by proponents of laissez-faire economics limited government intervention in the economy.
* Analyze statistical data and historical events, such as the Crédit Mobilier scandal of the early 1870s, to understand the claims made by laissez-faire proponents and their critics regarding government intervention's effects on economic efficiency and corruption.
* Compare and contrast the arguments of laissez-faire supporters with those who advocated for government intervention during economic downturns, examining the perceived benefits and drawbacks.
* Evaluate the historical significance of the laissez-faire approach and judicial decisions like United States v. E.C. Knight Co. (1895) in shaping U.S. economic policy and its impacts on economic downturns using primary and secondary sources.
* Explain the broader historical context of the Industrial Revolution and political reforms in the United States, including the Pendleton Civil Service Reform Act of 1883, and how they influenced the debate over government structure and intervention in the economy.
* Explain the rationale behind supporters of laissez-faire policies who believed in minimal government intervention and how this was thought to encourage long-term economic growth.
* Identify key characteristics of laissez-faire economic policies and how they were understood during the rise of industrial capitalism in the United States.
* Utilize economic graphs and charts to identify patterns associated with laissez-faire policies during significant economic downturns and explain how these patterns uphold or challenge the idea of government non-intervention.

Assessment Boundaries:
* Assessment should concentrate on evaluating students' understanding of the core arguments made by proponents of laissez-faire policies, particularly their reasoning against government intervention during economic downturns. Focus on key events or examples from the relevant period, such as the Panic of 1873, which illustrate their stance. Avoid extending the assessment scope to post-Gilded Age shifts or later economic theories not directly related to their opposition in the specified context.
* Assessments based on this standard should focus on the specific reasoning behind laissez-faire supporters' opposition to government intervention during economic downturns, as illustrated through relevant Supreme Court cases (Wabash v. Illinois, United States v. E.C. Knight Co.), historical events (like the Crédit Mobilier scandal), and responses to early regulatory efforts (Interstate Commerce Act, Sherman Antitrust Act). Students should demonstrate understanding of how laissez-faire proponents viewed market corrections, their concerns about government capabilities, and their interpretation of the proper relationship between government and the economy during the Gilded Age.

Assessments should not include detailed theoretical economic arguments for free markets, comprehensive analysis of policy implementation outcomes, or evaluation of the effectiveness of laissez-faire versus interventionist approaches. Questions about foreign policy connections, later historical periods beyond the Gilded Age, or in-depth economic data analysis should be avoided as they extend beyond the scope of this standard.

Common Misconceptions:
* Some students might misinterpret Supreme Court decisions like Wabash v. Illinois (1886) and United States v. E.C. Knight Co. (1895) as purely political rather than recognizing how these rulings reflected laissez-faire economic principles about limiting government regulation.
* Students may incorrectly assume that laissez-faire supporters opposed all forms of government action, overlooking their acceptance of limited government roles in protecting property rights, enforcing contracts, and maintaining basic legal frameworks for commerce.
* Students might believe that laissez-faire supporters opposed government intervention primarily because of self-interest, rather than understanding their philosophical belief that markets could efficiently self-correct during economic downturns without external interference.
* Students might not recognize that many laissez-faire supporters viewed economic downturns as necessary market corrections that purged inefficiencies, and believed government intervention could prolong economic problems by preventing natural market adjustments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.12
Cluster Name: 11. Controversies over the Role of Government in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2220.0
Standard ID: Unit 6: Learning Objective J
Standard Description: Explain continuities and changes in the role of the government in the U.S. economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2240.0
Standard ID: KC-6.1.III.C
Standard Description: Economic instability inspired agrarian activists to create the People's (Populist) Party, which called for a stronger governmental role in regulating the American economic system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2241.0
Standard ID: KC-6.1.III.C+1
Standard Description: Explain how economic instability inspired agrarian activists to create the People's (Populist) Party.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the specific grievances of farmers during the Gilded Age contributed to the formation of the People's (Populist) Party, including the role of the Farmers' Alliances and the significance of the 1892 Omaha Convention.
* Analyze primary source documents from the Populist movement to identify the perspectives and motivations of agrarian activists.
* Describe the goals of the Populist Party and how they addressed the economic concerns of agrarian activists.
* Evaluate the effectiveness of the Populist Party in addressing economic instability and challenges faced by agrarian communities.
* Explain the relationship between economic policies of big businesses and the grievances of agrarian activists.
* Identify the key economic instabilities during the Gilded Age that led to the rise of agrarian activism, including the Panics of 1873 and 1893, and analyze resulting protest movements such as Coxey's Army and their demands for government intervention.

Assessment Boundaries:
* Assessment should focus on the economic instabilities of the late 19th century (including deflation, falling crop prices, the Panics of 1873 and 1893) and how these conditions fueled agrarian discontent leading to the formation of the Populist Party. Questions should address the evolution from Farmers' Alliances to the formal Populist Party at the 1892 Omaha Convention, key Populist proposals addressing economic concerns (free silver coinage, government ownership of railroads, graduated income tax), and specific protest movements like Coxey's Army that exemplified economic distress.

Assessment should not include detailed analysis of specific tariff legislation, statistical data on economic impacts, or the complex voting patterns related to Civil War divisions in Gilded Age politics. Questions should avoid addressing political machines or progressive reforms that extended beyond the Populist era, as well as geographic distribution patterns of political movements.

Common Misconceptions:
* Some students might think that the monetary debate over silver coinage was peripheral to the Populist movement, when in fact the 'free silver' issue represented a central economic policy response to deflation and debt burdens facing farmers.
* Students may incorrectly assume that the Populist Party emerged suddenly in 1892, without understanding the gradual development through organizations like the Farmers' Alliances that built the movement's foundation over many years.
* Students may misunderstand the relationship between the Populist Party and major parties, potentially believing that Populist ideas were rejected entirely, rather than recognizing how some Populist proposals were eventually adopted by major parties and enacted as reforms decades later.
* Students might believe that economic instability affecting farmers was primarily due to poor agricultural practices or natural disasters, rather than recognizing systemic factors like deflation, railroad monopolies, and monetary policies tied to the gold standard.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2242.0
Standard ID: KC-6.1.III.C+2
Standard Description: Explain how the People's (Populist) Party called for a stronger governmental role in regulating the American economic system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a political cartoon or pamphlet from the Gilded Age that illustrates the Populist Party's stance on government regulation and explain its significance.
* Analyze the impact of the Populist Party's proposed policies on contemporary political discourse regarding economic regulation and trace how these ideas influenced major parties and were eventually adopted as reforms in subsequent decades.
* Compare and contrast the economic policies and government intervention methods of the Populist Party with those of other political movements in the Gilded Age.
* Evaluate the effectiveness of the People’s Party’s strategies to increase governmental regulation of the economy by using historical evidence.
* Explain how the policies proposed by the People's (Populist) Party aimed to alter the American economic system, including specific demands such as direct election of senators, graduated income tax, unlimited coinage of silver, government ownership of railroads and telegraphs, and labor reforms.
* Identify and describe the economic conditions that led to the rise of the People's (Populist) Party and its call for government regulation.

Assessment Boundaries:
* Assessment should focus on the specific economic regulatory policies advocated by the People's (Populist) Party, including government ownership of railroads and telegraphs, graduated income tax, direct election of senators, and currency reform through silver coinage. Students should understand the economic conditions that led to the party's formation, such as the Panics of 1873 and 1893, and how these proposals aimed to address issues faced by farmers, laborers, and debtors. Assessment may include analysis of how Populist ideas influenced subsequent Progressive Era reforms and comparison with competing economic philosophies like the Republican Party's pro-business approach.

Assessment should not include detailed statistical data about tariff legislation, specific analysis of Civil War politics and sectional tensions, or geographic distribution and comparative data on political machines. Questions about perspectives on political machines, detailed analysis of specific tariff laws, or the 'waving the bloody shirt' strategy should be avoided as they fall outside the focus on Populist economic regulation.

Common Misconceptions:
* Learners may misunderstand the Populist advocacy for silver coinage as simply a technical monetary issue, rather than recognizing it as a response to deeper economic concerns about debt relief, interest rates, and the perceived advantages the gold standard gave to banks and creditors over farmers and laborers.
* Some students may believe that Populist proposals like the graduated income tax, direct election of senators, and government regulation of railroads were radical ideas that gained no traction, overlooking how many of these reforms were later adopted during the Progressive Era.
* Students might incorrectly assume that the Populist Party represented only rural farming interests, when it actually formed from a coalition of agrarian and labor groups seeking to address broader economic injustices affecting both rural and urban Americans.
* Students might think the Populist Party sought complete government control over the economy, rather than targeted regulation of specific sectors like railroads, telegraphs, and banking to address monopolistic practices and economic inequities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2260.0
Standard ID: KC-6.2.I.D
Standard Description: In an urban atmosphere where the access to power was unequally distributed, political machines thrived, in part by providing immigrants and the poor with social services.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2261.0
Standard ID: KC-6.2.I.D+1
Standard Description: Explain how, in an urban atmosphere where access to power was unequally distributed, political machines thrived, in part by providing immigrants and the poor with social services.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the Gilded Age to identify perspectives on political machines and their impact on society.
* Analyze the social and economic factors that allowed political machines to thrive in urban centers, particularly in relation to immigrant and impoverished communities.
* Evaluate the ways in which political machines responded to the unequal distribution of power in urban areas during the Gilded Age.
* Explain the services provided by political machines to immigrants and the poor, and analyze how these services contributed to the machines' political power.
* Identify the key characteristics of political machines and explain how they operated within urban environments during the Gilded Age.
* Use statistical data and maps to describe the geographic distribution of political machines and their influence in key urban areas during the period.

Assessment Boundaries:
* Assessments should focus on the operations of political machines in urban areas during the Gilded Age, particularly how they provided social services to immigrants and poor communities in exchange for political support. Students should demonstrate understanding of how these machines functioned within urban power structures characterized by unequal power distribution, the specific services they provided (such as jobs, housing assistance, and food), and how these services helped political machines maintain and expand their influence. Assessments should emphasize the reciprocal relationship between political machines and their constituents during this specific historical period.

Assessments should not include geographic distribution data or comparative statistics across different cities, multiple perspectives from reformers or business interests, connections to tariff legislation, or Civil War political divisions. Detailed analyses of specific reform movements against political machines, statistical demographic information, or comprehensive studies of individual political bosses beyond their role in service provision should also be excluded from assessment.

Common Misconceptions:
* Learners might misinterpret political machines as unique to particular ethnic groups or as serving only certain immigrant communities, rather than understanding how machines typically built diverse coalitions across multiple immigrant and working-class groups to create broad bases of support.
* Some students might think that immigrants and poor urban residents supported political machines solely because of manipulation or coercion, rather than recognizing how these groups often made strategic choices to engage with machines for mutual benefit in an environment with limited alternatives.
* Students may incorrectly assume that political machines operated outside the established political system, when in fact they functioned within existing governmental structures while adapting them to address the needs of urban constituencies that were often neglected by formal institutions.
* Students might believe that political machines primarily gained power through illegal means and corruption, overlooking how they legitimately earned support by providing essential social services that were otherwise unavailable to immigrant and poor communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2250.0
Standard ID: KC-6.3.II.A
Standard Description: The major political parties appealed to lingering divisions from the Civil War and contended over tariffs and currency issues, even as reformers argued that economic greed and self-interest had corrupted all levels of government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2251.0
Standard ID: KC-6.3.II.A+1
Standard Description: Explain how the major political parties appealed to lingering divisions from the Civil War, even as reformers argued that economic greed and self-interest had corrupted all levels of government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how reformers' critiques of government corruption interacted with the political appeals to Civil War divisions.
* Compare the rhetoric and actions of political parties and reformers in addressing economic greed and corruption in government.
* Evaluate the historical impact of lingering Civil War divisions on political debates and reforms during the Gilded Age.
* Explain the influence of Civil War divisions on the political platforms and policies of Gilded Age parties.
* Identify how the major political parties leveraged Civil War divisions in their strategies during the Gilded Age.
* Utilize primary sources to explore how political parties appealed to sectional tensions post-Civil War.

Assessment Boundaries:
* Assessments based on this standard should focus on how Republican and Democratic parties leveraged Civil War sentiments in their political messaging, their general positions on economic policies like the gold standard versus silver, and reformers' critiques of corruption in government. Students should demonstrate understanding of the connections between post-Civil War sectional tensions and economic debates, as well as the arguments reformers made about economic self-interest corrupting government at local, state, and federal levels.

Assessments should not include detailed analysis of specific tariff legislation, statistical data on economic impacts, or precise geographic distribution of political machines. Additionally, specific campaign strategies like 'waving the bloody shirt' and regional variations in political messaging fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that economic debates over issues like currency and tariffs were separate from sectional tensions, rather than extensions of lingering Civil War divisions.
* Some students might think that political parties during the Gilded Age appealed to Civil War divisions primarily out of ideological commitment rather than as strategic tools to gain political advantage and distract from economic issues.
* Students may believe that reformers operated completely outside the major political parties, when many worked within party structures to advocate for changes to address corruption and economic inequality.
* Students might misunderstand the Populist Party as just another reform movement rather than recognizing it as a significant third-party challenge that forced major parties to address economic grievances of farmers and workers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2252.0
Standard ID: KC-6.3.II.A+2
Standard Description: Explain how the major political parties contended over tariffs and currency issues, even as reformers argued that economic greed and self-interest had corrupted all levels of government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the arguments made by reformers suggesting that tariff policies were influenced by economic greed and self-interest, and identify the key demographic groups that supported Republican pro-business policies including Union veterans, African Americans, and Anglo-Saxon Protestants.
* Create a timeline that highlights key tariff legislation and currency debates during the Gilded Age, explaining the significance of each event, including the pivotal 1896 presidential election between William McKinley and William Jennings Bryan.
* Evaluate how political debates over tariffs during the Gilded Age reflected existing divisions from the Civil War era.
* Explain the motivations behind the advocacy for high tariffs by the Republican party and how these positions reflected broader economic interests.
* Identify the major political parties during the Gilded Age and describe their positions on tariff and currency policies, including debates over the gold standard, the Coinage Act of 1873 ('Crime of '73'), the Bland-Allison Act of 1878, and the free silver movement.
* Interpret secondary source analyses to discuss the success and limitations of reform efforts aimed at addressing corruption, as argued against the backdrop of tariff debates.
* Using statistical data or charts, assess the impact of tariff policies on different economic sectors in the Gilded Age, explaining how tariffs benefited industrialists while imposing costs on consumers and farmers through higher prices and retaliatory tariffs.
* Utilize primary source documents, such as political cartoons or editorials, to compare how each major political party justified its stance on tariffs and reforms against corruption.

Assessment Boundaries:
* Assessments should examine how major political parties (Republican, Democratic, and Populist) differed on tariff policies and currency issues during the Gilded Age, including debates over protectionism, the gold standard, and silver coinage. Questions should address reformers' critiques of corruption in government related to economic policies, the general impact of tariffs on different regions and constituencies, and the basic positions of parties on the Coinage Act of 1873, the Bland-Allison Act, and the free silver movement.

Assessments should avoid detailed analysis of specific tariff legislation rates or statistical economic impacts, geographic distribution of political support, and specific strategies leveraging Civil War divisions. Questions should not require detailed knowledge of voting patterns by region, comparative data on political machines, or multiple perspectives on political machines, as these extend beyond the scope of the standard.

Common Misconceptions:
* Some students may think that reformers who criticized corruption were uniformly against all economic policies of major parties, without recognizing that many reformers targeted the process and influence of special interests rather than opposing specific tariffs or monetary policies themselves.
* Some students might oversimplify tariff impacts as benefiting or harming the entire nation equally, rather than recognizing how protective tariffs often advantaged Northern industrial interests while potentially disadvantaging Southern and Western agricultural interests through higher prices and retaliatory tariffs.
* Students might incorrectly believe that debates over tariffs and currency were purely economic issues, rather than understanding how these policies reflected party allegiances, regional interests, and served as political tools to gain support from specific constituencies.
* Students might misunderstand the relationship between currency debates and economic interests, potentially failing to recognize how positions on the gold standard versus silver coinage often reflected the different needs of creditors (typically banks and industrialists) versus debtors (often farmers and workers).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.13
Cluster Name: 12. Politics in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2240.0
Standard ID: Unit 6: Learning Objective K
Standard Description: Explain the similarities and differences between the political parties during the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2270.0
Standard ID: KC-6.1.I
Standard Description: Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, and pro-growth government policies—generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2271.0
Standard ID: KC-6.1.I+1+L
Standard Description: Explain how large-scale industrial production accompanied by massive technological change generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of industrial production technologies on business consolidation and the transformation of skilled craftwork into semi-skilled machine operation between 1865-1895, altering workers' relationship to production.
* Describe the relationship between technological change and the emergence of large-scale industrial operations during this period, including how white elites in the 'New South' maintained their dominance despite industrial development.
* Evaluate primary and secondary sources to understand the role of technological change in business consolidation during the industrial age.
* Explain how technological advancements in industrial production led to the rapid economic development in the United States.
* Identify key technological innovations that contributed to large-scale industrial production, including electric lighting in the 1880s and its role in transforming urban productivity and safety.
* Utilize graphs and charts to illustrate the correlation between industrial technology and economic growth in the assigned period.

Assessment Boundaries:
* Assessment should focus on specific technological innovations of 1865-1895 (such as electric lighting, telephony, and factory mechanization) and their relationship to industrial production, economic development, and business consolidation. Students should analyze how these technologies transformed business organization from proprietorships to corporations, altered work relationships by changing skilled craftwork to semi-skilled machine operation, and enabled new patterns of industrial production. Assessment should also address how technological change and industrialization occurred within specific regional contexts, such as the 'New South,' where existing power structures adapted to new economic forms.

Assessment should not include quantitative economic data, statistical analysis of labor demographics, or detailed correlations between specific technologies and economic outcomes. Questions about political cartoons, propaganda, mass media representations of industrialization, and investigative journalism/muckraking should be avoided. Additionally, the cultural and social impacts of urbanization and migration should not be assessed unless directly connected to technological change and business consolidation.

Common Misconceptions:
* Some students may not recognize how factory mechanization fundamentally changed the nature of work, transforming many skilled craftspeople into semi-skilled machine operators and altering workers' relationship to the production process in ways that created new social and economic challenges.
* Some students may think that business consolidation uniformly decreased competition, when in some cases it created new efficiencies in production and distribution that transformed entire industries while creating different types of economic competition.
* Students might believe that technological advancements alone drove economic growth and business consolidation, overlooking how pro-growth government policies, expanding international communication networks, and new corporate structures also contributed significantly to industrial development.
* Students might incorrectly assume that technological innovations like electric lighting and telephones affected all regions and industries similarly, without recognizing how regional contexts (such as the 'New South') and existing power structures shaped the implementation and impacts of new technologies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2272.0
Standard ID: KC-6.1.I+2+L
Standard Description: Explain how large-scale industrial production accompanied by expanding international communication networks generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of industrial production on economic development and identify patterns of business consolidation during the period of rapid industrialization.
* Compare the roles of different international communication technologies, including the telephone after 1876, in facilitating international trade, business operations, and transforming social relationships.
* Evaluate the impact of expanding international communication networks on industrial production and economic growth, including how national advertising campaigns between 1880-1895 established the first truly national consumer brands.
* Explain how expanding international communication networks supported business consolidation in the United States.
* Explain the relationship between industrial production and international communication networks by analyzing specific case studies or examples.
* Identify and explain how industrial workers’ conditions changed due to business consolidation and technological advancements in communication.
* Identify key technological advancements that facilitated large-scale industrial production and explain their economic impact.
* Utilize primary sources, such as political or business maps, to demonstrate the geographical expansion of industrial networks and communication systems.

Assessment Boundaries:
* Assessments should focus on how key communications technologies (including telegraph, transatlantic cables, and telephone after 1876) and industrial innovations (such as factory mechanization and electric lighting) facilitated large-scale industrial production, national advertising campaigns (1880-1895), and the transition to corporate business structures by 1895. Students should be able to explain specific mechanisms through which these developments enabled business consolidation, national consumer markets, and rapid economic development in both domestic and international contexts.

Assessments should avoid quantitative economic data analysis, statistical correlations between technological innovations and economic outcomes, and detailed labor demographics during the period. Questions should not address visual media propaganda, investigative journalism, urban migrant perspectives, or citizenship debates unrelated to business development. Detailed regulatory policies and social consequences of economic consolidation fall outside this standard's primary focus.

Common Misconceptions:
* Many students might not recognize how the transition from individual proprietorships and partnerships to corporations by 1895 enabled businesses to raise unprecedented capital for expansion while limiting individual liability, facilitating both industrial growth and business consolidation.
* Some students might think that national advertising campaigns between 1880-1895 were merely promotional tools, rather than understanding their fundamental role in creating standardized marketing messages that established the first truly national consumer markets necessary for business consolidation.
* Students may misunderstand how electric lighting and extended business hours in the 1880s contributed to economic development, possibly viewing these changes as primarily social improvements rather than innovations that significantly increased productive capacity and transformed business operations.
* Students might believe that technological innovations alone drove economic development, not recognizing how communication networks (telegraph, telephone, and transatlantic cables) enabled coordination of geographically dispersed business operations necessary for consolidation and market expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2273.0
Standard ID: KC-6.1.I+3+L
Standard Description: Explain how large-scale industrial production accompanied by pro-growth government policies generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of technological advancements in facilitating pro-growth policies and business expansion during this period.
* Compare and contrast the effects of different pro-growth government policies on business consolidation and economic growth using primary source documents.
* Evaluate the impact of expanding international communication networks on industrial production and economic growth, including how Supreme Court decisions like United States v. E.C. Knight Co. (1895) maintained traditional limits on federal economic power.
* Explain how large-scale industrial production led to rapid business consolidation, economic development, and the transformation from proprietorships to corporations capable of raising unprecedented capital by 1895.
* Identify key government policies that promoted pro-growth during the rise of industrial capitalism in post-Civil War America, including the Interstate Commerce Act of 1887 as the first federal regulatory commission.
* Utilize graphs and charts to identify trends in industrial growth and consolidation in the late 19th century.

Assessment Boundaries:
* Assessment should focus on the relationship between pro-growth government policies (tariffs, land grants, subsidies) and large-scale industrial production during 1865-1895, including how these factors led to business consolidation and the transformation from proprietorships to corporations. Students should analyze specific regulatory developments like the Interstate Commerce Act of 1887, technological advancements (factory mechanization, electric lighting, telephone), and Supreme Court decisions like United States v. E.C. Knight Co. (1895) as they relate to industrial development and economic growth.

Assessment should not include quantitative economic data, statistical analysis of labor demographics, or detailed employment patterns from this period. Questions about political cartoons, propaganda, mass media portrayal of power structures, muckraking journalism, and citizenship debates outside the Gilded Age should be avoided, as these topics extend beyond the scope of government policies and industrial production relationships.

Common Misconceptions:
* Some students might perceive business consolidation as simply the formation of monopolies, rather than understanding it as a complex process involving legal structures (corporations), capital formation, technological implementation, and response to market conditions.
* Some students might think that government policies during this period exclusively favored big business, not recognizing that regulatory attempts like the Interstate Commerce Act of 1887 sought to address business excesses alongside pro-growth initiatives.
* Students might believe that technological advances were separate from government policies, when in reality innovations like factory mechanization and communication technologies often worked in tandem with pro-growth government initiatives to facilitate industrial expansion.
* Students might misinterpret Supreme Court decisions like United States v. E.C. Knight Co. (1895), seeing them as consistently pro-business rather than as rulings that maintained traditional constitutional limitations on federal economic power despite industrial growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2280.0
Standard ID: KC-6.1.II
Standard Description: A variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2281.0
Standard ID: KC-6.1.II+1+L
Standard Description: Explain how a variety of perspectives on the economy and labor developed during a time of financial panics and downturns.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of financial panics on the emergence of labor movements and economic theories during the Gilded Age.
* Describe the key perspectives on the economy and labor during periods of financial instability in the late 19th century United States.
* Evaluate the significance of major strikes, such as the Pullman Strike, in shaping different perspectives on labor during economic downturns.
* Explain how economic downturns influenced the development of varied viewpoints on labor and economic policies.
* Identify and describe a primary source that illustrates differing economic perspectives during this time period, explaining the source's point of view and historical significance.
* Use statistical data from the period to explain shifts in labor demographics and employment patterns amidst economic crises.

Assessment Boundaries:
* Assessments based on this standard should focus on the diverse economic philosophies and labor movements that emerged in response to financial panics and downturns between 1865-1895. Questions should address the perspectives of different groups (farmers, industrial workers, business owners, government officials) on economic issues such as labor organization, monetary policy debates (sound money vs. free silver), and government regulation through legislation like the Interstate Commerce Act of 1887 and the Pendleton Civil Service Reform Act. Significant events such as major labor strikes of the 1870s-1890s, the rise of the Populist movement, and Supreme Court decisions affecting economic regulation should be included.

Assessments should avoid quantitative economic data, statistical labor demographics, and detailed analysis of urban migration perspectives. Questions should not address investigative journalism/muckraking, political cartoons and propaganda, or citizenship debates outside the Gilded Age period. Progressive Era reforms extending beyond 1900 should be excluded as they fall outside the temporal scope of this standard.

Common Misconceptions:
* Learners may incorrectly assume that farmers' responses to economic instability were primarily individualistic, not recognizing the significant collective organizing through Granges, Alliances, and eventually the Populist Party that developed sophisticated critiques of banking practices and transportation monopolies.
* Some students might believe that government responses to financial panics during this period consistently favored either business or labor interests, rather than understanding that regulatory developments like the Interstate Commerce Act represented complex compromises that satisfied neither group completely and evolved in response to ongoing economic debates.
* Some students might think that labor movements during financial downturns were primarily focused on immediate wage concerns, overlooking how many labor organizations developed broader economic philosophies addressing monetary policy, corporate consolidation, and the fundamental structure of industrial capitalism.
* Students might believe that financial panics and downturns primarily generated consensus on economic solutions, not recognizing that they actually sparked diverse and often competing perspectives ranging from laissez-faire approaches to calls for increased government intervention.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2290.0
Standard ID: KC-6.1.III
Standard Description: New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2291.0
Standard ID: KC-6.1.III+1+L
Standard Description: Explain how new systems of production enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how periods of economic and environmental instability impacted farmers in the United States.
* Assess the influence of economic policies on agricultural production and farmer responses during the era of industrial capitalism.
* Describe the various responses by farmers to the challenges posed by agricultural consolidation and instability, including the Populist Party's 1892 platform addressing railroad monopolies and banking practices as continuations of earlier Granger and Alliance movements.
* Evaluate the role of technological advances and transportation systems in transforming agricultural practices and leading to economic changes in rural areas, including how barbed wire fundamentally altered ranching practices and land use patterns in the West.
* Explain how these new systems of production facilitated agricultural consolidation.
* Identify the key features of new production systems in agriculture during the late 19th century in the United States.
* Use maps to identify agriculturally significant regions in the 19th century United States and explain the effects of production consolidation in these areas.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific technological innovations (such as mechanization, railroads, and barbed wire) facilitated agricultural consolidation during the late 19th century in the United States. Students should analyze specific economic and environmental instabilities that affected farmers and evaluate the variety of farmer responses, including the formation of the Grange, Farmers' Alliances, and the Populist Party. Questions should address regional variations in agricultural practices and the distinct impacts of consolidation across different agricultural regions of the United States.

Assessments should not include quantitative economic data or statistics on labor demographics during the Gilded Age. Questions about urban migration patterns, political cartoons, propaganda, muckraking journalism, or citizenship debates outside the Gilded Age are beyond the scope of this standard. Additionally, detailed analysis of industrial developments unrelated to agricultural changes should be avoided.

Common Misconceptions:
* Some students might fail to connect periods of economic instability (such as financial panics and market fluctuations) with agricultural challenges, not recognizing how these broader economic disruptions contributed to falling crop prices and increased farmer indebtedness that spurred collective action.
* Some students might incorrectly assume that the agricultural sector experienced minimal consolidation during the late 19th century, underestimating how mechanization, railroads, and other transportation advances transformed traditional farming practices and land ownership patterns.
* Students might misunderstand the significance of specific technological innovations, such as how barbed wire fundamentally transformed western ranching practices beyond simply marking property boundaries, or how railroad networks created new market dependencies for farmers.
* Students might oversimplify farmer responses to agricultural challenges, failing to recognize that reactions varied from adaptation of new technologies to organized resistance through movements like the Grange, Farmers' Alliances, and eventually the Populist Party.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2292.0
Standard ID: KC-6.1.III+2+L
Standard Description: Explain how new systems of transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of new transportation systems on the agricultural economy and different farmer responses to these changes.
* Describe the responses of farmers to the consolidation in agriculture and periods of instability during the rise of industrial capitalism.
* Evaluate the historical significance of transportation improvements in relation to agricultural consolidation and farmer reactions.
* Explain how the development of transportation systems facilitated the consolidation within the agriculture sector.
* Identify the new systems of transportation that emerged during this period and their impact on agricultural consolidation.
* Interpret primary source documents describing farmers' experiences and perspectives during periods of agricultural consolidation and instability.
* Use maps to identify changes in transportation networks and explain how these changes facilitated agricultural consolidation.

Assessment Boundaries:
* Assessment should focus on students' understanding of key transportation developments (particularly railroad expansion) and other technological innovations (such as barbed wire) that facilitated agricultural consolidation from 1865-1895. Students should be able to analyze how these transportation systems transformed agricultural practices, land use patterns, and market access, as well as explain various farmer responses including the formation of organizations like the Granger movement, Farmers' Alliances, and the Populist Party. Assessment may include map analysis to identify transportation network changes and interpretation of primary sources reflecting farmers' diverse perspectives and experiences during periods of consolidation and instability.

Assessment should not include quantitative economic data on growth metrics or technology adoption rates, statistical analysis of labor demographics, or detailed examination of urban migration patterns. Assessments should avoid focusing on political cartoons, mass media representation, investigative journalism, or citizenship debates unrelated to agricultural issues. Questions about industrial labor movements or broader urbanization trends unconnected to agricultural consolidation should also be excluded.

Common Misconceptions:
* Learners might view farmers' responses to economic instability as disconnected individual reactions rather than recognizing the organized political movements like the Granger movement, Farmers' Alliances, and the Populist Party that developed specific platforms identifying railroad monopolies and banking practices as causes of agricultural distress.
* Some students may believe that agricultural consolidation mainly affected crop farmers, overlooking how innovations like barbed wire fundamentally transformed ranching practices and land use patterns across the West.
* Students may assume that periods of agricultural instability were brief economic downturns with minimal long-term consequences, rather than understanding how these disruptions contributed to profound and lasting economic, social, and political changes in rural communities that shaped American agricultural development for generations.
* Students might think that transportation developments like railroads primarily benefited farmers by providing market access, without recognizing how these same systems enabled corporate consolidation of agriculture and created economic dependencies that many farmers viewed as exploitative.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2300.0
Standard ID: KC-6.2.I
Standard Description: International and internal migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2301.0
Standard ID: KC-6.2.I+1+L
Standard Description: Explain how international migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data sets or graphs illustrating migration patterns to urban areas and explain how these patterns contributed to changes in the social fabric of cities.
* Analyze the impact of international migration on the development of new urban cultures, focusing on social and cultural transformations.
* Compare primary source accounts of urban life from migrants with those from longtime urban residents to highlight contrasts in perspectives and experiences.
* Explain how international migration contributed to the expansion of cultural diversity in American cities, the creation of culturally distinct neighborhoods, and the role of public education in Americanizing immigrants during the 1880s-1890s.
* Explain how international migration influenced the demographic makeup of urban populations, particularly the shift after 1880 from northern and western European arrivals to southern and eastern Europeans who faced greater cultural prejudice.
* Identify the key factors that led to an increase in international migration to American cities during the rise of industrial capitalism.
* Utilize maps to identify major urban centers that experienced significant population growth due to international migration and explain the factors contributing to this growth.

Assessment Boundaries:
* Assessments should evaluate students' understanding of how international migration contributed to urban population growth and cultural development during industrialization (1865-1895), including the shift from northern/western European to southern/eastern European immigration after 1880, the development of ethnic enclaves, and public education's role in Americanizing immigrants. Students should analyze migration patterns, identify factors driving immigration, and explain how diverse immigrant communities influenced urban culture formation.

Assessments should not include detailed economic metrics, employment statistics, or technology adoption rates that are unrelated to migration patterns. Questions about contrasting perspectives between migrants and longtime residents, suburbanization trends beyond this timeframe, or specific political cartoons and muckraking journalism should be excluded. Quantitative analysis should be limited to demographic patterns rather than economic correlations.

Common Misconceptions:
* Some students may believe that all immigrant groups experienced similar levels of acceptance and integration, rather than recognizing that southern and eastern Europeans faced greater cultural and religious prejudice than earlier immigrants from northern and western Europe.
* Students might incorrectly assume that immigration patterns remained constant throughout the industrial period, rather than understanding the significant shift after 1880 from predominantly northern and western European arrivals to southern and eastern Europeans.
* Students might think that international migration to American cities was driven solely by economic opportunities, overlooking factors such as religious persecution, political oppression, and social mobility that motivated different immigrant groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2302.0
Standard ID: KC-6.2.I+2+L
Standard Description: Explain how internal migration increased urban populations and fostered the growth of a new urban culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze patterns of internal migration and their impacts on urban demographic changes during the era of industrialization, using demographic data or maps as a stimulus.
* Analyze primary or secondary sources describing life in urban areas during this period to identify how internal migration affected cultural and societal norms.
* Evaluate the significance of internal migration in transforming social and cultural life in urban areas during the rise of industrial capitalism.
* Explain how internal migration contributed to the development of a new urban culture in American cities.
* Identify the key factors that led to internal migration during the period of industrialization in the United States that increased urban populations.
* Interpret statistical data on internal migration and urban growth to understand the relationship between the two phenomena.

Assessment Boundaries:
* Assessments should focus on students' understanding of internal migration patterns during the Gilded Age (1865-1895) and their impacts on urban population growth and cultural development. Students should be able to identify factors driving rural-to-urban migration and regional migrations (such as the early stages of the Great Migration of African Americans to northern cities), explain how these movements contributed to urban demographic changes, and analyze how migration influenced the emergence of new cultural institutions, social practices, and urban lifestyles. Questions may include maps, limited demographic data, or historical sources that illustrate these patterns and cultural developments.

Assessments should not include quantitative analysis of economic growth data, detailed statistical analysis of labor demographics, or contrasting perspectives between migrants and longtime urban residents. Questions about international immigration should only be included to the extent they provide context for understanding internal migration patterns. Political cartoons, muckraking journalism, citizenship debates from other historical periods, and specific technological adoption rates fall outside the assessment scope.

Common Misconceptions:
* Learners may mistakenly attribute the development of new urban culture primarily to international immigrants rather than recognizing how internal migrants from rural areas and different regions within the United States also significantly contributed to changing urban social practices, institutions, and cultural expressions.
* Some students may believe that internal migration resulted mostly from individual choices rather than recognizing how structural factors like industrialization, agricultural mechanization, discriminatory practices, and economic downturns shaped migration patterns.
* Students might incorrectly understand urban cultural development as similar across all American cities, not recognizing how regional differences, varying migration patterns, and existing local traditions created distinct urban cultures in different cities.
* Students might think that internal migration during the Gilded Age was primarily motivated by economic opportunities alone, overlooking other factors such as escaping racial violence in the South, seeking educational opportunities, or following family networks to urban areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2310.0
Standard ID: KC-6.2.II
Standard Description: Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2311.0
Standard ID: KC-6.2.II+1+L
Standard Description: Explain how larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how government policies, such as the Homestead Act, influenced westward migration and contributed to conflicts with Native American tribes.
* Describe specific instances of violent conflict that arose from migration to the West and their impact on local communities.
* Evaluate the role of migration in transforming the social landscape of the West and its subsequent impact on indigenous populations.
* Examine primary and secondary sources to analyze different perspectives on the competition and conflict arising from western migration.
* Identify the economic opportunities that drew migrants to the West and explain how these opportunities contributed to regional conflicts.
* Use maps to identify key migration trails and settlements and explain how geography influenced migration patterns and conflicts.

Assessment Boundaries:
* Assessment should focus on the diverse economic motivations that drove westward migration (such as land acquisition, mining, ranching, and railroad development), specific instances of competition and violent conflict that resulted from this migration, and how government policies like the Homestead Act and Indian treaties influenced migration patterns and relationships with Native American tribes. Students should analyze how technological developments (such as barbed wire), land use changes, and demographic shifts created tensions between different groups including settlers, indigenous populations, and diverse migrant populations.

Assessment should not include quantitative economic data, detailed labor demographics, or statistical analysis of migration patterns during this period. Coverage should exclude urban migration effects unrelated to westward expansion, comparison with citizenship debates outside the Gilded Age, and detailed examination of political cartoons, propaganda, or muckraking journalism regarding westward expansion. Additionally, assessments should avoid romanticized portrayals of frontier life without addressing the associated conflicts.

Common Misconceptions:
* Learners might underestimate how technological developments like barbed wire transformed land use patterns and contributed to conflicts between ranchers, farmers, and indigenous communities who previously shared open ranges.
* Some students may think that economic opportunities in the West were equally accessible to various migrant groups, overlooking how factors such as ethnicity, government policies, and economic resources created differential access to land and economic advancement.
* Students may attribute westward migration primarily to railroad expansion, without recognizing the diverse economic motivations including mining opportunities, farming, ranching, and government land policies like the Homestead Act that drove different migrant groups westward.
* Students might believe that westward migration was primarily a peaceful settlement process rather than recognizing the frequent competition and violent conflicts that occurred between settlers, diverse migrant groups, and indigenous populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2320.0
Standard ID: KC-6.3.I
Standard Description: New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2321.0
Standard ID: KC-6.3.I+1+L
Standard Description: Explain how new cultural and intellectual movements buttressed the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Gospel of Wealth, as articulated by figures such as Andrew Carnegie, promoted philanthropy as a responsibility of the wealthy, thus reinforcing class distinctions.
* Compare the cultural and intellectual movements of the Gilded Age that endorsed the status quo with those challenging it to understand differing historical impacts.
* Evaluate how new communication technologies, such as mass media, spread cultural ideas that supported the social norms of the Gilded Age.
* Examine primary and secondary source texts to identify the influence of Gilded Age intellectual movements on public policies and societal norms.
* Explain how the cultural movement of Social Darwinism reinforced the social hierarchies of the Gilded Age by justifying economic and social inequalities.
* Explain the role of the 'American Dream' and frontier mythology as ideological supports for the social order of the Gilded Age, particularly in Wild West shows and popular literature following the 1890 Census Bureau declaration of the frontier's closure.
* Identify the key cultural and intellectual movements of the Gilded Age that supported the prevailing social order.
* Use political cartoons and propaganda from the Gilded Age to analyze how cultural narratives were used to sustain existing power structures.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing specific cultural and intellectual movements during the Gilded Age that reinforced existing social hierarchies, including Social Darwinism, the Gospel of Wealth, frontier mythology, and the American Dream narrative. Students should demonstrate understanding of how these movements justified economic inequality, promoted elite philanthropy as an alternative to structural change, reinforced racial hierarchies, and used public education to foster cultural homogeneity. Assessments may include examining how these cultural frameworks influenced public policies, societal norms, and perpetuated existing power structures in the late 19th century.

Assessments should not include movements that primarily challenged the social order, such as labor movements, Populism, or significant reforms of the Progressive Era. Also excluded are quantitative economic data, statistical analysis of labor demographics, political cartoons and mass media analysis, investigative journalism/muckraking, and citizenship debates from periods outside the Gilded Age. Questions comparing urban migrant perspectives with longtime residents fall outside the scope of this standard.

Common Misconceptions:
* Students might assume public education during the Gilded Age functioned primarily to promote social mobility, not recognizing how it often served as a mechanism for 'Americanizing' immigrants and reinforcing cultural hierarchies that maintained the existing social order.
* Students might misinterpret Social Darwinism as a scientific theory rather than a cultural ideology that selectively applied evolutionary concepts to justify existing wealth disparities and social hierarchies during the Gilded Age.
* Students might perceive the Gospel of Wealth primarily as encouraging charitable giving, without recognizing how it justified vast wealth accumulation and reinforced class distinctions by positioning elites as better suited to manage societal resources.
* Students might view frontier mythology in Wild West shows and literature primarily as entertainment, overlooking how these cultural products reinforced American exceptionalism, individualism, and justified westward expansion while obscuring the displacement of Native peoples.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2322.0
Standard ID: KC-6.3.I+2+L
Standard Description: Explain how new cultural and intellectual movements challenged the social order of the Gilded Age.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources such as speeches, essays, and pamphlets from the period to detect the arguments for social reform during the Gilded Age.
* Analyze the impact of specific cultural movements such as the Spread of Social Gospel, women's club movement of the 1880s-1890s, participation in Progressive Reform, and labor activism on the established social order during the Gilded Age.
* Evaluate the role of intellectual movements like Darwinism and its interpretations in challenging societal beliefs and structures during the Gilded Age.
* Explain the ways in which cultural and intellectual movements during the Gilded Age questioned or opposed the existing social hierarchies and norms.
* Identify the key cultural and intellectual movements during the Gilded Age that challenged the social order.
* Utilize political cartoons and propaganda from the Gilded Age to understand the critiques offered by these movements against the social and economic order.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific cultural and intellectual movements of the Gilded Age (such as Social Gospel, women's club movement, labor activism, Darwinism, Populism, and Progressive Reform) challenged traditional social hierarchies and norms. Students should be able to identify these movements, explain their key principles, analyze their impact on established social structures, and interpret primary sources that articulate arguments for social reform. The assessment should emphasize the varying degrees of acceptance and resistance these movements encountered from different segments of society.

Assessments should not include quantitative economic data, statistical information on labor demographics, detailed information about specific muckraking journalists and publications, or comparative analyses with movements from other historical periods. Additionally, the technical details of technological innovations, visual analysis of political cartoons, and propaganda fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that intellectual debates and theories during the Gilded Age remained confined to academic circles, not recognizing how ideas like Social Darwinism and its critiques shaped public policy discussions and influenced approaches to poverty, immigration, and social welfare.
* Some students might think that cultural and intellectual movements during the Gilded Age primarily reinforced existing social hierarchies, overlooking how movements like socialism, populism, and progressivism directly challenged prevailing economic and social structures.
* Students may believe that cultural movements like literature, art, and religious reforms had minimal influence on political and social change during the Gilded Age, underestimating how these cultural expressions often served as powerful vehicles for critiquing social inequalities and inspiring reform.
* Students might misunderstand the role of women's activism during the Gilded Age, assuming it focused exclusively on suffrage rather than recognizing how women's clubs and organizations challenged gender norms by expanding female participation in municipal reform, social welfare initiatives, and progressive causes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2330.0
Standard ID: KC-6.3.II
Standard Description: Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2331.0
Standard ID: KC-6.3.II+1+L
Standard Description: Explain how dramatic social changes in the period inspired political debates over citizenship.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the African American fight for equality during the Gilded Age influenced political debates on citizenship.
* Compare political debates over citizenship during the Gilded Age with one other historical period using secondary sources.
* Evaluate the effects of Jim Crow laws on political discussions about citizenship in the Gilded Age.
* Explain the impact of immigration during the Gilded Age on political debates regarding citizenship, including the Chinese Exclusion Act of 1882 as the first major federal restriction on immigration based on nationality.
* Identify the major social changes during the Gilded Age that influenced political debates over citizenship.
* Use primary sources such as political cartoons to analyze public sentiment towards citizenship debates during the Gilded Age.

Assessment Boundaries:
* Assessments should focus on how specific social changes during the Gilded Age (1865-1895) prompted political debates over citizenship, including changing immigration patterns, the shift from European to Asian immigration, urbanization, and post-Reconstruction racial tensions. Students should analyze specific legislation such as the Chinese Exclusion Act of 1882, evaluate the impact of Jim Crow laws on African American citizenship rights, and explain how these debates reflected broader cultural anxieties rather than merely legal definitions of citizenship.

Assessments should not include quantitative economic data, statistical information on labor demographics, or detailed analysis of political cartoons and mass media depictions of these debates. Additionally, comparisons with citizenship debates from other historical periods and discussion of Progressive Era reforms beyond 1895 fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students may incorrectly interpret citizenship debates during the Gilded Age as isolated from other political reforms, not recognizing how these debates connected to broader concerns about corruption, government-business relationships, and political participation that also produced legislation like the Pendleton Civil Service Reform Act.
* Some students may misunderstand the relationship between African American citizenship rights and the Gilded Age, failing to recognize how white political and economic elites in the post-Reconstruction South adapted new structures to restrict citizenship rights through Jim Crow laws despite constitutional amendments.
* Students might incorrectly believe that political debates over citizenship during the Gilded Age primarily concerned European immigrants, overlooking how the Chinese Exclusion Act of 1882 represented the first major federal restriction based on nationality and established precedents for later immigration policies.
* Students might mistakenly view Gilded Age debates over citizenship as primarily focused on legal definitions and procedures, not recognizing how these debates reflected deeper cultural anxieties about national identity, exemplified by public education's role in 'Americanizing' immigrants during the 1880s-1890s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2332.0
Standard ID: KC-6.3.II+2+L
Standard Description: Explain how dramatic social changes in the period inspired political debates over corruption.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents such as Thomas Nast cartoons to discuss the rise of political corruption and its influence on political debates.
* Analyze the role of political machines, patronage, and debates over the proper relationship between business and government in shaping political discourse about corruption during the period.
* Evaluate the impact of investigative journalism on public perception and political debates surrounding corruption in the Gilded Age.
* Examine statistical data on urban growth and political funding to assess their roles in the political corruption during this period.
* Explain how urbanization and industrialization during the Gilded Age contributed to political corruption and subsequent reforms, such as the Pendleton Civil Service Reform Act of 1883 which transformed federal hiring to a merit-based system.
* Identify social changes during the Gilded Age that led to political debates over corruption.

Assessment Boundaries:
* Assessment should focus on examining specific political debates concerning corruption during the Gilded Age, including discussions of political machines like Tammany Hall, the influence of business interests on government, and the patronage system. Students should demonstrate understanding of specific reforms such as the Pendleton Civil Service Reform Act of 1883 and the Interstate Commerce Act of 1887 as responses to corruption, and how urbanization and industrialization created conditions that contributed to these debates.

Assessment should not include analysis of statistical data on urban growth or political funding, details about investigative journalism or muckraking, or information about political cartoons and mass media depictions of corruption. Broader social issues or economic policies not directly connected to political corruption debates during this period should also be excluded.

Common Misconceptions:
* Some students may incorrectly view political machines like Tammany Hall as entirely negative forces, missing how these organizations provided important services to immigrant communities and facilitated their integration into urban life despite their corrupt practices.
* Some students may think that political debates over corruption during this era focused exclusively on eliminating corrupt practices, not recognizing that many debates centered on regulating and managing the relationship between business and government.
* Students might assume that reforms such as the Pendleton Civil Service Reform Act of 1883 immediately transformed government practices, rather than understanding that patronage systems continued to operate alongside new merit-based approaches.
* Students might believe that corruption during the Gilded Age resulted primarily from individual moral failings rather than recognizing how systemic factors related to rapid urbanization, industrialization, and political structures created environments conducive to corruption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.14
Cluster Name: 13. Continuity and Change Period 6
Lesson Name: *None specified*
Lesson Order: 2270.0
Standard ID: Unit 6: Learning Objective L
Standard Description: Explain the extent to which industrialization brought change from 1865 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1960.0
Standard ID: KC-6.1.I.A
Standard Description: Following the Civil War, government subsidies for transportation and communication systems helped open new markets in North America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1961.0
Standard ID: KC-6.1.I.A+1
Standard Description: Explain government subsidies for transportation systems that helped open new markets in North America following the Civil War, .

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source documents to identify arguments about the effectiveness of government subsidies for transportation systems during this period.
* Analyze the impact of government transportation subsidies on the expansion of industrial capitalism in the United States post-Civil War.
* Evaluate the historical significance of transportation subsidies in linking regional economies during the late 19th century.
* Explain how government subsidies for transportation systems facilitated the opening of new markets in North America after the Civil War.
* Identify specific government subsidies and legislation for transportation systems, including the Pacific Railway Acts and the Homestead Act, that were implemented following the Civil War.
* Use statistical data to explain the growth of transportation networks due to government subsidies and assess their economic impact in North America.

Assessment Boundaries:
* Assessments based on this standard should focus on the types and purposes of government subsidies for transportation systems following the Civil War, particularly the Pacific Railway Acts and the Homestead Act. Students should demonstrate understanding of how these subsidies encouraged railroad construction, facilitated western settlement, and connected eastern markets with western resources. Questions may address the general economic and settlement impacts of these transportation subsidies and their role in opening new markets in North America.

Assessments should not include statistical data on railroad development, specific transcontinental routes, precise subsidy amounts, or quantifiable economic impacts. Questions about communication systems, mining development, agricultural mechanization, the Dawes Act, the Interstate Commerce Act, Sherman Antitrust Act, or detailed political rhetoric promoting westward expansion should be excluded from assessment.
* Focus the assessment on examining specific examples of government subsidies that impacted transportation systems post-Civil War, such as the land grants given to railroad companies like the Union Pacific and Central Pacific. Assess the understanding of how these subsidies facilitated the expansion of the rail network, opened up new areas for market expansion, and influenced the economy of the western United States. Avoid testing on communication systems or unrelated industrial developments during the same period.

Common Misconceptions:
* Some learners might view government subsidies for railroads as having predominantly positive economic outcomes, not recognizing the complex consequences that included both economic growth and problems such as corruption, financial scandals, and displacement of Native American communities.
* Some students might underestimate the extent of federal involvement in building transportation infrastructure, not recognizing the significant role government subsidies and incentives played in encouraging private companies to construct railroads after the Civil War.
* Students may believe that government subsidies primarily benefited the transcontinental railroad, when various transportation projects including regional railroads also received support to help expand markets throughout North America.
* Students might assume that government subsidies for transportation systems were generally accepted across the country, when in fact there were significant political debates and regional opposition regarding the allocation and extent of federal support for railroad development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1940.0
Standard ID: KC-6.1.III.A
Standard Description: Improvements in mechanization helped agricultural production increase substantially and contributed to declines in food prices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1941.0
Standard ID: KC-6.1.III.A+1
Standard Description: Explain how improvements in mechanization helped agricultural production increase substantially and contributed to declines in food prices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze agricultural production data from the period to support explanations of how mechanization led to increased yields and declining food costs, emphasizing supply and demand principles.
* Analyze the economic implications of increased agricultural production on the United States' market structures within the broader context of industrial capitalism.
* Assess the role of technological advancements in mechanization in promoting large-scale agricultural operations, distinguishing between smaller individual farms and corporate farming entities.
* Evaluate the impact of mechanized agriculture on rural economies and describe the subsequent changes in farming practices.
* Explain the connection between advancements in mechanization and the substantial decrease in food prices during this period, including how increased production led to market surpluses that reduced farm income despite greater productivity.
* Identify critical improvements in agricultural mechanization during the late 19th century, including the steel plow, mechanical reapers, threshers, and Joseph Glidden's 1874 barbed wire invention, and describe how these innovations enabled cultivation of challenging environments like the Great Plains.
* Utilize primary and secondary sources to identify and explain the relationship between mechanization and the migration patterns of workers from rural to urban areas due to changing agricultural demands.

Assessment Boundaries:
* Assessment should focus on students' ability to identify and explain specific agricultural mechanization developments from the late 19th century, such as the steel plow, mechanical reapers, threshers, and barbed wire, and analyze how these technologies enabled increased production in challenging environments like the Great Plains. Students should demonstrate understanding of how these productivity increases created agricultural surpluses that contributed to declining food prices, and explain the economic consequences of this price-production relationship for farmers.

Assessment should not include broader transportation networks (especially railroads), government policies promoting westward expansion, mining developments, or rural-to-urban migration patterns. Questions about specific legislation, the Dawes Act, government subsidies, or the economic impacts of mechanization beyond agricultural contexts should be avoided.

Common Misconceptions:
* Some students may believe that mechanization was implemented primarily through completely new technologies, rather than understanding that many advances represented incremental improvements to existing tools or adaptations like barbed wire that made existing farming practices more effective in new environments.
* Some students may misunderstand the relationship between mechanization and food prices, potentially thinking that price declines were directly caused by the new technologies rather than recognizing that increased production created surpluses in the market that drove prices downward.
* Students might incorrectly assume that mechanization was adopted at similar rates across different agricultural regions, overlooking how factors such as geography, local economic conditions, farm size, and crop types influenced the implementation and impact of mechanical innovations.
* Students might think that mechanization brought universal prosperity to farmers, not recognizing that increased production often led to market surpluses and price declines that created financial challenges for many agricultural producers despite their improved productivity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1950.0
Standard ID: KC-6.1.III.B
Standard Description: Many farmers responded to the increasing consolidation in agricultural markets and their dependence on the evolving railroad system by creating local and regional cooperative organizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1951.0
Standard ID: KC-6.1.III.B+1
Standard Description: Explain how many farmers responded to the increasing consolidation in agricultural markets and their dependence on the evolving railroad system by creating local and regional cooperative organizations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the railroad system in prompting the formation of farmer cooperatives.
* Compare the effectiveness of different cooperative strategies in alleviating farmers’ economic pressures.
* Describe the changes in agricultural market dynamics due to the formation of cooperative organizations.
* Evaluate the role of cooperative organizations in the broader economic trends and movements of the late 19th century America.
* Explain how the development of cooperative organizations helped farmers combat economic challenges during the period, including specific initiatives like the Granger Laws regulating railroad rates and the Ocala Platform of 1890 demanding economic and political reforms.
* Identify the key cooperative organizations created by farmers in response to market consolidation and railway dependencies, including the National Grange Movement (founded 1867) and regional Farmers' Alliances of the 1880s.
* Utilize primary source documents, including legal cases such as Munn v. Illinois (1877), to assess the broader legal and regulatory context for cooperative formations and government intervention in agricultural markets.

Assessment Boundaries:
* Assessments based on this standard should focus on farmers' creation of cooperative organizations such as the National Grange (1867) and Farmers' Alliances (1880s) in response to economic challenges, including specific strategies like establishing farmer-owned cooperatives and political advocacy. Students should be able to explain how these organizations addressed railroad rates through initiatives like the Granger Laws, advocated for reform through platforms like the Ocala Platform of 1890, and impacted local and regional agricultural markets. The assessment should emphasize both economic and political dimensions of these cooperative efforts.

Assessments should not include detailed statistics on railroad development, specific government subsidies for transportation networks, or broader economic policies like the Interstate Commerce Act and Sherman Antitrust Act. Additionally, technical aspects of agricultural mechanization, mining development, and patterns of rural-to-urban migration fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Students may believe that the National Grange and Farmers' Alliances had similar origins and functions, not recognizing that the Grange began in 1867 as a social and educational organization before evolving into a political force, while the regional Farmers' Alliances emerged in the 1880s with more direct political and economic advocacy goals.
* Students may misunderstand the regional variations in farmer cooperative movements, not recognizing that different organizations addressed specific regional needs and included diverse membership, such as the distinct concerns and approaches of the Colored Farmers' Alliance compared to other alliances in different geographical areas.
* Students might incorrectly assume that cooperative organizations achieved immediate success in addressing farmers' economic challenges, not recognizing the ongoing struggles against railroad monopolies, grain storage facilities, and other market consolidations despite legislative victories like the Granger Laws.
* Students might think that farmer cooperative organizations were primarily focused on economic issues, overlooking their significant social and political roles in advocating for reforms like the direct election of senators, graduated income tax, and increased money supply as outlined in platforms such as the Ocala Platform of 1890.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1970.0
Standard ID: KC-6.2.II.A
Standard Description: The building of transcontinental railroads, the discovery of mineral resources, and government policies promoted economic growth and created new communities and centers of commercial activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1971.0
Standard ID: KC-6.2.II.A+1
Standard Description: Explain how the building of transcontinental railroads promoted economic growth and created new communities and centers of commercial activity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify the role of transcontinental railroads in economic growth in the late 19th century.
* Corroborate the impact of transcontinental railroads using diverse sources such as economic data and maps to develop a complex argument on their significance.
* Explain how the transcontinental railroads facilitated the creation of new communities and centers of commercial activity.
* Explain the relationship between government policies and the construction of transcontinental railroads in promoting economic growth.
* Identify the economic activities that were stimulated by the construction of transcontinental railroads.
* Utilize maps to describe the routes of transcontinental railroads, including the first completed in 1869 and the broader construction period from 1865 to 1893, and analyze their impact on regional development.

Assessment Boundaries:
* Assessments based on this standard should include the general economic impacts of transcontinental railroads (1865-1893), their role in connecting eastern markets with western resources, and how they facilitated the establishment of new towns and commercial centers. Students should demonstrate understanding of how railroads reduced travel time, promoted westward settlement, and supported the development of industries like agriculture and mining without requiring statistical details.

Assessments should exclude specific transcontinental railway routes, detailed construction methods, exact government subsidy amounts, and technical engineering aspects. They should not cover specific legislation like the Pacific Railway Acts in detail, though general awareness of government support for railroad development is within scope. The standard does not require detailed knowledge of agricultural mechanization, specific mining operations, or government rhetoric promoting westward expansion.
* Assessments should focus on students' understanding of the economic impact that the construction of transcontinental railroads had in the late 19th-century United States. This includes the creation of new communities, the development of trade routes, and the growth of economic centers specifically driven by the expanding rail network. Evaluations should emphasize analysis of how these railroads prompted changes in migration patterns and fostered commercial growth in specific regions. Avoid an overly broad examination of technological or agricultural developments unrelated to the railroads.

Common Misconceptions:
* Learners may not recognize the interdependent relationship between railroads and other industries, potentially overlooking how railroads both responded to and stimulated growth in sectors like mining, agriculture, and manufacturing.
* Some students may think that communities and commercial centers along rail lines existed before the railroads arrived, rather than understanding that many towns were established specifically because of the railroad's presence and the economic opportunities it created.
* Students might believe that transcontinental railroads primarily served the purpose of passenger transportation, overlooking their crucial role in transporting goods, raw materials, and connecting producers to markets across the country.
* Students might incorrectly assume that railroad development occurred at a consistent pace across all regions, without recognizing the varying challenges of terrain, climate, and resource availability that affected construction timing and patterns across different parts of the country.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1972.0
Standard ID: KC-6.2.II.A+2
Standard Description: Explain how the discovery of mineral resources promoted economic growth and created new communities and centers of commercial activity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of government policies and corporate investments in promoting the economic growth associated with mining activities.
* Compare the development patterns of mining communities with those of other types of settlements in the West.
* Describe the impact of resource extraction activities on local populations and environments, including how the expansion of the cattle industry led to overgrazing, environmental degradation, and the eventual decline of open-range ranching.
* Explain how the discovery of mineral resources led to the development of new communities and centers of commercial activity in the West.
* Identify the key mineral resources discovered in the West during the late 19th century and their economic implications.
* Utilize maps to trace the geographic areas of significant mineral discoveries and associated boomtowns, linking these to broader economic developments.

Assessment Boundaries:
* Assessment should focus on how the discovery and extraction of mineral resources (such as gold, silver, and copper) led to economic growth and the formation of new communities in the late 19th century, including analysis of boomtown development, economic diversification, and the social structures that emerged. Students should explore the environmental consequences of resource extraction activities, including how both mining operations and the expansion of the cattle industry contributed to resource depletion, land degradation, and ecological changes that affected community sustainability.

Assessment should not include detailed examination of railroad development, government mining policies, specific mining technologies, or quantifiable national economic impacts of mineral discoveries. Discussion of specific legislation, mining law provisions, government subsidies for development, detailed impacts on Native American populations, and statistical data on western migration patterns also falls outside the scope of this standard.

Common Misconceptions:
* Learners might assume that economic benefits from mineral resource extraction were distributed relatively evenly throughout communities, not recognizing how wealth was often concentrated among business owners and investors while many laborers faced dangerous working conditions, economic insecurity, and limited advancement opportunities.
* Some students might think that environmental impacts from 19th century resource extraction were minimal or quickly recoverable, not recognizing how mining operations and cattle ranching caused lasting environmental degradation through deforestation, water pollution, soil erosion, and overgrazing.
* Students may believe that mineral resource discoveries primarily created short-term economic opportunities for individual prospectors, overlooking how these discoveries stimulated broader regional economies through the development of supporting industries, supply chains, and commercial centers.
* Students may incorrectly assume that communities based on mineral extraction followed similar development patterns, when in reality these settlements experienced varied trajectories ranging from ghost towns after resource depletion to communities that successfully diversified their economic activities and survived long-term.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1973.0
Standard ID: KC-6.2.II.A+3
Standard Description: Explain how government policies promoted economic growth and created new communities and centers of commercial activity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the development of transcontinental railroads, supported by government policies, stimulated economic activity in new areas.
* Evaluate primary sources, such as government documents and speeches, to analyze how rhetoric around expansion contributed to commercial growth.
* Explain the impact of land grants and the Homestead Act on the formation of new communities and economic centers, highlighting how the Great Plains region was transformed by 1900 into a major agricultural center producing significant portions of the nation's livestock and crops.
* Explain the role of the Dawes Act in shaping economic opportunities and community developments among Native Americans and settlers.
* Identify government policies from 1877 to 1898 that promoted economic growth in the United States.
* Use maps to identify areas most affected by government policies and describe how these regions developed commercially from 1877 to 1898.

Assessment Boundaries:
* Assessments based on this standard should focus on specific government policies from 1877 to 1898 that promoted western settlement and economic development, such as the Homestead Act and land grant legislation, and their direct impacts on the formation of new communities and commercial centers. Students should be able to explain how the Great Plains was transformed into a major agricultural center by 1900 and use maps to identify areas most affected by these policies. The assessment should emphasize the relationship between government action and regional economic development.

Assessments should not include detailed information about railroad construction, specific transcontinental routes, or statistical data about transportation networks. Additionally, specific legislation like the Interstate Commerce Act, Sherman Antitrust Act, the Dawes Act, mining laws, and detailed analysis of agricultural mechanization's role in migration patterns should be excluded. Government-subsidized communication systems and rhetorical analysis of expansion-related political speeches also fall outside the scope of this standard.

Common Misconceptions:
* Learners might not recognize that farmers often organized cooperatives and political movements in response to challenges they faced despite government support, overlooking how the National Grange and Farmers' Alliances emerged as reactions to economic hardships that persisted even as new communities and markets developed.
* Some students might incorrectly assume that government policies only involved direct financial support, overlooking how legislation like the Homestead Act and land grants fundamentally shaped settlement patterns and economic development in the West.
* Some students might mistakenly think that the Great Plains was easily transformed into an agricultural center, not appreciating how specific innovations like barbed wire and steel plows were necessary to overcome environmental challenges and make government land policies successful in practice.
* Students may believe that the establishment of new communities in the West happened primarily through individual initiative without significant government planning, not recognizing the strategic role of government policies in determining where and how new commercial centers developed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.2
Cluster Name: 1. Westward Expansion: Economic Development
Lesson Name: *None specified*
Lesson Order: 1940.0
Standard ID: Unit 6: Learning Objective B
Standard Description: Explain the causes and effects of the settlement of the West from 1877 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: KC-6.2.II.B
Standard Description: In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1981.0
Standard ID: KC-6.2.II.B+1
Standard Description: Explain how migrants, in hopes of achieving ideals of self-sufficiency and independence, moved to both rural and boomtown areas of the West for opportunities such as building the railroads, mining, farming, and ranching.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts of migrants’ experiences in boomtowns and rural settlements, focusing on their challenges and adaptations.
* Analyze the impact of railroad expansion on the economic opportunities available in the West and how this influenced patterns of migration.
* Compare and contrast the experiences of different migrant groups (e.g., miners vs. farmers) in achieving their goals in the West.
* Describe the demographic composition of migrants who moved to the West and the factors that motivated their relocation to rural and boomtown areas.
* Evaluate how the pursuit of self-sufficiency and independence transformed the American West, including how these changes were interpreted in Frederick Jackson Turner's Frontier Thesis after the 1890 census declared the frontier closed.
* Explain the relationships between the availability of jobs in industries like railroads and mining and the movement of various migrant groups to Western territories during this period.
* Identify specific examples of legislation or government policies that facilitated or hindered migration to the West during this period.
* Identify the key opportunities in the West, such as railroad building, mining, farming, and ranching, that attracted migrants seeking self-sufficiency and independence from 1877 to 1898.
* Use maps to locate the major railroads, mines, farms, and ranching areas in the Western United States, and explain how their distribution influenced settlement patterns.

Assessment Boundaries:
* Assessments based on this standard should focus on why and how migrants sought economic opportunities in the West between 1877-1898, specifically through railroad building, mining, farming, and ranching in both rural areas and boomtowns. Questions should address the Homestead Act, motivations for seeking self-sufficiency and independence, general settlement patterns, and Frederick Jackson Turner's Frontier Thesis as a response to the 1890 census declaring the frontier closed. Students should be able to identify the primary economic activities that drew migrants westward and their connection to the ideal of self-sufficiency.

Assessments should not include detailed demographic information about migrants, specific railroad routes and their economic impacts, or detailed accounts of daily life in western settlements. Questions should avoid specific examples of American Indian economic adaptations, Mexican American perspectives on land ownership, or detailed geographic information about territorial changes over time, as these fall outside the scope of this standard.

Common Misconceptions:
* Some learners may incorrectly view western migration as primarily driven by individual initiative, underestimating how government policies like the Homestead Act and corporate interests such as railroad companies actively shaped and promoted westward movement.
* Some students might believe that economic opportunities in the West were equally accessible to all migrants, overlooking how factors such as capital requirements, prior skills, and social connections significantly influenced who could successfully pursue mining, ranching, railroad work, or farming.
* Students might misinterpret the concept of 'self-sufficiency' as meaning complete independence from larger economic systems, when in reality, most western economic activities remained connected to national markets and dependent on transportation networks like railroads.
* Students might perceive boomtowns as permanently prosperous settlements, not recognizing that many experienced rapid growth followed by decline when resources were depleted or economic conditions changed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1990.0
Standard ID: KC-6.2.II.C
Standard Description: As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1991.0
Standard ID: KC-6.2.II.C+1
Standard Description: Explain how the migrant population increase led to competition for land and resources in the West among white settlers, American Indians, and Mexican Americans causing an increase in violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the causes and effects of violent conflicts resulting from competition over land and resources in the West during this period.
* Compare the perspectives of white settlers, American Indians, and Mexican Americans on land ownership and resources during the settlement of the West.
* Evaluate primary and secondary sources that depict conflicts over resources in the West, identifying the perspectives and biases in these accounts.
* Explain how the increased migrant populations intensified competition for land and resources among white settlers, American Indians, and Mexican Americans.
* Identify key factors that contributed to the increase in migrant populations in the American West between 1877 and 1898.
* Use maps to identify and explain the geographical areas most affected by migrant population increases and resource competition.

Assessment Boundaries:
* Assessments based on this standard should focus on the causal relationship between increased migrant populations in the West and the resulting competition for land and resources among white settlers, American Indians, and Mexican Americans. Questions should address how this competition led to violent conflicts, including examples such as the Battle of Little Bighorn, Wounded Knee, and resistance to reservation policies. Assessments may include questions about government policies like the Dawes Act and Indian Appropriation Act as factors that contributed to land disputes and conflicts.

Assessments should not include detailed geographic information about territorial changes, comprehensive demographic data about western migrants, or specific information about railroad expansion beyond its general role in migration. Questions should avoid exploring detailed Mexican American or American Indian perspectives on land ownership, specific economic adaptations by various tribes, or cultural preservation strategies beyond their general relevance to land conflicts.

Common Misconceptions:
* Learners might attribute white settlers' success in gaining control of western lands primarily to numerical advantages or technological superiority, without recognizing how government policies, military force, and resource depletion (particularly of the bison) contributed significantly to this outcome.
* Some students might believe that interactions between white settlers, American Indians, and Mexican Americans in the West were primarily cooperative, underestimating how competition for limited resources often led to violent conflicts among these groups.
* Students may incorrectly view land conflicts in the West as primarily involving only two opposing groups, rather than understanding the complex three-way competition among white settlers, American Indians, and Mexican Americans, each with their own interests, claims, and strategies.
* Students may misunderstand that American Indian and Mexican American populations typically responded passively to encroachment on their lands, rather than recognizing the various forms of active resistance these groups employed to defend their territories and resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1992.0
Standard ID: KC-6.2.II.C+2
Standard Description: Explain how the decimation of the American bison population led to competition for land and resources in the West among white settlers, American Indians, and Mexican Americans causing an increase in violent conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how white settlers, American Indians, and Mexican Americans perceived and responded to the changes in land resources due to the declining bison population.
* Describe the relationship between the depletion of the American bison and the policies implemented by the U.S. government that intensified competition among groups in the West.
* Evaluate the role of the American bison’s decline in escalating violent conflicts between different cultural and racial groups in the West.
* Explain the economic and cultural significance of the American bison for American Indians and how its loss prompted conflict.
* Identify the factors that contributed to the decimation of the American bison population and how these factors were connected to increasing competition for land and resources.
* Use primary source documents, such as government policies and Native American accounts, to trace how the decline of the bison population influenced interactions and conflicts over land.

Assessment Boundaries:
* Assessments based on this standard should focus on the causes of American bison decimation, the cultural and economic significance of bison to Plains Indians, how this loss contributed to competition for land and resources, and the resulting conflicts among white settlers, American Indians, and Mexican Americans. Students should analyze how U.S. government policies following the bison's decline intensified these competitions and led to increased violent conflicts in the West. Assessment questions may address general patterns of conflict and resistance that emerged as direct consequences of resource competition following the bison's decline.

Assessments should not include detailed accounts of specific battles or treaties beyond their relationship to bison decimation, comprehensive demographic data about western migrants, or specific information about railroad expansion beyond its role in bison hunting. Additionally, specific examples of diverse cultural preservation strategies, detailed geographic information about territorial changes, and specific perspectives on land ownership across different groups should be excluded from assessment questions.

Common Misconceptions:
* Some learners might view the competition for land and resources in the West as primarily involving only American Indians and white settlers, overlooking the complex three-way interactions and conflicts that also involved Mexican Americans who had established claims in these regions.
* Some students might think that the decimation of the American bison was primarily the result of natural factors, rather than recognizing the significant role of deliberate overhunting by settlers and government policies aimed at undermining Native American autonomy.
* Students may misunderstand the relationship between the bison population and Native American communities, viewing the bison's decline merely as a food shortage rather than recognizing how it fundamentally disrupted the social, economic, spiritual, and cultural structures of many Plains tribes.
* Students might incorrectly assume that competition for resources began only after the bison population was decimated, when in reality these tensions existed previously but were significantly intensified and transformed by the ecological and economic vacuum created by the bison's near-extinction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2000.0
Standard ID: KC-6.2.II.D
Standard Description: The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2001.0
Standard ID: KC-6.2.II.D+1
Standard Description: Explain how the U.S. government violated treaties with American Indians and responded to resistance with military force.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of the U.S. government's military actions on the geographic distribution of American Indian tribes, using maps.
* Analyze the impact of U.S. treaty violations on American Indian communities, utilizing primary and secondary sources such as Chief Joseph's account of the Nez Percé's 1,170-mile journey to avoid forced relocation in 1877.
* Evaluate the effectiveness of American Indian resistance efforts against U.S. military actions during this period, including the 1876 Battle of Little Bighorn where Sioux and Cheyenne warriors led by Sitting Bull and Crazy Horse defeated Custer's 7th Cavalry.
* Explain how the use of military force by the U.S. government contributed to the denial of tribal sovereignty.
* Explain the motivations behind the U.S. government's decisions to violate treaties with American Indians during this period, such as how economic interests drove treaty violations when gold was discovered in the Black Hills in the 1870s.
* Identify and describe the U.S. military responses to resistance by American Indian tribes during the late 19th century, including the 1890 Wounded Knee Massacre of over 200 Lakota Sioux that ended the Ghost Dance Movement.
* Identify specific instances where the U.S. government violated treaties with American Indian tribes during the period from 1877 to 1898.

Assessment Boundaries:
* Assessments based on this standard should focus on specific treaty violations from 1877-1898, including the Black Hills gold rush encroachment on Sioux land and the U.S. government's motivations for these violations. Students should identify and analyze specific military responses to American Indian resistance, such as the 1890 Wounded Knee Massacre, the Battle of Little Bighorn (1876), and military actions against the Nez Percé (1877), along with how these actions undermined tribal sovereignty.

Assessments should not include broader economic policies, cultural assimilation efforts (including boarding schools), or detailed geographic information about territorial changes unless directly related to specific treaty violations or military actions from this period. Questions about diverse cultural preservation strategies, demographic data of western migrants, or Mexican-American perspectives on land ownership should be excluded.

Common Misconceptions:
* Learners may believe that American Indian resistance to U.S. policies was primarily through armed conflict, without recognizing diverse strategies of resistance, including legal appeals, diplomatic negotiations, and spiritual movements like the Ghost Dance.
* Some students might incorrectly believe that treaties between the U.S. government and American Indian tribes were violated only after tribes broke the agreements first, overlooking documented cases where economic interests, such as the discovery of gold in the Black Hills, drove initial U.S. government violations.
* Some students might view events like the Battle of Little Bighorn as isolated incidents rather than parts of systematic campaigns that ultimately led to the confinement of American Indians to reservations and the significant reduction of tribal sovereignty through military force.
* Students might think that military force by the U.S. government was primarily reactive and used only after American Indians initiated violence, rather than recognizing that military actions were often preemptive or disproportionate responses to both armed and peaceful resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2002.0
Standard ID: KC-6.2.II.D+2
Standard Description: Explain how the U.S. government eventually confined American Indians to reservations and denied their tribal sovereignty.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the period to identify differing perspectives on the U.S. government's policies regarding tribal sovereignty.
* Analyze the relationship between westward expansion and the confinement of American Indians to reservations.
* Evaluate the political and social impacts of the U.S. government's policies on American Indian communities during this period.
* Explain the motivations behind the U.S. government's decisions to deny tribal sovereignty, including the significance of the Indian Appropriation Act of 1871 in ending federal recognition of tribes as sovereign nations.
* Identify the policies and treaties violated by the U.S. government in confining American Indians to reservations, recognizing that these actions infringed upon tribal sovereignty—the right of Native American tribes to govern themselves, make their own laws, and maintain political independence within the United States.
* Use maps to demonstrate the territorial changes that resulted from the implementation of reservation policies.

Assessment Boundaries:
* Assessment should focus on analyzing the specific factors and government policy changes that led to the U.S. decision to confine American Indians to reservations and deny tribal sovereignty. This includes exploring the legal, economic, and political reasons such as broken treaties, land pressure from settlers, and the influence of the Indian Appropriations Acts. Avoid expanding into broader or subsequent topics like the long-term effects on American Indian culture or modern legal challenges to sovereignty.
* Assessment should focus on the specific U.S. government policies, treaties, and actions that led to the confinement of American Indians to reservations and the denial of tribal sovereignty between the 1850s and 1890s. This includes key legislation like the Indian Appropriation Act of 1871 and the Dawes Act of 1887, military confrontations, treaty violations, and the relationship between westward expansion and these policies. Students should be able to analyze primary source documents to identify different perspectives on tribal sovereignty and evaluate the immediate political impacts of these policies on American Indian communities.

Assessment should not include detailed information about specific American Indian economic adaptations, comprehensive geographic data about territorial changes, or specific cultural preservation strategies beyond brief mentions of resistance movements like the Ghost Dance. Questions about railroad expansion details, demographic data on western migrants, or Mexican Americans' perspectives on land ownership are outside the scope of this standard. Long-term cultural effects and modern legal challenges to sovereignty should also be excluded.

Common Misconceptions:
* Some learners may misunderstand the concept of tribal sovereignty, thinking it referred only to complete independence rather than the right of Native American tribes to govern themselves while maintaining political status within the United States.
* Some students may incorrectly attribute the confinement of American Indians to reservations to a single factor, overlooking the complex interplay of economic interests (like gold discovery), settler pressure, government assimilation goals, and military strategy.
* Students might incorrectly believe that the U.S. government's decision to confine American Indians to reservations resulted primarily from peaceful negotiations rather than military force, coercion, and treaty violations.
* Students might mistakenly believe that reservations were primarily established to protect and preserve American Indian cultures, when these systems were largely designed to control Native populations and implement assimilation policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2010.0
Standard ID: KC-6.2.II.E
Standard Description: Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2011.0
Standard ID: KC-6.2.II.E+1
Standard Description: Explain how many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of American Indian efforts to sustain their cultural identity despite opposing government policies.
* Compare varying approaches to cultural preservation among different American Indian tribes.
* Describe how individual American Indian communities adapted traditional practices in response to assimilation efforts.
* Evaluate the role that economic practices played in American Indians' efforts to maintain cultural and tribal identity.
* Explain the significance of cultural preservation efforts in shaping American Indian identities during this period.
* Explain the specific strategies American Indian groups used to preserve their cultures and tribal identities in the face of assimilation policies.
* Identify the primary government policies that promoted the assimilation of American Indians during this period, including Indian boarding schools like the Carlisle Indian Industrial School that sought to eradicate Native cultures through education in English, Christianity, and Euro-American customs.

Assessment Boundaries:
* Assessment should focus on how American Indians preserved their cultures and tribal identities despite government assimilation policies including boarding schools, the Dawes Act, and the Indian Appropriation Act. Students should analyze specific preservation strategies such as resistance to boarding school education, participation in movements like the Ghost Dance, maintaining traditional spiritual practices, and efforts to retain tribal governance structures despite diminished sovereignty. Questions may address the varying approaches to cultural preservation across different tribes and the significance of these efforts in shaping American Indian identities during this period.

Assessment should not include detailed economic adaptations of specific tribes, comprehensive geographic information about territorial changes, or demographic data about western migrants. Questions should avoid detailed accounts of railroad expansion, migrants' daily lives, Mexican Americans' perspectives on land ownership, or specific responses to changing land resources like the bison population decline except as they directly relate to cultural preservation efforts.

Common Misconceptions:
* Some students may think that government assimilation policies like boarding schools and the Dawes Act were either completely successful or entirely rejected, rather than understanding the complex ways Native communities selectively adapted while maintaining core cultural identities.
* Students might incorrectly believe that American Indian resistance to assimilation primarily took the form of armed conflict, overlooking the importance of cultural practices, language preservation, and continued spiritual traditions as forms of resistance.
* Students might misinterpret the Ghost Dance Movement as simply a religious practice rather than recognizing it as both a spiritual revival and a significant form of cultural preservation and resistance to government policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 2012.0
Standard ID: KC-6.2.II.E+2
Standard Description: Explain how many American Indians attempted to develop self-sustaining economic practices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Dawes Act's allotment system (dividing tribal lands into individual 160-acre plots) impacted American Indian economies, resulting in the loss of millions of acres to white settlers and undermining self-sustaining economic practices.
* Analyze primary sources, such as government reports or personal narratives, to understand the experiences and responses of American Indians to economic changes.
* Compare the success and challenges faced by different American Indian groups in maintaining or adapting economic self-sufficiency during westward expansion.
* Evaluate the effectiveness of American Indian economic practices in resisting cultural assimilation and preserving tribal identity.
* Explain how specific American Indian tribes adapted their traditional economic practices to fit within the new socio-political and economic constraints of the period.
* Identify and describe the economic practices that American Indians developed in an attempt to sustain their communities despite government pressures for assimilation.
* Utilize maps or geographic data to explain how access to resources impacted the economic strategies of different American Indian groups.

Assessment Boundaries:
* Assessments based on this standard should focus on general methods American Indians used to develop self-sustaining economic practices between 1877-1898, including adaptation of agriculture, trade activities, and traditional industries. Questions should address the impacts of the Dawes Act's allotment system on economic self-sufficiency, the general challenges created by changing resource availability, and the varied attempts at economic adaptation despite pressures for assimilation. Primary source analysis may be included to evaluate American Indian perspectives on economic changes.

Assessments should not include detailed examples specific to individual tribes, comprehensive geographic data about territorial changes, or specific cultural preservation strategies beyond economic practices. Questions should avoid comprehensive information about railroad expansion effects, other ethnic groups' experiences in the West, or detailed accounts of how different groups responded to specific resources like the declining bison population beyond general economic impact.

Common Misconceptions:
* Some students might not recognize that the Dawes Act's 160-acre allotment system was primarily designed as an assimilation tool rather than an economic development program, and ultimately resulted in significant land loss that undermined self-sustaining economic practices.
* Some students might think that American Indians uniformly rejected new economic methods, when many groups strategically adapted agricultural techniques and trades while attempting to maintain aspects of their cultural identities.
* Students may believe that economic self-sufficiency meant complete isolation from American markets, when many American Indian groups engaged in trade networks and commerce while still seeking to maintain economic sovereignty.
* Students might incorrectly assume that resource depletion, such as the decimation of the bison population, had only dietary impacts rather than understanding these resources were integral to comprehensive economic systems that provided food, materials for shelter, clothing, tools, and trade goods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.3
Cluster Name: 2. Westward Expansion: Social and Cultural Development
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: Unit 6: Learning Objective B
Standard Description: Explain the causes and effects of the settlement of the West from 1877 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2020.0
Standard ID: KC-6.1.II.D
Standard Description: Despite the industrialization of some segments of the Southern economy—a change promoted by Southern leaders who called for a “New South”—agriculture based on sharecropping and tenant farming continued to be the primary economic activity in the South.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2021.0
Standard ID: KC-6.1.II.D+1
Standard Description: Explain how agriculture based on sharecropping and tenant farming continued to be the primary economic activity in the South, despite the industrialization of some segments of the Southern economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic reasons why sharecropping and tenant farming persisted in the South despite industrial advancements in some areas.
* Corroborate the continuation of sharecropping and tenant farming with alternative evidence from political cartoons or propaganda from the period, analyzing perspectives on economic practices.
* Create a map that highlights regions in the Southern United States where sharecropping and tenant farming were most prevalent, and explain why these areas continued to rely on such practices.
* Evaluate the impact of Southern leaders' calls for a "New South" on agricultural practices and how these calls coexisted with the persistent sharecropping economy.
* Explain the social and political factors that reinforced the continuation of sharecropping and tenant farming in the Southern economy.
* Identify and explain the system of sharecropping, tenant farming, and the crop lien system, explaining how they functioned together to create a cycle of debt and economic bondage as the predominant agricultural practices in the Southern economy during this period.
* Using primary and secondary sources, identify and describe arguments for why sharecropping and tenant farming appealed to both landowners and tenants during industrialization.
* Utilize statistical data to compare the growth of industrial sectors in the South with the stability of agricultural output to demonstrate the predominant role of agriculture.

Assessment Boundaries:
* Assessment should focus on the economic and social systems that perpetuated sharecropping and tenant farming as the South's dominant economic activities despite limited industrialization. Students should demonstrate understanding of how the crop lien system created cycles of debt, how the 'New South' movement's industrialization initiatives coexisted with traditional agriculture, and how social factors reinforced these agricultural practices. Assessments may include basic information about Henry Grady as representative of the 'New South' movement.

Assessments should not include statistical data or detailed geographic distribution of sharecropping systems, specific arguments explaining the appeal of sharecropping to different parties, or analysis of visual primary sources depicting sharecropping conditions. Additionally, detailed information about New South leaders beyond Henry Grady, specific connections between scientific racism and agricultural practices, and African American resistance literature fall outside the scope of this standard.

Common Misconceptions:
* Some students might incorrectly assume that sharecropping and tenant farming provided economic opportunities for advancement, rather than understanding how the crop lien system typically created cycles of debt that limited economic mobility.
* Some students might misunderstand the relationship between Southern industrialization and agriculture, incorrectly viewing them as entirely separate economic spheres rather than recognizing how limited industrial development often complemented rather than replaced agricultural practices.
* Students may confuse the 'New South' movement's goals with its actual impact, believing that the calls for industrialization from figures like Henry Grady significantly transformed the Southern economy away from its agricultural base.
* Students may mistakenly believe that industrialization was widespread throughout the South after Reconstruction, not recognizing that agricultural practices like sharecropping and tenant farming remained the dominant economic activities in most areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2022.0
Standard ID: KC-6.1.II.D+2
Standard Description: Explain the call for a “New South” by Southern leaders who promoted the industrialization of the Southern economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact that the vision of a 'New South' had on the economic structures within the Southern states, including the establishment of steel production in Birmingham and textile mills in Georgia, North Carolina, and South Carolina.
* Describe how the transition to industrialization was articulated by Southern leaders during the post-Reconstruction era.
* Evaluate how historical situations and perceived economic needs influenced the rhetoric and strategies of Southern leaders advocating for a 'New South.'
* Explain the economic and social factors that Southern leaders cited in their calls for a 'New South,' including how these calls maintained racial segregation and white supremacy while promoting economic modernization.
* Explain the reasons why industrialization efforts were limited in success despite the call for a 'New South.'
* Identify the key Southern leaders who advocated for a 'New South' and their motivations for industrialization.

Assessment Boundaries:
* Assessment should focus on the general concept of the 'New South' movement, including its promotion of industrial growth (specifically steel production in Birmingham and textile manufacturing in Georgia, North Carolina, and South Carolina) while maintaining traditional agricultural systems and racial hierarchies. Students should be able to explain Henry Grady's vision for Southern economic diversification, analyze the economic motives behind calls for industrialization, and evaluate the limited success of these efforts as the South remained predominantly agricultural and economically challenged.

Assessment should not include detailed analysis of specific speeches, articles, or rhetoric by multiple 'New South' leaders beyond general references to Henry Grady. Questions about statistical data related to sharecropping, specific arguments explaining the appeal of tenant farming, or detailed examination of racial theories and African American resistance movements are outside the scope of this standard.

Common Misconceptions:
* Some students might believe that the 'New South' movement primarily aimed to transform the Southern economy completely from agricultural to industrial, when in fact it promoted industrial development while the region remained predominantly agricultural with sharecropping and tenant farming continuing as major economic activities.
* Some students might incorrectly attribute the industrialization initiatives in the South primarily to Northern investors, overlooking how Southern journalists and businessmen like Henry Grady actively promoted and advocated for the 'New South' concept to address the region's post-war economic challenges.
* Students might assume that the 'New South' vision promoted by Southern leaders represented a break from pre-Civil War racial attitudes, when these economic modernization efforts typically maintained racial segregation and white supremacy while focusing on industrial development.
* Students might overestimate the immediate impact of the 'New South' movement, not recognizing that despite the establishment of steel production in Birmingham and textile mills in various Southern states, industrialization efforts achieved limited success as the region generally remained poorer than the North with significant economic challenges persisting.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2030.0
Standard ID: KC-6.3.II.C
Standard Description: The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction. Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2031.0
Standard ID: KC-6.3.II.C+1
Standard Description: Explain how the Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which the Plessy v. Ferguson ruling contributed to the erosion of African Americans' political gains during the Reconstruction era, including disenfranchisement through poll taxes, literacy tests, and grandfather clauses, as evidenced by the dramatic decline in Black voter registration.
* Compare primary and secondary sources to assess the social and political repercussions of the Plessy v. Ferguson decision on African American communities during the Gilded Age.
* Evaluate the impact of Plessy v. Ferguson on African American civil rights and its role in the continuity of racial discrimination practices in the New South.
* Explain how the Plessy v. Ferguson decision's 'separate but equal' doctrine institutionalized racial segregation through Jim Crow laws affecting public facilities and impacted the legal framework in the United States until the mid-20th century.
* Identify the historical context, including the Civil Rights Cases of 1883, and provisions of the Supreme Court decision in Plessy v. Ferguson.
* Use political cartoons from the period to explain public perceptions of the Plessy v. Ferguson decision and its implications for racial equality.

Assessment Boundaries:
* Assessment should focus on students' understanding of how the Plessy v. Ferguson decision specifically undermined African Americans' political status and Reconstruction-era gains. Students should demonstrate knowledge of the decision's 'separate but equal' doctrine, its relationship to the Civil Rights Cases of 1883, the implementation of Jim Crow laws in public facilities, and specific disenfranchisement methods (poll taxes, literacy tests, grandfather clauses) that dramatically reduced Black voter registration and political representation.

Assessment should not include detailed analysis of visual primary sources, scientific racism theories, specific literary or speech examples from African American reformers, sharecropping economic statistics, or comprehensive coverage of New South Movement leaders beyond Henry Grady. Questions focusing primarily on socio-economic or cultural impacts unrelated to political effects should be avoided.

Common Misconceptions:
* Some students may believe that segregation primarily affected social settings rather than recognizing how the 'separate but equal' doctrine institutionalized discrimination through Jim Crow laws across public facilities, systematically limiting African Americans' access to civic participation.
* Some students may not recognize that while Plessy v. Ferguson did not directly overturn Reconstruction-era constitutional amendments, it effectively neutralized their intended protections by allowing states to implement 'separate but equal' policies that severely restricted African Americans' political rights.
* Students might incorrectly assume that declining African American political participation resulted from apathy rather than understanding how specific mechanisms like poll taxes, literacy tests, and grandfather clauses—legitimized by the legal precedent of Plessy—deliberately disenfranchised Black voters.
* Students might incorrectly view Plessy v. Ferguson as an isolated court case rather than understanding it as part of a continuum that included the Civil Rights Cases of 1883, collectively creating a legal framework that undermined African Americans' political gains from Reconstruction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2033.0
Standard ID: KC-6.3.II.C+3
Standard Description: Explain how African American reformers continued to fight for political and social equality despite facing increased discrimination.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the period to identify claims made by African American reformers about equality and discrimination.
* Analyze the impact of the Plessy v. Ferguson decision on African American reform efforts and strategies.
* Compare the arguments made by African American reformers against racial discrimination to those made by their opponents.
* Describe how the context of increased discrimination influenced the strategies of African American reformers, including the Tuskegee Institute's focus on industrial and agricultural education and research that benefited Southern farmers.
* Evaluate the effectiveness of different reform strategies employed by African American leaders during this era, contrasting Booker T. Washington's accommodationist approach at the Tuskegee Institute with W.E.B. Du Bois's demands for immediate equal rights and desegregation.
* Explain strategies used by African American reformers to combat discrimination and promote political and social equality.
* Explain the significance of reform movements and organizations such as the National Association of Colored Women in shaping the social and political landscape for African Americans during this time using primary and secondary sources.
* Identify key African American reformers who fought for equality during the period from 1877 to 1898, including Ida B. Wells with her anti-lynching campaigns.

Assessment Boundaries:
* Assessments based on this standard should focus on key African American reformers (1877-1898) including Ida B. Wells, Booker T. Washington, and W.E.B. Du Bois, along with their varied strategies and organizations like the Tuskegee Institute and National Association of Colored Women. Questions should address how reformers responded to increased discrimination following Plessy v. Ferguson and the Civil Rights Cases of 1883, including the contrast between Washington's accommodationist approach and Du Bois's demands for immediate equality.

Assessments should not include detailed analysis of visual primary sources, specific content of reformers' speeches or writings, statistical data about sharecropping, or specific arguments about scientific racism. Questions about the New South movement should be limited to general context without focusing on leaders beyond Henry Grady or specific economic arguments used to maintain racial hierarchies.

Common Misconceptions:
* Some students might misunderstand the role of African American women in reform movements, potentially viewing them as peripheral rather than recognizing leaders like Ida B. Wells who spearheaded anti-lynching campaigns and helped establish important organizations.
* Some students might think that African American reform efforts declined significantly after the Plessy v. Ferguson decision, not recognizing how reformers adapted their strategies and continued advocacy through various organizations and approaches.
* Students may believe that there was consensus among African American leaders about how to respond to discrimination, overlooking the significant philosophical differences between accommodationist approaches like Washington's and direct challenges to segregation like those advocated by Du Bois.
* Students might incorrectly assume that African American reformers focused primarily on legal challenges, underestimating the diversity of strategies including education, economic development, journalism, and community organization used to fight for equality during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2034.0
Standard ID: KC-6.3.II.C+4
Standard Description: Explain how African American reformers continued to fight for political and social equality despite facing scientific theories of race.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how scientific theories of race influenced public perception and policy towards African Americans during this period.
* Analyze primary sources, such as speeches and writings of African American reformers, to identify the arguments made against scientific racism.
* Describe how African American reformers utilized literature and speeches to counter racial discrimination and scientific racism.
* Evaluate the effectiveness of African American reform efforts against racial discrimination and pseudoscientific beliefs.
* Explain the strategies used by African American reformers to challenge scientific theories of race and promote equality.
* Identify the major African American reformers who fought for political and social equality during the era following the Plessy v. Ferguson decision.
* Utilize public records and political cartoons of the era to assess the public reaction to African American reform efforts and scientific theories of race.

Assessment Boundaries:
* Assessments based on this standard should focus on the various strategies employed by African American reformers such as Booker T. Washington, W.E.B. Du Bois, and Ida B. Wells in their fight for equality during the post-Reconstruction era. Questions should address how reformers responded to scientific theories of race, their different philosophical approaches to achieving equality, and the organizations they established, including the Tuskegee Institute and the National Association of Colored Women. Students should be able to compare and contrast reformers' different approaches within the context of legal segregation following Plessy v. Ferguson.

Assessments should not include detailed analysis of specific speeches, writings, or intellectual works produced by these reformers. Questions should avoid comprehensive explanations of scientific racism theories, their proponents, or publications, as well as detailed statistical data about sharecropping or specific economic arguments of the New South movement beyond basic context. Visual primary sources analyzing racial issues should not be included in assessments.

Common Misconceptions:
* Some students might incorrectly assume that male reformers dominated the movement for equality, not recognizing the crucial role of women reformers like Ida B. Wells and organizations such as the National Association of Colored Women in fighting racism and segregation.
* Some students might think that African American reformers of this era employed similar strategies in their fight for equality, overlooking the significant differences between approaches such as Washington's focus on economic self-improvement and Du Bois's demand for immediate equal rights.
* Students may believe that African American reform efforts primarily emerged as responses to the Plessy v. Ferguson decision, not recognizing that reformers had been actively working against racial discrimination before this ruling through organizations like the Tuskegee Institute (founded in 1881).
* Students may misunderstand that African American reformers primarily focused on challenging scientific theories directly, when many reformers also addressed the practical consequences of racism through education, economic development, anti-lynching campaigns, and advocacy for civil rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.4
Cluster Name: 3. The “New South”
Lesson Name: *None specified*
Lesson Order: 2020.0
Standard ID: Unit 6: Learning Objective C
Standard Description: Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.5
Cluster Name: 4. Technological Innovation
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: KC-6.1.I.B.i
Standard Description: Businesses made use of technological innovations and greater access to natural resources to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.5
Cluster Name: 4. Technological Innovation
Lesson Name: *None specified*
Lesson Order: 2041.0
Standard ID: KC-6.1.I.B.i+1
Standard Description: Explain how businesses made use of technological innovations to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of particular technological advancements in facilitating large-scale production methods and urban development, including steel-frame construction and passenger elevators that enabled the rise of skyscrapers and vertical business districts.
* Evaluate the influence of technological changes, including communication innovations like the transatlantic cable and telephone, on business growth, market expansion, and internationalization during the industrial period.
* Examine the significance of access to natural resources in conjunction with technological innovations on industrial output.
* Explain the impact of technological innovations on the production processes within various industries and the emergence of consumer culture through innovations in advertising, retail, and distribution systems.
* Identify key technological innovations utilized by businesses during the rise of industrial capitalism, including urban transportation systems like electric trolleys and subways that facilitated workforce mobility and urban expansion.
* Utilize primary and secondary sources to assess how technological innovations altered labor demands in production industries, including the deskilling of labor through standardized parts and assembly-line manufacturing that transformed traditional craft production into mass production systems.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific technological innovations were utilized by businesses to increase production of goods during the Industrial Revolution and beyond. Content should include major innovations in manufacturing processes (Bessemer process, assembly lines), communication systems (telephone, transatlantic cable), transportation (electric trolleys, subways), energy systems (electricity, steam power), architectural advancements (steel-frame construction, elevators), and distribution networks (refrigerated rail cars, mail-order systems). Students should demonstrate understanding of how these innovations transformed production methods, business organization, and consumer markets.

Assessments should avoid examining the development of transportation networks specifically for accessing resource-rich areas, geographic mapping of resources, environmental impacts of resource extraction, or how differential access to resources shaped business competition strategies. Additionally, detailed analysis of social impacts unrelated to production increases, workers' responses to technological change, or technological developments outside the timeframe of industrial capitalism should be excluded.

Common Misconceptions:
* Some students may think that technological innovations primarily affected manufacturing processes, not recognizing how advancements in communication (like telephones and transatlantic cables) and distribution (like refrigerated rail cars and mail-order systems) enabled businesses to expand markets and increase overall production.
* Students might believe that technological innovations led to immediate production increases, overlooking the trial-and-error processes, worker training periods, and incremental improvements that were typically required before businesses realized significant productivity gains.
* Students might underestimate how organizational innovations such as Edison's research laboratory model, scientific management principles, and standardization worked in conjunction with mechanical technologies to boost production capacity.
* There may be confusion about the relationship between technological innovation and industry transformation, with students possibly failing to recognize how different sectors (textiles, steel, transportation, retail) adopted and adapted technologies at various rates depending on their specific production challenges and market conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.5
Cluster Name: 4. Technological Innovation
Lesson Name: *None specified*
Lesson Order: 2042.0
Standard ID: KC-6.1.I.B.i+2
Standard Description: Explain how businesses made use of greater access to natural resources to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the greater access to natural resources influenced the strategies businesses used to expand production capabilities and the implications for industrial growth.
* Compare primary accounts of business practices in various industries to understand how access to natural resources changed competitive strategies and market positioning.
* Explain how environmental changes, resulting from the increased use and extraction of natural resources, impacted business practices and production levels.
* Explain how the relationship between resource availability, transportation infrastructure, and technological innovation facilitated the expansion of production networks, supply chains, and distribution systems like mail-order businesses that connected rural consumers to industrial markets.
* Identify key natural resources that were accessed more readily due to advancements in transportation and infrastructure, and describe how these resources contributed to increased production of goods during the period.
* Use maps to identify regions where new resource access was developed and analyze how this geographic expansion affected industrial and economic growth.

Assessment Boundaries:
* Assessments based on this standard should focus on how businesses utilized increased access to specific natural resources (such as coal, iron, timber, and oil) to enhance production during industrialization. Questions should address the synergistic relationship between resource utilization, technological innovations (like the Bessemer process), and production systems that enabled mass manufacturing and distribution of goods. Assessments should emphasize concrete examples demonstrating how businesses transformed raw materials into increased output and expanded consumer markets.

Assessments should not include details about how transportation networks were specifically developed to access resources, the environmental consequences of resource extraction, or geographic mapping of resource-rich regions. Additionally, comparative business strategies based on differential resource access and global competition for resources fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might assume that increased production automatically translated to consumer access, without recognizing how businesses needed to develop distribution systems like mail-order networks to connect their expanded production to markets across different regions.
* Some students may believe that natural resources were equally accessible to all businesses during industrialization, not recognizing that resource distribution was geographically uneven, which influenced where and how industrial production developed across regions.
* Some students may think that resource utilization for increased production happened uniformly across industries, overlooking how different sectors (such as steel production, meatpacking, and oil refining) leveraged resources in distinct ways and experienced varying production transformations.
* Students might believe that technological innovations were more important than natural resource access in driving industrial growth, not recognizing the essential synergy between resource availability and technologies like the Bessemer process that together enabled mass production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.5
Cluster Name: 4. Technological Innovation
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: Unit 6: Learning Objective D
Standard Description: Explain the effects of technological advances in the development of the United States over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: KC-6.1.I
Standard Description: Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2051.0
Standard ID: KC-6.1.I+1+E
Standard Description: Explain how large-scale industrial production accompanied by massive technological change generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how technological changes during the industrial era contributed to rapid economic growth in the United States.
* Analyze the development of communication networks and their effect on industrial and economic consolidation.
* Describe the process of large-scale industrial production and how it influenced business consolidation during this period.
* Evaluate the relationship between industrial production and economic development using statistical data related to business consolidation trends.
* Identify the role of government policies in fostering technological advancements and industrial production.
* The expansion of the railroad system from 35,000 miles in 1865 to 193,000 miles in 1900 transformed the American economy by creating a national market, facilitating mass production and consumption.
* Use primary and secondary sources to assess the impact of technological changes on industrial production and economic development.

Assessment Boundaries:
* Assessment should focus on analyzing how specific technological innovations (including railroads, telegraph, telephone, electricity, and assembly lines) facilitated large-scale industrial production and national market development between 1865-1900. Students should be able to explain business consolidation strategies (trusts, holding companies, vertical/horizontal integration), interpret statistical data about economic growth, and evaluate how government policies and standardized communication networks contributed to rapid economic development during this period.

Assessment should not include specific details about U.S. business expansion into Pacific Rim/Asia or detailed information about the industrial labor force (demographics, working conditions, labor organizations, strikes). Questions about broader social impacts of industrialization, environmental consequences, or cultural changes should be avoided unless directly connected to economic development and business consolidation processes.

Common Misconceptions:
* Some students might believe that technological advances alone drove industrial capitalism, without recognizing how pro-growth government policies, communication network standardization, and strategic business practices worked together to enable economic transformation.
* Some students might incorrectly assume that railroad expansion merely provided transportation, without recognizing how it fundamentally transformed the American economy by creating national markets, standardizing time zones, and enabling mass production and distribution systems.
* Students may misunderstand the relationship between technological change and business consolidation, thinking new technologies automatically created monopolies rather than recognizing how business leaders strategically used innovations to implement vertical and horizontal integration strategies.
* Students might believe that the economic growth of the industrial era primarily resulted from new inventions, rather than understanding how business organizational structures evolved from simple proprietorships to complex corporations, trusts, and holding companies that concentrated capital and maximized production efficiency.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2052.0
Standard ID: KC-6.1.I+2+E
Standard Description: Explain how large-scale industrial production accompanied by expanding international communication networks generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how technological innovations and international communication networks contributed to business consolidation in the late 19th century.
* Compare the impact of domestic and international factors on the rapid economic development of the United States.
* Evaluate the historical significance of business consolidation in the context of international communication expansion.
* Identify key examples of technological advancements that facilitated large-scale industrial production in the United States.
* To prevent train accidents and scheduling chaos caused by cities using different local times, the American Railroad Association established four standardized time zones in 1883, making train schedules more reliable.
* Utilize statistical data to demonstrate the relationship between industrial production and economic growth during the late 1800s.

Assessment Boundaries:
* Assessments based on this standard should focus on the relationship between technological advancements (particularly communication networks and railroad development), business consolidation strategies (trusts, holding companies, vertical/horizontal integration), and economic growth in the late 19th century United States. Students should be able to analyze how standardization efforts like time zones and expanding communication networks facilitated both domestic market integration and international business expansion, leading to rapid economic development and wealth concentration. Assessment should include statistical data showing industrial production growth and the evolution of business organizational structures.

Assessments should not include specific details about U.S. business expansion into the Pacific Rim/Asia (1865-1900), including particular companies, trade agreements, or resource acquisition strategies. Questions about industrial labor force demographics, working conditions, labor organizations, strikes, or management methods like scientific management should also be avoided. Case studies should focus on domestic market transformation rather than specific international expansion examples.

Common Misconceptions:
* Some students might believe that domestic market transformation and international business expansion occurred as separate, sequential processes, failing to recognize how expanding communication networks facilitated both simultaneously and created interconnected economic development.
* Students may underestimate the transformative role of communication networks, viewing them as merely supportive infrastructure rather than as fundamental drivers that actively enabled business consolidation and economic expansion across previously disconnected markets.
* Students might incorrectly view business consolidation as a natural, inevitable outcome of economic growth rather than recognizing the deliberate strategies business leaders employed through trusts, holding companies, and vertical/horizontal integration to concentrate wealth and control markets.
* Students might think that large-scale industrial production led to uniform economic growth across all regions of the United States, rather than recognizing how growth was concentrated in specific industrial centers and created significant regional economic disparities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2053.0
Standard ID: KC-6.1.I+3+E
Standard Description: Explain how large-scale industrial production accompanied by pro-growth government policies generated rapid economic development and business consolidation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain how government policies shaped business practices and consolidation trends during rapid industrialization.
* Analyze the role of technological advancements in supporting large-scale industrial production within a framework of government policies aimed at economic growth.
* Between 1865 and 1900, the American economy transformed from small-scale local markets to a national market dominated by large corporations and trusts...
* Evaluate the impact of business consolidation on economic development during a period of expansive industrial production and favorable government policies.
* Laissez-faire capitalism, which dominated late 19th-century America, opposed government interference in economic competition, believing free markets would self-regulate.
* Use economic data and graphs to illustrate the impact of pro-growth government policies on business consolidation and rapid economic development.

Assessment Boundaries:
* Assessment items should focus on analyzing the relationship between large-scale industrial production and pro-growth government policies that facilitated rapid economic development and business consolidation during the late 19th century (1865-1900). Key concepts include laissez-faire economic philosophy, government support through tariffs, subsidies, and land grants, business organizational strategies (trusts, holding companies, vertical/horizontal integration), and the transformation from local to national markets. Examples may include railroad expansion, steel and oil industry consolidation, standardization of time zones, and the concentration of wealth resulting from these developments.

Assessments should not include detailed information about U.S. business expansion into the Pacific Rim or Asia, nor specific aspects of labor issues such as working conditions, demographics, strikes, or labor organizations. Questions about specific business leaders should focus on their consolidation strategies rather than personal perspectives, and should avoid quantitative details about trade volumes or statistical data on labor-production relationships.

Common Misconceptions:
* Some students might think that business consolidation through trusts and holding companies primarily resulted from natural market competition, overlooking how these arrangements often deliberately circumvented competition to create monopolies that controlled prices and supply.
* Students may confuse vertical and horizontal integration strategies, misunderstanding how these different approaches to business consolidation affected market control and wealth concentration in industries like oil and steel.
* Students might believe that government policies during the late 19th century consistently aligned with laissez-faire principles, when in reality many government actions actively supported specific industries through subsidies, land grants, and protective tariffs while claiming to support free markets.
* Students might incorrectly assume that rapid economic development and technological advancement during this period benefited regions and economic sectors equally, when in fact the transformation created significant disparities in wealth distribution, with 90% of the nation's wealth concentrated among 10% of the population by the 1890s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2060.0
Standard ID: KC-6.1.I.B.ii
Standard Description: Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2061.0
Standard ID: KC-6.1.I.B.ii+1
Standard Description: Explain how businesses made use of redesigned financial and management structures to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of management innovations on the efficiency and production capabilities of businesses in the late 19th century United States.
* Cornelius Vanderbilt revolutionized American business by developing extensive railroad networks and pioneering modern corporate organization methods in the mid-1800s.
* Evaluate the historical significance of financial and managerial innovations in facilitating large-scale production and industrial growth.
* Explain how redesigned financial structures contributed to the dramatic increase in the production of goods during this era.
* Identify key financial and management structures that businesses redesigned during the period 1865 to 1898.
* Use primary source documents to identify and describe specific examples of financial restructuring in key businesses during this period.

Assessment Boundaries:
* Assessments should focus on students' abilities to identify and analyze specific financial structures (trusts, holding companies, corporations) and management innovations (vertical and horizontal integration) that businesses implemented between 1865-1898 to increase production capacity and efficiency. Students should be able to explain how these redesigned structures contributed to industrial growth using concrete examples from industries such as steel (Carnegie), oil (Rockefeller), and railroads (Vanderbilt), and analyze how these innovations concentrated wealth and corporate power.

Assessments should not include details about technological innovations, marketing strategies, or specific labor management methods like scientific management or assembly lines. Additionally, questions about business expansion into Asian/Pacific markets or demographic composition of the labor force (including working conditions, wages, labor organizations, and strikes) fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might incorrectly assume that laissez-faire economic policies prevented monopolistic business practices, when in fact many monopolies emerged during this period despite (or because of) limited government regulation.
* Some students may believe that the primary purpose of financial restructuring was to increase production efficiency, overlooking how these innovations also served to concentrate wealth and market control in fewer hands.
* Students might think that vertical and horizontal integration strategies served the same business purposes, when vertical integration typically focused on controlling production chains while horizontal integration aimed at eliminating competition in the same industry.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2062.0
Standard ID: KC-6.1.I.B.ii+2
Standard Description: Explain how businesses made use of advances in marketing to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how evolving consumer culture influenced business marketing strategies and contributed to increased production in the late 19th century.
* Examine primary and secondary sources to identify the impact of marketing techniques such as catalogs and branding on consumer demand and production.
* Explain the role of advertising innovations in the expansion of industrial goods production during this period.
* Identify the key marketing strategies that businesses used to increase the production of goods from 1865 to 1898.
* Use statistical data to evaluate the efficiency and success of marketing tactics in enhancing industrial production levels.

Assessment Boundaries:
* Assessments based on this standard should focus on marketing innovations and strategies (1865-1898) that drove increased production, including advertising techniques, branding initiatives, catalog distribution, and market research methods. Students should demonstrate understanding of how these marketing advances created consumer demand, expanded market reach, and influenced mass production capabilities within the context of America's developing national market. Assessments may incorporate statistical data showing correlations between marketing activities and production increases during this period.

Assessments should exclude details on international business expansion into the Pacific Rim/Asia and Latin America, as well as specific information about the industrial labor force demographics, management methods, or working conditions. Additionally, financial restructuring, trusts formation, and business consolidation should be addressed only as they directly relate to marketing advances, not as standalone topics.

Common Misconceptions:
* Learners might incorrectly assume that the relationship between marketing and production was one-directional, when in fact the national transportation network (particularly railroads) both enabled new marketing strategies and responded to the distribution needs created by successful marketing campaigns.
* Some students may misunderstand the role of mail-order catalogs, thinking they were minor marketing tools rather than revolutionary innovations that connected rural consumers to national markets, created predictable demand, and enabled manufacturers to significantly scale up production.
* Students may believe that consumer demand during this period developed naturally without manipulation, underestimating how marketing strategies actively shaped consumer culture by creating perceived needs, promoting brand loyalty, and establishing new consumption patterns that justified increased production.
* Students might believe that marketing innovations during this period primarily consisted of basic advertising tactics like newspaper ads and billboards, overlooking more sophisticated strategies involving branding, market segmentation, and early forms of consumer research that businesses used to drive production increases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2063.0
Standard ID: KC-6.1.I.B.ii+3
Standard Description: Explain how businesses made use of a growing labor force to dramatically increase the production of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the responses of labor movements to the increased demand for labor, including unionization efforts and labor strikes, and their impact on production.
* Analyze the socioeconomic impacts of the expanding labor force on production, such as the shift from skilled artisanal work to unskilled assembly-line production, and the implications for productivity.
* Evaluate the role of the labor force in fostering industrial growth and expansion, including how labor availability influenced business strategies and economic practices.
* Explain how businesses leveraged the growing labor force, including methods of labor management and organization that contributed to increased production capacity.
* Identify the composition and characteristics of the labor force from 1865 to 1898, including the roles of immigrants, women, and children in industrial settings.
* Interpret statistical data and graphs showing trends in labor force growth and production increases during this period, including explanations of causal relationships.
* Use primary source accounts, such as factory records, worker testimonies, and reports, to examine labor practices and how they facilitated increased production.

Assessment Boundaries:
* Assessments based on this standard should focus on how businesses leveraged the growing labor force through organizational innovations, management structures, and production systems to increase output during the period of industrial transformation (1865-1900). Students should demonstrate understanding of how business consolidation strategies (such as vertical and horizontal integration, trusts, and holding companies) facilitated labor utilization and enhanced production capacity. The assessment should emphasize the relationship between business organizational evolution and increased production efficiency within the context of the expanding national market.

Assessments should not include specific demographic details about labor force composition (immigrants, women, children), working conditions, wages, labor organization efforts, or strikes. Additionally, specific information about scientific management techniques, statistical data on labor-production relationships, and U.S. business expansion into foreign markets falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that business consolidation through trusts and holding companies primarily concentrated wealth without recognizing how these organizational structures also streamlined production processes and increased output capacity.
* Some students might incorrectly assume that production increases occurred uniformly across geographic regions, not recognizing how transportation networks (particularly the expanding railroad system) created regional differences in business development and production capabilities.
* Some students might think that increased production during this period resulted primarily from having more workers, rather than understanding how business organizational innovations (such as vertical and horizontal integration) enabled companies to utilize labor more efficiently.
* Students might misunderstand the relationship between technological advancements and labor utilization, potentially overlooking how new technologies changed the nature of work and enabled businesses to reorganize production systems to maximize output from the available workforce.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2070.0
Standard ID: KC-6.1.I.D
Standard Description: Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2071.0
Standard ID: KC-6.1.I.D+1
Standard Description: Explain how many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.

Key Concepts:
*None specified*

Learning Objectives:
* A trust was a business arrangement where stockholders in several companies transferred their shares to a single set of trustees, who then managed all the companies as one, allowing them to monopolize an industry.
* Describe the relationship between technological advances and the formation of large trusts and holding companies.
* Evaluate the role of primary sources, such as political cartoons and newspaper editorials, in shaping public perception of trusts and corporate consolidation.
* Industrial leaders like Andrew Carnegie and John D. Rockefeller were referred to as both 'Captains of Industry' for their contributions to economic growth and 'Robber Barons' for exploitative practices and wealth concentration.
* The wealth gap widened dramatically during industrialization, with the top 10% of the population controlling 90% of the nation's wealth by the 1890s.
* Vertical integration is a business strategy where a company controls all stages of production, as demonstrated by Andrew Carnegie's Carnegie Steel Company controlling resources, transportation, manufacturing, and distribution.

Assessment Boundaries:
* Assessments based on this standard should focus on how business leaders used trusts and holding companies to consolidate corporations and increase profits, including specific examples like Standard Oil and Carnegie Steel. Students should demonstrate understanding of vertical and horizontal integration strategies, the mechanics of how trusts functioned, and how these consolidations contributed to wealth concentration during the late 19th century. Assessments may include content on laissez-faire capitalism and its relationship to monopolistic practices.

Assessments should not include U.S. business expansion into the Pacific Rim or Asia, nor should they address labor disputes, working conditions, or labor organizations unless directly related to business consolidation. Additionally, technological innovations should only be assessed if they specifically enabled or were directly connected to corporate consolidation strategies and wealth concentration.

Common Misconceptions:
* Learners may assume that the wealth concentration resulting from business consolidation happened uniformly across industries, when in reality some sectors experienced much greater monopolization than others, with varying impacts on wealth distribution.
* Some students might think that trusts and holding companies were similar business structures, when trusts involved stockholders transferring shares to trustees who managed multiple companies as one entity, while holding companies maintained separate corporate identities while controlling stock in multiple companies.
* Students might believe that business consolidation through trusts and holding companies was primarily motivated by improving economic efficiency, overlooking how these arrangements were often designed to eliminate competition, control prices, and maximize profits at the expense of market fairness.
* Students might incorrectly interpret the relationship between government and big business during this period, believing that laissez-faire policies meant complete government non-intervention, when in fact many government actions (such as favorable court rulings and railroad subsidies) facilitated corporate consolidation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2080.0
Standard ID: KC-6.1.I.E.i
Standard Description: Businesses increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim, Asia, and Latin America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2081.0
Standard ID: KC-6.1.I.E.i+1
Standard Description: Explain how businesses increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of U.S. business expansion in the Pacific Rim on the domestic economy.
* Assess the role of technology and transportation advancements in enabling U.S. business expansion into the Pacific Rim.
* Evaluate primary sources that illustrate the international business activities of U.S. companies in the Pacific Rim.
* Examine policies or treaties that facilitated U.S. business operations in Pacific Rim territories.
* Explain the motivations behind U.S. businesses seeking resources in the Pacific Rim.
* Identify specific business strategies used by U.S. companies to gain influence in the Pacific Rim during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the general motivations and rationales for U.S. business expansion into the Pacific Rim during the post-Civil War industrialization period (1865-1900). Students should be able to explain why American businesses sought influence and control over markets and natural resources in this region, and how this expansion connected to broader patterns of economic development, market consolidation, and industrial growth in the United States. Assessment should emphasize conceptual understanding of the relationship between domestic economic transformation and international business interests.

Assessments should not include questions requiring specific knowledge of individual companies, business leaders, detailed strategies, policies, treaties, or statistical data related to Pacific Rim expansion. Questions about specific infrastructure developments, precise resource acquisition methods, or detailed economic impacts on either the United States or Pacific Rim nations should be avoided. Additionally, labor force issues related to this expansion fall outside the scope of this standard.

Common Misconceptions:
* Some learners may view U.S. business expansion into the Pacific Rim as driven solely by economic considerations, overlooking how it intertwined with broader geopolitical interests, cultural perspectives, and the emerging American vision of international influence during the late 19th century.
* Some students may incorrectly assume that business expansion into the Pacific Rim occurred independently of domestic market consolidation, missing how trust formation, vertical/horizontal integration, and monopolistic practices at home facilitated and financed international economic expansion.
* Students might believe that U.S. businesses expanded into the Pacific Rim primarily in response to domestic resource depletion, rather than recognizing the proactive strategic motivations to control international markets, secure future resource supplies, and establish global economic dominance.
* Students might misunderstand the relationship between technological advancements and Pacific Rim expansion, failing to connect how developments in transportation, communication, and industrial production capabilities made such international business ventures increasingly feasible during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2082.0
Standard ID: KC-6.1.I.E.i+2
Standard Description: Explain how businesses increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze U.S. trade policies and agreements that were established to promote business interests in Asia during this period.
* Analyze political cartoons or propaganda from the period to assess public opinion regarding U.S. economic policies in Asia.
* Businesses increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim, Asia, and Latin America.
* Evaluate the impact of U.S. businesses' pursuit of natural resources in Asia on local economies and societies.
* Examine data on trade volumes between the United States and Asian markets to assess the growth of U.S. influence over this time period.
* Explain how technological advancements facilitated the expansion of U.S. businesses into Asia.
* Identify the key economic motivations for U.S. businesses to expand into Asian markets during the late 19th century.
* Utilize primary source documents to explain the perspectives of U.S. business leaders on expansion into Asia.

Assessment Boundaries:
* Assessments based on this standard should focus on the general economic motivations driving U.S. businesses to seek markets and natural resources in Asia during the late 19th century, the role of technological advancements and communication networks in facilitating this expansion, and broader industrial developments that enabled international economic influence. Students should be able to analyze historical media representations and public opinions regarding U.S. business interests in Asia, while placing these expansionist efforts within the context of American industrial growth and changing business organizational structures during the 1865-1900 period.

Assessments should not include specific details about individual companies, business leaders, trade statistics, particular business strategies, facilitating treaties, or infrastructure developments in Asia. Questions about labor force demographics, working conditions, labor organizations, or specific economic impacts on Asian societies should be avoided, as should detailed examination of political or military aspects of U.S. foreign policy unless directly connected to economic motivations.

Common Misconceptions:
* A frequent misunderstanding is thinking that the U.S. had significant political control in Asia during this period, rather than recognizing that American influence was primarily exercised through economic means as businesses sought greater access to markets and resources.
* Some students might misunderstand the dual nature of American business interests in Asia, focusing predominantly on either market access or resource acquisition, rather than recognizing the pursuit of both commercial markets and natural resources as complementary economic objectives.
* Students may incorrectly assume that technological advancements and expanding communication networks played a minimal role in facilitating American business expansion into Asian markets, underestimating how these developments made international economic activities increasingly viable.
* Students often mistakenly believe that U.S. businesses in the late 19th century were primarily concerned with domestic markets and didn't prioritize international expansion, overlooking economic influences in Asia that emerged from rapid industrial development at home.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.6
Cluster Name: 5. The Rise of Industrial Capitalism
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: Unit 6: Learning Objective E
Standard Description: Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2090.0
Standard ID: KC-6.1.I.C
Standard Description: As the price of many goods decreased, workers' real wages increased, providing new access to a variety of goods and services; many Americans' standards of living improved, while the gap between rich and poor grew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2091.0
Standard ID: KC-6.1.I.C+1
Standard Description: Explain the new access to a variety of goods and services created by the price decrease of many goods and the increase of workers' real wages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socioeconomic factors that led to the widening gap between the rich and the poor despite increased access to goods.
* Assess the limitations of using specific historical accounts to understand the broad socioeconomic patterns of this era.
* Compare the changes in living standards between industrial urban centers and rural areas during the rise of industrial capitalism.
* Describe the impact of reduced goods' prices on the standard of living for working-class Americans during the late 19th century.
* Evaluate primary and secondary sources to understand the effects of economic changes on different social classes in late 19th-century America.
* Explain how the increase in workers' real wages (purchasing power after accounting for inflation) during this period affected consumer behavior and access to goods and services.
* Identify the key technological and industrial advancements that contributed to the decrease in the price of goods between 1865 and 1898.
* Utilize statistical data and economic graphs depicting wage trends and cost of goods to interpret the economic conditions of workers during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on how decreased prices of consumer goods and increased real wages during the period 1865-1898 created new access to goods and services for various segments of American society. Students should be able to explain connections between industrial advancements, changes in real wages, and the resulting impacts on standards of living, including differences between urban and rural access to consumer goods. Assessment items may reference specific examples such as catalog shopping that expanded access to goods.

Assessments should not include detailed statistical data on economic conditions, comprehensive workforce demographics, or economic theories of the Gilded Age. Questions requiring analysis of primary source methodology, detailed labor movement history, or specific impacts on demographic subgroups beyond their general access to goods and services fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Students may misunderstand that increases in workers' real wages varied significantly across regions, industries, and time periods during 1865-1898, rather than representing a consistent improvement for all workers.
* Students might confuse 'real wages' with nominal wage amounts, failing to recognize that real wages represent purchasing power after accounting for inflation, which more accurately reflects improvements in living standards.
* Students might incorrectly assume that rural and urban consumers experienced identical benefits from decreased goods prices, overlooking how distribution networks, transportation infrastructure, and retail innovations like mail-order catalogs created different patterns of access across geographic areas.
* Students might incorrectly believe that decreased prices of goods primarily benefited wealthy Americans, overlooking how price reductions allowed many working-class families to access consumer goods previously beyond their means.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2092.0
Standard ID: KC-6.1.I.C+2
Standard Description: Explain the improvement in many Americans' standards of living.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents describing urban growth and consumption patterns to understand how industrial capitalism affected daily life.
* Analyze the impact of increased access to goods and services on the standard of living for many Americans from 1865 to 1898.
* Assess how the disparity in income between the rich and the poor affected social dynamics and class relations during the late 19th century.
* Compare how the improvement in standards of living differed across various socioeconomic groups during this period.
* Evaluate the extent to which improvements in living standards were equitably distributed across different American demographics.
* Explain the economic and social factors that led to increased real wages for workers in the late 19th century.
* Identify key technological advances and production methods that contributed to the decrease in the prices of goods during the rise of industrial capitalism.
* Utilize statistical data on wage levels and consumer prices to analyze the economic changes that characterized the rise of industrial capitalism.

Assessment Boundaries:
* Assessments should concentrate on specific examples of improved standards of living due to industrial capitalism, such as increased access to consumer goods, better housing conditions, or enhanced public infrastructure like transportation and sanitation systems. Students should connect these improvements specifically to the economic growth during industrial capitalism from 1865 to 1898. Avoid extending the assessment to long-term effects beyond this period or to unrelated factors such as agricultural advancements not tied explicitly to industrial capitalism.
* Assessments should focus on how industrial capitalism from 1865 to 1898 led to improved standards of living through decreased prices of goods, increased real wages, and greater access to consumer products and services. Questions should address the economic mechanisms behind these improvements and how benefits were distributed unevenly across different segments of American society, highlighting the growing gap between rich and poor during this period. Students should be able to connect specific economic developments to changes in daily life and consumption patterns.

Assessments should not include detailed statistical data on economic conditions, comprehensive demographic analysis, or in-depth comparisons across specific racial, ethnic, or socioeconomic groups. Questions about labor movements, unionization efforts, and worker-management conflicts should be included only when directly related to changes in living standards, not as standalone topics. Complex economic theories, government policies of the Gilded Age, and agricultural advancements unrelated to industrial capitalism should be excluded.

Common Misconceptions:
* Some students may believe that technological advancements in industry automatically led to improved living standards, not recognizing the complex economic and social factors that determined how these benefits were distributed.
* Some students might confuse nominal wages with real wages, not understanding that improved purchasing power came from the relationship between income and the cost of goods rather than simply higher dollar amounts in paychecks.
* Students might incorrectly assume that improvements in standards of living were similarly experienced across different segments of society, not recognizing that while many Americans benefited, the gap between rich and poor actually grew during this period.
* Students might think that increased wages were the primary factor in improving standards of living, overlooking how the decreasing prices of goods due to industrial production methods made consumer products more accessible to many Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2093.0
Standard ID: KC-6.1.I.C+3
Standard Description: Explain the growing gap between rich and poor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the rise of industrial capitalism affected the wealth stratification in American society.
* Compare the economic arguments made by advocates and critics of industrial capitalism regarding wealth distribution.
* Examine how policies and regulations, or lack thereof, contributed to widening economic disparities.
* Explain the impact of technological advancements and large-scale production methods on income distribution.
* Identify and describe a claim from a primary source about wealth inequality during the Gilded Age.
* Identify key economic, social, and political factors of the Gilded Age (1865-1902) that contributed to the growing gap between the rich and the poor during this period of rapid industrialization.
* Utilize statistical data to illustrate changes in income distribution among different socioeconomic groups during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the qualitative socioeconomic factors that contributed to the growing wealth gap during the Gilded Age (1865-1902), including the transformation from artisanal to industrial labor, working conditions, changes in real wages despite improved purchasing power, labor-management conflicts, and the impact of government responses to labor movements. Students should analyze how these factors affected different economic classes and explain the systemic causes behind wealth concentration during rapid industrialization.

Assessments should not include detailed statistical data on economic conditions, comprehensive demographic analysis, or theoretical comparisons of competing economic policies. Questions requiring specific knowledge of primary source documents, detailed biographical information about industrial leaders, or events outside the 1865-1902 timeframe should be avoided. Comparative analysis with wealth inequality in other historical periods or modern times is also outside the scope of this standard.
* The assessment should focus on analyzing the socioeconomic factors that contributed to the growing gap between the rich and poor during this period, such as the concentration of wealth in large corporations and trusts, the disparity in wage growth between industrialists and laborers, and the societal impacts of industrial capitalism. Avoid broader evaluations of the entire Gilded Age or comparisons with periods beyond 1898.

Common Misconceptions:
* Some students may believe that Social Darwinism was simply a personal philosophy of a few wealthy individuals, rather than understanding it as an influential ideology that was used to justify limited government intervention in economic affairs and rationalize growing wealth disparities.
* Students may misinterpret the increase in real wages and purchasing power for some workers as evidence that economic prosperity was broadly shared, not recognizing that the relative wealth gap between industrialists and workers continued to widen despite some improvements in living standards.
* Students might incorrectly attribute the growing wealth gap primarily to individual greed of industrialists, rather than recognizing systemic factors such as technological changes, business consolidation practices, and government policies that favored industrial development.
* Students might overestimate the effectiveness of early labor unions in addressing economic inequality, not recognizing how court decisions, government interventions, and public opinion shifts limited the unions' ability to significantly narrow the wealth gap during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2110.0
Standard ID: KC-6.1.II.B.i
Standard Description: The industrial workforce expanded and child labor increased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2111.0
Standard ID: KC-6.1.II.B.i+1
Standard Description: Explain how the industrial workforce expanded and child labor increased.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze images and political cartoons to explain perceptions of child labor and workforce changes.
* Analyze the economic conditions that led to an increase in child labor during the industrialization era.
* Analyze the transformation from skilled artisanal labor to repetitive industrial tasks and its relationship to the expansion of the industrial workforce.
* Compare statistical data related to workforce demographics to evaluate changes during the industrial era.
* Describe the social implications of increased child labor on American society.
* Evaluate the impact of immigration on the expansion of the industrial workforce.
* Explain how primary and secondary sources, such as factory records and child labor laws, provide insights into workforce expansion and child labor trends.
* Identify key factors that contributed to the expansion of the industrial workforce during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the causes and patterns of industrial workforce expansion and the increase in child labor from 1865 to 1900. Questions should address the transformation from artisanal to industrial labor, general economic factors that drove workforce growth, reasons families sent children to work, and broad immigration trends that contributed to workforce expansion. Assessments may include basic interpretation of historical images or documents that illustrate these phenomena.

Assessments should not include detailed statistical data on economic conditions, comprehensive workforce demographics, differential impacts across specific demographic groups, or competing economic theories of the Gilded Age. Questions requiring specialized knowledge about analyzing primary and secondary sources, or those addressing labor reforms that occurred after 1900, should be avoided.

Common Misconceptions:
* Students might attribute the expansion of the industrial workforce primarily to immigration, overlooking important factors such as domestic migration from rural to urban areas and the transformation of work processes.
* Students might believe that child labor was primarily viewed as exploitative during this time period, when many families and communities saw it as a necessary economic contribution to household survival.
* Students might not recognize that industrial workforce expansion occurred across multiple sectors, including factories, railroads, and mining, each with different labor needs and conditions that influenced patterns of child labor.
* Students might think that industrial jobs generally provided adequate wages and good working conditions, when many jobs involved low pay and dangerous conditions that compelled families to seek additional income through child labor.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2100.0
Standard ID: KC-6.1.II.C
Standard Description: Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2101.0
Standard ID: KC-6.1.II.C+1
Standard Description: Explain how labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of major strikes and conflicts such as the Great Railroad Strike of 1877, Haymarket Riot of 1886, Homestead Strike, and Pullman Strike on the labor movement and management practices.
* Compare the perspectives and responses of business leaders, labor unions, and the federal government to labor conflicts, including the 'In re Debs' Supreme Court decision and its impact on union power.
* Evaluate how dangerous working conditions in factories, railroads, and mines contributed to labor-management conflicts and union organizing efforts.
* Evaluate the effectiveness of worker tactics such as strikes, picketing, boycotts, and collective bargaining in achieving union recognition and improving labor conditions.
* Explain the role and strategies of local and national unions in advocating for workers' rights, including the Knights of Labor and the American Federation of Labor under Samuel Gompers.
* Utilize political cartoons from the era to explain public perception of labor-management conflicts and the labor movement.

Assessment Boundaries:
* Assessments should evaluate students' understanding of specific labor-management conflicts from 1865-1900, including the Great Railroad Strike (1877), Haymarket Riot (1886), Homestead Strike, and Pullman Strike (1894), along with the tactics employed by workers and unions. Students should analyze the strategies and philosophies of major labor organizations like the Knights of Labor and the American Federation of Labor, compare different stakeholder perspectives (business leaders, workers, government), and interpret primary sources such as political cartoons depicting labor conflicts. Assessment should include understanding of key court decisions like 'In re Debs' and their impact on union power.

Assessments should not include statistical analysis of economic conditions, detailed workforce demographics, or differential impacts across demographic groups. Questions about competing economic theories, comprehensive government policies beyond direct labor conflict interventions, or technical analysis of primary/secondary source characteristics are outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners may misunderstand labor conflicts as isolated incidents rather than components of an ongoing struggle, failing to recognize how earlier strikes like the Great Railroad Strike of 1877 influenced later labor actions and management responses throughout the period.
* Some students might believe that dangerous working conditions alone led to unionization, overlooking how wage issues, working hours, and management practices also motivated workers to organize, and how these various factors combined differently across industries to prompt worker actions.
* Students might believe that labor unions during this period shared uniform goals and tactics, not recognizing the significant differences between organizations like the Knights of Labor (which sought broader social reform and included both skilled and unskilled workers) and the American Federation of Labor (which focused primarily on immediate workplace improvements for skilled workers).
* Students might incorrectly assume that the federal government maintained a neutral position in labor disputes, when historical evidence shows federal troops and court injunctions were frequently used to break strikes and support management, particularly demonstrated by the 'In re Debs' Supreme Court decision following the Pullman Strike.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.7
Cluster Name: 6. Labor in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2090.0
Standard ID: Unit 6: Learning Objective E
Standard Description: Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2120.0
Standard ID: KC-6.1.II.B.ii
Standard Description: The industrial workforce expanded and became more diverse through internal and international migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2121.0
Standard ID: KC-6.1.II.B.ii+1
Standard Description: Explain how the industrial workforce expanded and became more diverse through internal and international migration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social impacts of an expanded and diverse industrial workforce on urban centers during this period, including the working conditions immigrants faced in factories, mines, construction, and sweatshops.
* Describe the role of technological advancements, such as steamship travel and European railroad networks after 1870, and industrial capitalism in shaping migration patterns during the industrial era.
* Evaluate primary and secondary sources to determine how perceptions of the industrial workforce's diversity were expressed in contemporary accounts.
* Explain how internal and international migration contributed to the diversity of the industrial workforce.
* Identify the key factors that led to the expansion and diversification of the industrial workforce in the United States.
* Utilize statistical data and charts to track the demographic shifts in the industrial workforce due to migration patterns.

Assessment Boundaries:
* Assessments should focus on students' ability to identify and explain how both internal migrations (such as African Americans moving to northern cities and rural-to-urban movement) and international migrations (particularly from Southern/Eastern Europe and Asia) contributed to the expansion and diversification of the industrial workforce. Students should demonstrate understanding of push factors (poverty, religious persecution, agricultural changes) and pull factors (economic opportunities, religious freedom) that influenced migration decisions, as well as the resulting working conditions in factories, mines, and sweatshops that immigrants encountered.

Assessments should not include detailed analysis of demographic data, statistical information about workforce composition changes, or spatial analysis of settlement patterns. Questions requiring interpretation of primary source documents from multiple perspectives, detailed mapping of migration routes, or in-depth analysis of community formation processes should be avoided. Broader technological impacts beyond their direct influence on migration accessibility should not be assessed.

Common Misconceptions:
* Learners might assume that most immigrants during the industrial era intended to permanently settle in America, not recognizing that many were 'birds of passage' who planned temporary stays to earn money before returning to their home countries.
* Some students might focus primarily on international migration when explaining workforce diversification, overlooking significant internal migration patterns such as African Americans moving from the South to Northern urban centers and rural populations moving to industrial cities.
* Some students might not recognize the significant shift from 'old immigration' (northern and western Europeans) to 'new immigration' (southern and eastern Europeans and Asians) that occurred between the 1890s and 1914, and how this shift affected the composition of the industrial workforce.
* Students may believe that migrants during this period were motivated by similar economic and cultural factors, when in fact different migrant groups were influenced by varying push factors (religious persecution, poverty, agricultural mechanization) and pull factors (industrial employment, available land, political freedom).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2130.0
Standard ID: KC-6.2.I.A
Standard Description: As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and southern and eastern Europe, as well as African American migrants within and out of the South. Many migrants moved to escape poverty, religious persecution, and limited opportunities for social mobility in their home countries or regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2131.0
Standard ID: KC-6.2.I.A+1
Standard Description: Explain how as cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and southern and eastern Europe, as well as African American migrants within and out of the South.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source materials describing urban growth and immigrant experiences to assess the impact of migration on cultural dynamics in cities, including sources documenting Chinese immigration from the Gold Rush era onward and the legal discrimination they faced.
* Analyze the factors, such as poverty and persecution, that encouraged migration to urban areas in the United States.
* Evaluate the effects of migration on the economic structure of urban areas, including how the United States became a majority urban nation by 1920.
* Explain how economic opportunities in urban centers, political and religious freedom, industrial employment, and land availability influenced patterns of immigration from Asia and Europe.
* Explain the different experiences and challenges faced by immigrants from Asia and southern and eastern Europe compared to African American migrants during their movement, including the Exoduster Movement following the end of Reconstruction.
* Identify distinct social and cultural changes that resulted from increased migration to cities.
* Identify the major sources and destinations of immigrants during this period of urban economic growth, including the shift from 'old' immigrants (northern and western Europeans) to 'new' immigrants (southern and eastern Europeans and Asians) between 1890-1914.
* Utilize maps to identify major migration routes to urban centers and analyze how these paths affected demographic changes.

Assessment Boundaries:
* Assessment should focus on the specific factors that attracted immigrants to growing urban areas, such as economic opportunities in factories and businesses. Evaluate the impact of these opportunities on migration, particularly how cities like New York and Chicago became major destinations for these groups. Avoid broader assessments involving all forms of migration during this period, such as those related to the westward expansion or rural migrations.
* Assessments based on this standard should focus on the push factors (such as poverty, overcrowding, and religious persecution) and pull factors (such as economic opportunities in factories, political freedom, and land availability) that influenced migration to U.S. cities between 1890-1914. Students should be able to explain the different experiences of immigrants from Asia, southern and eastern Europe, and African American migrants, including specific historical contexts like the Exoduster Movement and Chinese immigration. Assessment should also include how these migrations contributed to urban development, the formation of ethnic neighborhoods, and changes to the economic structure of cities.

Assessments should not include analysis of detailed demographic data, statistical interpretation of migration patterns, or methodologies for analyzing workforce composition changes. Questions requiring interpretation of primary source materials documenting diverse perspectives or detailed geographic mapping of migration routes and settlement patterns should be avoided. In-depth analysis of legal restrictions on immigrants and the specific processes of community formation falls outside the scope of this standard.

Common Misconceptions:
* Some students might believe that economic opportunities were the primary motivation for all migrant groups, overlooking how factors such as religious persecution in Europe and racial violence in the American South significantly influenced migration decisions for different groups.
* Some students might think that migration to cities resulted in immediate improvements in living conditions, underestimating the challenges of overcrowded tenements, poor sanitation, dangerous working conditions, and low wages that many immigrants faced.
* Students may incorrectly assume that immigrants from different regions experienced similar levels of acceptance and integration into urban economies, not recognizing how cultural, religious, and racial differences affected employment opportunities and social reception.
* Students may misunderstand ethnic enclaves as evidence of immigrants' unwillingness to assimilate, rather than recognizing these neighborhoods as important cultural transition zones that helped newcomers adapt while maintaining connections to their heritage.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2132.0
Standard ID: KC-6.2.I.A+2
Standard Description: Explain how many migrants to cities moved to escape poverty, religious persecution, and limited opportunities for social mobility in their home countries or regions.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the impact of poverty and religious persecution on the decision of migrants to relocate to urban areas in the United States.
* Evaluate the historical significance of migration due to poverty, religious persecution, and social constraints, and its effect on urban development in America.
* Explain the reasons why migrants fled from poverty, religious persecution (particularly of Jews), overcrowding, unemployment, agricultural mechanization, and limited social mobility in their home countries or regions.
* Identify the economic, religious, and social factors that prompted migrants to move to American cities, focusing on their countries or regions of origin.
* Incorporate graphs and maps to illustrate migration trends related to economic hardship and religious oppression from respective regions to urban areas in the United States.
* Make historically defensible claims about the effects of economic deprivation and social constraints on specific migrant communities' decisions to resettle in urban environments, including temporary migration by 'birds of passage' who planned to return to their homelands.
* Use primary and secondary sources to analyze how economic and social mobility limitations influenced migration patterns to U.S. cities.

Assessment Boundaries:
* Assessments should focus on the causes of migration to American cities during the Gilded Age, specifically examining how poverty, religious persecution, and limited social mobility motivated both international immigrants (from Europe and Asia) and internal migrants (particularly African Americans). Questions should address the specific push factors (such as overcrowding, unemployment, agricultural mechanization) and pull factors (such as economic opportunities and religious freedom) that influenced migration decisions during this period, including distinctions between 'old' and 'new' immigration patterns.

Assessments should not include analysis of primary source documents, quantitative demographic data tools, or geographic mapping of migration routes. Evaluation of post-migration experiences, community formation processes, cultural contributions to urban life, and detailed statistical analysis of workforce composition changes fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Students might believe that migrants typically experienced immediate improvements in their living conditions, not understanding that many faced continued hardships like overcrowded tenements, dangerous working conditions, and low wages after relocating to American cities.
* Students might believe that migration experiences were similar for all groups, not recognizing that migrants from different regions (such as southern/eastern Europe, Asia, or within the United States) faced varied challenges based on their origins, ethnicity, and time of arrival.
* Students might incorrectly assume that most migration during the Gilded Age was international, not recognizing significant internal migration patterns like the Exoduster Movement and African American migration within and out of the South.
* Students might think that economic factors were the only significant motivation for migration to cities, overlooking how religious persecution and limited social mobility also heavily influenced migration decisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2140.0
Standard ID: KC-6.2.I.B
Standard Description: Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2141.0
Standard ID: KC-6.2.I.B+1
Standard Description: Explain how urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of ethnic and racial urban neighborhoods on the broader cultural landscape of American cities during this period, including how urban development patterns reinforced class, racial, and ethnic divisions through residential segregation.
* Compare the cultural opportunities offered by various urban neighborhoods and explain how these opportunities reflected the identities of different ethnic, racial, and class communities.
* Explain how specific cultural opportunities in urban areas—such as music, cuisine, and festivals—emerged from neighborhoods based on particular ethnicities, races, and classes, and how these ethnic enclaves served as cultural transition zones for adapting to American society.
* Identify the different ethnic, racial, and class groups that established urban neighborhoods and describe the unique cultural elements they introduced to these urban areas, as well as the living conditions in tenements where many immigrant families resided.
* Use statistical data or maps to examine the growth patterns of ethnic neighborhoods and their correlation to cultural opportunities in urban settings.
* Utilize primary and secondary sources to evaluate how urban neighborhoods influenced the cultural development of city dwellers, focusing on their interactions and exchanges.

Assessment Boundaries:
* Assessments based on this standard should focus on how urban neighborhoods formed around specific ethnicities, races, and classes provided cultural opportunities for city dwellers. Students should demonstrate understanding of the specific cultural elements these neighborhoods introduced (such as cuisine, music, festivals, and social institutions), the living conditions in tenements, and how ethnic enclaves functioned as cultural transition zones for immigrants adapting to American society. The assessment should emphasize how urban development patterns reinforced class, racial, and ethnic divisions through residential segregation.

Assessments should not include detailed analysis of demographic data, migration patterns, or workforce composition changes. Questions requiring analysis of primary source materials documenting diverse workforce experiences or mapping of settlement patterns fall outside the scope of this standard and should be avoided. Additionally, rural migration patterns and post-1920s urban developments should not be assessed.

Common Misconceptions:
* Learners may assume that living conditions and cultural opportunities were similar across different ethnic neighborhoods, not recognizing how economic circumstances, timing of immigration, and reception by established Americans created varied experiences among different immigrant and racial groups.
* Some students may believe that cultural opportunities in urban neighborhoods were limited to entertainment and festivals, overlooking how these neighborhoods fostered important social institutions like mutual aid societies, religious organizations, and educational facilities that supported immigrant adaptation.
* Students might misconceive urban neighborhoods as culturally isolated from one another, failing to recognize the cultural exchange and influences that occurred between different ethnic, racial, and class communities despite residential segregation.
* Students might think that ethnic neighborhoods formed primarily because immigrants preferred to live among their own cultural groups, rather than recognizing how socioeconomic pressures, discriminatory housing practices, and language barriers often constrained housing options.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.8
Cluster Name: 7. Immigration and Migration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2120.0
Standard ID: Unit 6: Learning Objective F
Standard Description: Explain how cultural and economic factors affected migration patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2150.0
Standard ID: KC-6.2.I.C
Standard Description: Increasing public debates over assimilation and Americanization accompanied the growth of international migration. Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2151.0
Standard ID: KC-6.2.I.C+1
Standard Description: Explain the increasing public debates over assimilation and Americanization that accompanied the growth of international migration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as political cartoons and newspaper articles, to determine how they reflected the arguments and sentiments surrounding Americanization efforts.
* Compare and contrast the positions of pro-assimilation advocates (melting pot theory) with those advocating for cultural pluralism (salad bowl theory) within the context of immigration debates.
* Discuss the societal and policy changes that occurred as a result of public debates on assimilation and Americanization, noting the influence of significant legislative acts such as the Chinese Exclusion Act of 1882.
* Evaluate the role of education systems, such as public schools, in promoting or resisting Americanization during this period, using historical evidence to support your analysis.
* Explain how cultural assimilation policies and initiatives impacted immigrant communities and the reactions they triggered among different ethnic and native groups.
* Identify key public figures and organizations involved in the debates over assimilation and Americanization during the period of increased international migration.
* Use statistical data on immigration patterns and processing centers such as Ellis Island to explain how demographic changes fueled debates over assimilation and contributed to shifts in public opinion and policy.

Assessment Boundaries:
* Assessments should focus on the examination of specific public debates over assimilation and Americanization, including the response to immigrant groups, such as Chinese immigrants or Southern and Eastern Europeans during the Gilded Age. Evaluations should consider arguments presented in favor and against assimilation and how these debates manifested in policies such as the Chinese Exclusion Act or settlement house movement. Avoid assessing topics beyond the Gilded Age's end or unrelated immigration debates in subsequent periods.
* Assessments should focus on the public debates over assimilation and Americanization from the 1880s through the early 1900s, including nativist responses to immigrant groups, competing theories of cultural integration (melting pot vs. cultural pluralism), and how these debates influenced policies such as the Chinese Exclusion Act of 1882. Questions may address the roles of settlement houses and political machines in immigrant communities, as well as how immigrants negotiated between their native cultures and American society. Students should analyze how various immigrant groups experienced different levels of acceptance and discrimination during this period.

Assessments should not include detailed analysis of Social Darwinism in relation to other contemporary intellectual movements, the specific challenges faced by women reformers in settlement houses, or comparisons between public education and settlement house approaches to Americanization. Questions about immigrant community organizations, ethnic clubs, and mutual aid societies should be limited to their general existence rather than their detailed operations or specific impacts on cultural preservation.

Common Misconceptions:
* Learners may incorrectly view the settlement house movement primarily as a charitable endeavor, rather than understanding its complex role in promoting certain aspects of Americanization while also providing practical assistance to immigrant communities.
* Some students may believe that the debate over assimilation was primarily theoretical, overlooking how it manifested in concrete policies like the Chinese Exclusion Act of 1882 and influenced institutions like settlement houses and political machines.
* Students might assume that assimilation experiences were similar across different immigrant groups, not recognizing that factors such as race, religion, and national origin significantly affected how various groups were received and their pathways to integration into American society.
* Students might think that immigrants passively accepted Americanization efforts, not recognizing how many immigrant groups actively negotiated compromises between their native cultures and American society, sometimes resisting aspects of assimilation while adopting others.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2152.0
Standard ID: KC-6.2.I.C+2
Standard Description: Explain how many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze images, political cartoons, or propaganda posters from the period to explain public attitudes toward immigrant cultural practices and Americanization efforts.
* Analyze primary or secondary sources (e.g., immigrant letters, newspaper articles) to identify and explain the perspectives on cultural assimilation and retention by immigrant groups.
* Describe the role of ethnic communities, social institutions (churches, ethnic clubs), and political organizations (including political machines) in facilitating cultural compromises and providing services to immigrant populations.
* Evaluate the significance of cultural compromises in shaping the identities of immigrant communities and the broader American culture, comparing the assimilation experiences of European immigrants with those of African Americans migrating to northern cities.
* Explain how the process of Americanization influenced the cultural compromises made by immigrants.
* Explain the relationship between public debates over assimilation and the actual cultural negotiations undertaken by immigrants, using statistical data where applicable.
* Identify examples of cultural and religious practices that immigrants maintained and adapted when negotiating between their native cultures and American culture.
* Use historical reasoning to connect cultural compromises made by immigrants to broader trends in urbanization and social change during the period.

Assessment Boundaries:
* Assessments based on this standard should focus on specific instances of cultural negotiation and compromise by immigrant groups in the period 1865-1898, including examples of cultural practices, religious observances, and language adaptations that were maintained, modified, or abandoned. Students should demonstrate understanding of how settlement houses and political machines functioned as mediating institutions between immigrant communities and American society, as well as how different immigrant groups experienced varying pathways to cultural adaptation based on factors such as nationality, religion, and settlement patterns. Assessment may include analysis of primary sources like immigrant letters, photographs, or contemporary accounts that illustrate cultural negotiations.

Assessments should not include comparative analyses of Social Darwinism with other ideologies, detailed examination of public education policies for Americanization, or in-depth analysis of women reformers' challenges in settlement house work. Questions addressing immigrant community organizations should focus only on their basic function rather than their detailed operational structures or comprehensive roles in cultural preservation.
* Limit the assessment of students' understanding to specific instances of cultural integration and compromise experienced by immigrant communities from 1865 to 1898. Examples should include discussions around immigrant enclaves, such as Chinatown or Little Italy, and the effect these have on cultural preservation versus adaptation. Focus should also be on how immigrants engaged with American systems such as work, education, and societal norms, balancing these with their own cultural identities. Avoid assessing broader narratives of migration assimilation from subsequent periods or overly general themes of Americanization without explicit case studies from the time frame.

Common Misconceptions:
* Learners may incorrectly view cultural adaptation as a process that primarily changed immigrant communities without recognizing how immigrant cultures simultaneously influenced and transformed American society, creating new cultural blends and practices that became part of the broader American experience.
* Some students may incorrectly assume that settlement houses and political machines served similar functions for immigrants, not recognizing that settlement houses primarily focused on cultural adaptation and social services while political machines typically emphasized political incorporation and practical assistance in exchange for loyalty.
* Students might mistakenly believe that immigrants generally chose either complete assimilation into American culture or total preservation of their native cultures, rather than recognizing the complex negotiations and selective adaptations most immigrants made between these extremes.
* Students might misunderstand the varied experiences of different immigrant groups, potentially overlooking how factors such as nationality, religion, and racial categorization significantly affected how immigrants negotiated cultural compromises in American society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2160.0
Standard ID: KC-6.3.I.A
Standard Description: Social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2161.0
Standard ID: KC-6.3.I.A+1
Standard Description: Explain how social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that depict the influence of Social Darwinism on public policies and attitudes during the Gilded Age.
* Compare the arguments for and against Social Darwinism presented during the Gilded Age, utilizing primary texts.
* Describe the broader social and economic context that allowed Social Darwinism to gain prominence and credibility during the Gilded Age.
* Evaluate the historical significance of Social Darwinism in shaping public perception and policies regarding wealth and social class.
* Explain how Social Darwinism relates to other contemporary intellectual movements in justifying socioeconomic structures.
* Explain how Social Darwinism used the concept of 'survival of the fittest' to justify socioeconomic hierarchies.
* Identify key social commentators during the Gilded Age who advocated theories of Social Darwinism, including Herbert Spencer and William Graham Sumner.
* Identify the evidence utilized by social commentators to support their claims regarding the inevitability of social hierarchies.

Assessment Boundaries:
* Assessments should focus on how specific social commentators like Herbert Spencer and William Graham Sumner applied 'survival of the fittest' principles to justify socioeconomic hierarchies during the Gilded Age. Questions may address how Social Darwinist ideas influenced perceptions of wealth distribution, poverty, race, and immigration policies, requiring students to analyze rhetorical strategies and evidence used to portray social inequalities as natural and inevitable. Students should be able to evaluate the historical context that allowed these theories to gain prominence and their impact on public attitudes and policies.

Assessments should not include comparative analyses of Social Darwinism alongside other contemporary intellectual movements such as the Gospel of Wealth, laissez-faire economics, Progressive theories, Social Gospel, or Marxist critiques. Questions about critiques of Social Darwinism from later historical periods, detailed analysis of settlement house work, immigrant community organizations, or specific educational policies for Americanization should also be avoided.

Common Misconceptions:
* Some students might focus only on how Social Darwinism justified individual wealth accumulation, overlooking how these theories were also applied to justify racial hierarchies, immigration restrictions, and imperialist policies during the late 19th century.
* Some students might incorrectly believe that Social Darwinism was a scientific theory directly developed by Charles Darwin, rather than recognizing it as a social theory that misapplied evolutionary concepts to justify existing socioeconomic hierarchies.
* Students may incorrectly assume that Social Darwinists merely described what they saw as natural social processes, without recognizing how these theories were actively used to oppose government assistance programs, labor protections, and other progressive reforms that might 'interfere' with natural selection in society.
* Students may misunderstand the extent of Social Darwinism's acceptance during the Gilded Age, not recognizing that while influential among certain social commentators and business leaders, it faced significant opposition from various religious groups, labor organizations, and other social reformers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2170.0
Standard ID: KC-6.3.II.B.i
Standard Description: Many women, like Jane Addams, worked in settlement houses to help immigrants adapt to U.S. language and customs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2171.0
Standard ID: KC-6.3.II.B.i+1
Standard Description: Explain how many women, like Jane Addams, worked in settlement houses to help immigrants adapt to U.S. language and customs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of settlement houses on the immigrant communities in terms of cultural adaptation and social integration.
* Describe how settlement houses served as centers for bridging cultural differences between immigrants and American society.
* Evaluate the significance of women's contributions to the social reform movements of the Progressive Era through their work in settlement houses.
* Examine political cartoons or images from the era that depict the work of settlement houses to analyze public perceptions of these initiatives.
* Explain the methods used by women in settlement houses to assist immigrants in acquiring the English language and understanding U.S. customs.
* Identify the key roles that women, like Jane Addams, played in settlement houses during their efforts to help immigrants adapt to American society.
* Use primary source documents from settlement houses, such as reports or letters, to identify the challenges faced by women like Jane Addams in their work with immigrants.

Assessment Boundaries:
* Assessments should focus on the roles women like Jane Addams played in settlement houses, the specific services they provided to immigrants (such as language instruction, cultural education, and job training), and the impact of these institutions on immigrant adaptation to American society during the Progressive Era. Questions may include analysis of settlement houses as centers for both social services and advocacy for broader urban reforms, as well as evaluation of how these institutions responded to immigrant needs for cultural integration and language acquisition.

Assessments should not include comparisons between settlement houses and other contemporary movements like Social Darwinism or public education approaches to Americanization. Questions should avoid exploring institutional challenges faced by women reformers, gender limitations in their work, or comparisons between settlement houses and immigrant community organizations such as ethnic clubs and mutual aid societies.

Common Misconceptions:
* Some students may think that settlement houses were staffed exclusively by women, not recognizing that while women like Jane Addams were prominent leaders, men also contributed to and supported settlement house work.
* Some students may view settlement house approaches to immigrant adaptation as entirely focused on assimilation, not appreciating how these institutions sometimes worked to respect immigrants' cultural traditions while helping them navigate American society.
* Students might believe that settlement houses primarily focused on teaching English language skills, overlooking the broader range of services they provided such as job training, childcare, health education, and cultural adaptation assistance.
* Students might misinterpret settlement houses as purely charitable organizations, not recognizing their significant role as centers for social reform advocacy and vehicles for progressive policy change during the Progressive Era.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 6
Unit Name: Period 6: 1865-1898
Cluster ID: AP USH Topic 6.9
Cluster Name: 8. Responses to Immigration in the Gilded Age
Lesson Name: *None specified*
Lesson Order: 2150.0
Standard ID: Unit 6: Learning Objective G
Standard Description: Explain the various responses to immigration in the period over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2340.0
Standard ID: KC-7.1.I
Standard Description: The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2341.0
Standard ID: KC-7.1.I+1+A
Standard Description: Explain how the United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and cultural impacts of urbanization and industrialization on rural communities.
* Describe how technological innovations contributed to urbanization and industrialization in the United States.
* Evaluate the historical significance of government policies that facilitated the growth of large industries and urban centers.
* Explain the role of large companies in driving the economic transformation from agriculture to industry across different U.S. regions.
* Identify key economic changes that characterized the transition from a rural to an urban industrial economy in the United States.
* Utilize graphs or statistical data to explain trends in population movement from rural to urban areas during this period.

Assessment Boundaries:
* The assessment should focus on specific examples illustrating the transformation of the U.S. economy during this period. Students should analyze major industries that characterized this change, such as steel, railroads, and automobiles, and understand the role of technological advancements and infrastructure development in facilitating industrial growth. Assessments should emphasize the impact of corporate strategies, like vertical and horizontal integration, utilized by large companies to dominate markets. Avoid assessing broader economic changes unrelated to industrialization or developments occurring outside the 1890-1945 timeframe, such as later 20th-century technological advancements.

Common Misconceptions:
* A common misconception is that rural economies were entirely abandoned during this transition, when in fact, many rural areas continued to operate alongside growing urban centers, still holding significant value in agriculture and resource supply.
* Many students might think that the development of the urban, industrial economy was solely based on technological advancements, overlooking the critical role of government policies and labor movements that supported these changes.
* Students might believe that the transition to large companies led immediately to better working conditions for workers, not recognizing the struggle for workers' rights and fair labor practices that continued well into the 20th century.
* Students often incorrectly assume that the transition from a rural to an urban economy happened overnight, rather than understanding it as a gradual process spanning several decades with uneven regional developments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2350.0
Standard ID: KC-7.1.II
Standard Description: In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2351.0
Standard ID: KC-7.1.II+1+A
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to political corruption by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data or political cartoons that illustrate the changes in political processes resulting from Progressive Era reforms.
* Analyze the impact of major Progressive reforms, such as the 17th Amendment and the establishment of regulatory bodies, on reducing political corruption.
* Compare primary and secondary sources from the period to assess the effectiveness of Progressive measures in curbing political corruption.
* Describe the role of muckraking journalism in exposing political corruption and prompting government corrective action during the Progressive Era.
* Evaluate how Progressive reforms altered the relationship between the government and corporate entities in response to political corruption.
* Explain how Progressives advocated for greater government intervention to combat political corruption in the early 20th century.
* Identify key instances of political corruption during the Progressive Era that spurred calls for reform.
* Utilize political cartoons from the Progressive Era to explain the contemporary public perception of government corruption and reform efforts.

Assessment Boundaries:
* Assessment should concentrate on specific Progressive Era reforms that addressed political corruption through increased government intervention and other political and social initiatives. These could include examples such as the establishment of regulatory agencies, the introduction of electoral reforms like primaries and recalls, and anti-trust legislation. Avoid covering broader Progressive Era topics that are not directly related to political corruption, such as labor rights and consumer protections, unless they illustrate responses to corruption.

Common Misconceptions:
* A misconception is that Progressive Era reforms instantaneously eradicated political corruption, not appreciating that these reforms were part of a slow and ongoing process with varying degrees of success.
* Some students incorrectly assume that the fight against political corruption was universally backed, failing to understand the opposition from established politicians and businesses who benefited from the status quo.
* Students often mistakenly believe that all Progressive reforms uniformly opposed political corruption, not recognizing that responses varied and some initiatives were more successful than others in different regions.
* There is a common misconception that Progressive reforms were solely led and driven by grassroots movements, ignoring the significant role of middle and upper-class leaders, including politicians who sometimes implemented these reforms from the top down.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2352.0
Standard ID: KC-7.1.II+2+A
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to economic instability by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Progressive economic reforms on American society, including measures like the Federal Reserve Act and antitrust laws.
* Compare the different political and social strategies used by Progressive leaders to advocate for economic reforms, using primary and secondary sources as evidence.
* Evaluate the effectiveness of Progressive Era reforms in stabilizing the U.S. economy by examining historical data and critical sources.
* Explain how Progressives proposed to address economic instability through specific government actions such as trust-busting and industrial regulation.
* Identify key economic challenges in the early 20th century that prompted the Progressive calls for government intervention and reform.
* Use political cartoons from the Progressive Era as a stimulus to explain public sentiment towards government intervention in economic matters.

Assessment Boundaries:
* Assessment should be centered on evaluating students' understanding of Progressive Era responses to economic instability through specific examples of governmental and social measures. Focus on legislative responses such as the Federal Reserve Act and antitrust laws, as well as social reforms aimed at increasing economic stability. Broader discussions on non-economic related reforms and late 20th-century policies should be excluded from assessment.

Common Misconceptions:
* A common misconception is that economic reforms during the Progressive Era were solely top-down initiatives by government elites, overlooking the grassroots efforts and movements led by ordinary citizens and reform activists that pushed for government action.
* Some might misunderstand the role and impact of Progressive reforms as being immediate and uniformly successful, not realizing that many initiatives faced resistance and sometimes only produced incremental changes.
* Students may erroneously believe that all Progressives agreed on the extent and manner of government intervention in the economy, failing to recognize the internal debates and differing views among Progressives about the nature and extent of reforms needed.
* Students often misattribute the solutions to economic instability solely to government intervention, not recognizing the influence of economic and ideological shifts in the broader society that also contributed to reform efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2353.0
Standard ID: KC-7.1.II+3+A
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to social concerns by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of key Progressive leaders and organizations in advocating for social change and greater government intervention.
* Evaluate the effectiveness of Progressive Era reforms in reducing social inequalities and improving living conditions for Americans.
* Explain the impact of Progressive social reforms on American society, focusing on legislation or measures enacted to address specific social issues.
* Identify the key social concerns addressed by Progressives during the Progressive Era and the specific government actions they advocated.
* Utilize political cartoons and propaganda from the Progressive Era to explain the challenges and goals of reform-minded individuals and groups.

Assessment Boundaries:
* Assessment should focus on specific examples of how Progressives responded to social concerns through initiatives such as child labor laws, food and drug regulations, and improved urban living conditions. Analyze how these measures reflected calls for greater government intervention and the role of social reformers. Avoid broader discussions on economic reforms or political corruption unless they directly intersect with social reform efforts of the Progressive Era.

Common Misconceptions:
* A common misunderstanding is that Progressives only sought reforms for labor and economic issues, missing their efforts in areas like public health, education, and women's rights.
* Some students might believe the Progressive Era brought immediate widespread social reforms across all levels of society, not understanding the piecemeal and often localized nature of these changes.
* Students often mistakenly think that Progressive reforms were beneficial and without controversy, failing to recognize the opposition from various groups such as big businesses or political bosses.
* There is a misconception that every Progressive reform was uniformly supported or enforced by the government, ignoring the varying levels of success and resistance encountered.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2360.0
Standard ID: KC-7.1.III
Standard Description: During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2361.0
Standard ID: KC-7.1.III+1+A
Standard Description: Explain how, during the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the New Deal transformed traditional American liberalism and contributed to the development of a limited welfare state.
* Compare different perspectives on the New Deal’s impact on American society through secondary sources.
* Explain the role of President Franklin D. Roosevelt and his administration in reshaping U.S. economic policies during the Great Depression.
* Identify key legislative measures and social programs implemented during the 1930s to address the economic and social challenges of the Great Depression.
* Identify primary source documents from the 1930s that illustrate societal responses to New Deal policies.
* Utilize statistical data from the 1930s to explain the effectiveness of New Deal programs on unemployment and social welfare.

Assessment Boundaries:
* Limit assessment to analysis of specific policy measures and initiatives taken by policymakers during the 1930s to transform the U.S. into a limited welfare state, such as the New Deal programs including Social Security, the Wagner Act, and the Works Progress Administration. Focus on understanding the intent and immediate impact of these policies on unemployment and social upheaval. Avoid addressing broader concepts of American liberalism's evolution or the long-term effects of these changes beyond the 1930s.

Common Misconceptions:
* Many students mistakenly believe that the welfare state established during the New Deal remained unchanged, failing to understand the complexities of later reforms and the political tug-of-war over welfare policies.
* Students might inaccurately assume that the New Deal only benefited the poor, overlooking its impact on a wider range of economic sectors and socio-economic groups.
* Students often misconceive that the New Deal completely ended the Great Depression, not realizing that while it alleviated some suffering, ultimate economic recovery was largely due to World War II's industrial demands.
* There is a misunderstanding that the New Deal was universally supported and successful, ignoring substantial opposition and legal challenges, as well as varied success across different programs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2362.0
Standard ID: KC-7.1.III+2+A
Standard Description: Explain how, during the 1930s, policymakers' transformation of the U.S. into a limited welfare state redefined the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons or propaganda from the 1930s to identify viewpoints on the transformation of the U.S. into a welfare state.
* Analyze the role of the New Deal in reshaping the American economic system and influencing modern liberal ideas.
* Evaluate the significance of the transition to a welfare state in redefining American liberalism's approach to economic inequality and social welfare.
* Explain how these policies redefined the goals and ideas of modern American liberalism during the 1930s.
* Identify the key policies enacted during the 1930s that marked the transformation of the U.S. into a limited welfare state.
* Use primary and secondary sources to identify and describe arguments about the impact of the New Deal on American liberalism.

Assessment Boundaries:
* Direct assessments towards identifying key policies enacted during the 1930s that illustrate the transformation into a limited welfare state and analyze the evolution of modern American liberalism during this period. Focus on the intentions and impacts of New Deal programs such as Social Security and labor reforms on shaping modern liberal goals. Avoid broader global or postwar shifts that occurred after this time frame.

Common Misconceptions:
* A common misconception is that these 1930s policies were intended to benefit only the unemployed, without realizing the broader aim to stabilize and reform the entire economic and social system.
* Some students might incorrectly assume that the transformation into a limited welfare state meant a complete shift to socialism, overlooking the significant retention of capitalist structures and the limited scope of welfare policies.
* Students often think that opposition to these changes came only from conservatives, ignoring the varied spectrum of critique, including from radical and leftist groups who argued the measures were insufficient.
* There is sometimes a misunderstanding that the changes in the 1930s were only temporary measures, not recognizing the long-lasting impact these policies had on shaping future American liberalism and governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2370.0
Standard ID: KC-7.2.I
Standard Description: Popular culture grew in influence in U.S. society, even as debates increased over the effects of culture on public values, morals, and American national identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2371.0
Standard ID: KC-7.2.I+1+A
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on public values.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how popular culture reflected and shaped American national identity during this time.
* Compare the arguments for and against the effects of popular culture on societal morals and values using primary and secondary sources.
* Describe the differences in perspectives regarding the influence of popular culture on public values.
* Explain the debates over public values and morals that were spurred by the growth of popular culture.
* Identify the key aspects of popular culture that emerged during this period and explain how they influenced American society.
* Utilize political cartoons or propaganda posters to evaluate the societal reactions to changes in culture during this period.

Assessment Boundaries:
* Assessments should focus on analyzing specific examples of popular culture's influence, such as the impact of films and radio broadcast during the period, and how these mediums contributed to debates over public values. Evaluate how changes in media accessibility and content affected societal norms and expectations. Avoid topics unrelated to the direct influence of mass media on public values, such as economic or political trends.

Common Misconceptions:
* Students may wrongly assume that popular culture solely reflects superficial entertainment trends, ignoring its powerful influence on societal norms and values.
* Students often think cultural change dictated by popular media was universally accepted across all social groups, failing to recognize significant resistance and critique from various communities.
* There is a common misunderstanding that debates over popular culture's influence were merely generational conflicts, rather than being rooted in deeper ideological, moral, and national identity concerns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2372.0
Standard ID: KC-7.2.I+2+A
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on morals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the debates surrounding popular culture's impact on American morals, using visual arts or political cartoons from the era as a stimulus.
* Compare arguments from two primary sources on the effects of popular culture on American morals to understand differing viewpoints and their impacts.
* Corroborate an argument on the changing American morals influenced by popular culture by utilizing statistical data from public opinion surveys or other relevant data sets from the period.
* Describe the historical context in which popular culture gained influence and how it relates to broader changes in American society and values.
* Evaluate the significance of popular culture in shaping American national identity, considering differing regional and social perspectives.
* Explain how popular culture influenced public values and morals in U.S. society during the specified timeframe.
* Explain the role of technology and communication innovations in the spread and impact of popular culture on American society.
* Identify the key elements of popular culture that grew in influence during this period in U.S. history.

Assessment Boundaries:
* Assessment should focus on analyzing key forms of popular culture during the late 19th and early 20th centuries, such as radio, films, and mass publications, and how they influenced societal norms and morals. Assess students' ability to evaluate specific cultural debates of the period, including those over jazz music and the changing roles of women. Avoid broader discussions of national identity or other public value arguments that extend beyond direct moral debates, particularly those influenced by later events beyond the 1940s.

Common Misconceptions:
* Some students might oversimplify the debates over culture and morals, assuming these disputes were about purely conservative versus liberal values, ignoring the diverse and complex nature of these cultural debates, including conflicts over modernism, science, and gender roles.
* Students may mistakenly believe that the influence of popular culture was homogeneous across all segments of U.S. society, without recognizing that it varied significantly across different demographic groups and regions.
* Students often misconceive that the debates over culture and morals were only confined to artistic expressions like music and film, without realizing that they also encompassed broader societal issues such as race, immigration, science, and religion.
* There can be a misconception that the growth of popular culture in the U.S. was mainly due to American innovations, whereas significant influences and cultural exchanges stemmed from international sources and migration patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2373.0
Standard ID: KC-7.2.I+3+A
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on American national identity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the debates surrounding popular culture's influence on public morals and values in the U.S.
* Compare and contrast differing perspectives on the impact of popular culture as reflected in primary and secondary sources.
* Describe how technological advancements such as the radio and movies facilitated the dissemination and influence of popular culture.
* Evaluate the historical significance of popular culture's influence on American national identity using diverse and alternative evidence.
* Explain how primary and secondary sources reflect the tension between popular culture and traditional values in American society.
* Explain how specific forms of popular culture contributed to shaping American national identity.
* Identify key elements of popular culture that emerged and became influential in U.S. society during this period.
* Use political cartoons or propaganda posters from the period to interpret views on the influence of popular culture on national identity.

Assessment Boundaries:
* Focus assessments on students being able to identify and analyze specific examples of how popular culture influenced American national identity. This includes examining the impact of mass media such as radio and cinema on public perceptions and debates on national identity during the period. Ensure students can discuss cultural phenomena like the rise of celebrity culture and consumerism, while debates about the erosion or reinforcement of American values are critical. Broader issues or other facets of national discourse unrelated to popular culture during this period should be avoided.

Common Misconceptions:
* A frequent misunderstanding is that debates over culture's impact on national identity were only about moral values, omitting important discussions about race, gender, and class identity.
* Some students erroneously think that the influence of mass media on culture was instantaneous and pervasive, failing to consider the gradual and uneven adoption across different population groups.
* Students often mistakenly believe that the rise of popular culture was universally embraced without opposition, ignoring the significant debates and critiques regarding its impact on national identity.
* There is a common misconception that popular culture in the early 20th century was homogeneous across the U.S., without recognizing regional differences and the diverse sources contributing to it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2380.0
Standard ID: KC-7.2.II
Standard Description: Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2381.0
Standard ID: KC-7.2.II+1+A
Standard Description: Explain how economic pressures caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze economic impacts on internal migration patterns, focusing on how economic changes within the United States affected where and how people moved domestically.
* Corroborate multiple sources to assess economic impact on migration, using diverse evidence from political, economic, and social records to construct a comprehensive view of migration trends.
* Evaluate the role of technological and industrial changes in influencing migration patterns, considering how advancements in technology and industry contributed to the internal migration within the United States.
* Explain the effect of economic pressures on international migration, detailing how these pressures changed the sources and numbers of migrants coming to the United States.
* Identify differences in migrant experiences based on economic pressures, using primary and secondary sources to compare international and internal migrant experiences during significant economic changes.
* Identify economic factors that led to changes in migration patterns, assessing how different economic pressures influenced the movement of people both internationally and internally.
* Use statistical data to examine trends in migration, analyzing graphs and charts that show variations in international and internal migration over time due to economic pressures.

Assessment Boundaries:
* Assessment should emphasize the examination of specific economic pressures such as the Great Depression, post-World War I economic shifts, and World War II demands that caused variations in both international and internal migrant patterns during this period. Focus on how these pressures reshaped labor needs, economic opportunities, and immigration policies. Avoid focusing on broader cultural or political impacts that do not directly tie to the economic aspects of migration.

Common Misconceptions:
* A common misunderstanding is that economic pressures impact all migrant groups in the same way, ignoring the differences in experiences based on factors such as nationality, ethnicity, and region.
* Some students assume that internal migration is solely driven by opportunities in urban centers, not accounting for economic declines in rural areas that also push people towards cities.
* Students often wrongly believe that migration patterns are consistent and steady over time, not recognizing the sharp variations caused by economic pressures such as recessions, industrial booms, and labor demands due to wars.
* There is a misconception that international migration only increases in times of economic prosperity, without understanding that both positive and negative economic conditions can serve as push or pull factors for migrants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2382.0
Standard ID: KC-7.2.II+2+A
Standard Description: Explain how global events caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of international political developments on the experiences of migrants during this period.
* Evaluate primary sources to understand the personal experiences of migrants affected by global events.
* Explain how internal migration patterns were shaped by global events, including economic depressions and political upheavals.
* Explain how specific global events, such as wars or economic crises, led to variations in the sources and numbers of migrants coming to the U.S.
* Identify major global events between 1890 and 1945 that influenced international and internal migration to and within the United States.
* Utilize maps and statistical data to identify patterns of migration shifts due to global events, and explain these patterns.

Assessment Boundaries:
* Assessment should focus on specific global events during this period that led to changes in migration patterns, such as World War I, the Great Migration, and global economic shifts like the Great Depression. Students should be expected to analyze how these key events influenced the sources, numbers, and experiences of migrants, both international and internal, in the United States. Avoid assessing unrelated events outside the specified timeframe or later global migrations unless directly illustrative of the period's events.

Common Misconceptions:
* Many learners may erroneously believe that all migrant experiences were negative or marked by hardship, not understanding that for some groups, global events presented new opportunities and positive outcomes.
* Students may oversimplify migration patterns by assuming that global events caused uniform migration responses, failing to recognize the diverse impacts these events had on different groups and regions.
* Students often mistakenly assume that migrants had complete freedom to move and adapt, not recognizing the legal, social, and economic barriers that many faced during periods of major global upheaval.
* There is a misconception that migration during major global events such as wars only involved movement to the United States, ignoring the significant internal migrations within America itself, such as urbanization pressures during wartime.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2383.0
Standard ID: KC-7.2.II+3+A
Standard Description: Explain how political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how political policies at different times shifted the internal migration patterns within the United States.
* Analyze primary sources such as policy documents and political speeches to determine their impact on migration patterns and experiences.
* Explain how specific political developments led to changes in the numbers and sources of international migrants.
* Explain the effects of political developments on the migrant experience within the United States, focusing on specific case studies or time periods.
* Identify and describe evidence from historical documents that showcase the influence of political developments on migration.
* Identify political developments that led to variations in migration patterns and experiences in the United States.

Assessment Boundaries:
* Assessment should center on specific political developments during the period that significantly influenced migration patterns. Particularly focus on legislation such as the Immigration Act of 1924, which limited certain nationalities, altering migration sources and experiences. Also consider the impact of the Great Migration of African Americans due to policy changes and societal conditions. Avoid broader topics that do not directly address political shifts affecting migration specifically within this era, such as economic or military influences unless interwoven with political decisions.

Common Misconceptions:
* A common misconception is that political developments only affected international migrants, overlooking how policies and political climates within the U.S. also shifted patterns and experiences for internal migrants.
* Some students may mistakenly think that migration patterns and experiences remained consistent across all regions within the U.S., ignoring the varying political climates and local governmental policies that affected migration differently.
* Students may erroneously believe that political developments always led to increased migration, not recognizing that some political events led to restrictions or made migration less appealing.
* There might be a misconception that internal migration was solely driven by economic factors, while underestimating the political elements, such as state policies, that profoundly influenced migration patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2390.0
Standard ID: KC-7.3.I
Standard Description: In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America's role in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2391.0
Standard ID: KC-7.3.I+1+A
Standard Description: Explain how, in the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America's role in the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents debating America's imperial ambitions during this period.
* Analyze the public debates around U.S. expansionism and how these debates impacted American foreign policy.
* Evaluate the historical significance of U.S. territorial acquisitions in shaping America's role on the global stage.
* Examine maps and other visual resources to identify shifts in U.S. territorial boundaries during this era and explain the geopolitical implications.
* Explain the motivations behind U.S. territorial ambitions in the Western Hemisphere and the Pacific during this period.
* Identify key U.S. territorial acquisitions in the Western Hemisphere and the Pacific during the late 19th and early 20th centuries.

Assessment Boundaries:
* Limit assessments to specific examples of U.S. territorial acquisitions in the late 19th and early 20th centuries, such as Hawaii, the Philippines, or Puerto Rico, illustrating the related public debates over imperialism in America. Assess student's ability to connect territorial ambitions with debates about the nation's role in the world during this period. Avoid extraneous details of U.S. expansion in later periods or unrelated diplomatic endeavors.

Common Misconceptions:
* Some students may assume that domestic debates over U.S. expansion were only about economic costs, ignoring the significant ethical and moral considerations debated at the time, such as the implications for local populations and sovereignty.
* Students may mistakenly believe that America's territorial expansion was mostly a result of military strength alone, overlooking the diplomatic strategies and political maneuvers such as treaties and negotiations.
* Students might incorrectly think that the acquisition of territories in the Pacific and Western Hemisphere did not face significant opposition within the U.S., failing to recognize the existence of strong anti-imperialist sentiments.
* There is often confusion around the idea that U.S. expansion in the late 19th and early 20th centuries was solely driven by economic interests, not recognizing the cultural and ideological motivations such as the belief in American exceptionalism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2400.0
Standard ID: KC-7.3.II
Standard Description: World War I and its aftermath intensified ongoing debates about the nation's role in the world and how best to achieve national security and pursue American interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2401.0
Standard ID: KC-7.3.II+1+A
Standard Description: Explain how World War I and its aftermath intensified ongoing debates about the nation's role in the world and how best to achieve national security.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how World War I and subsequent peace processes influenced American public opinion about the nation's global role and security policies.
* Compare differing perspectives within the United States regarding how World War I should redefine the country's international role.
* Evaluate the significance of primary source documents, such as speeches and government reports, in reflecting the debates about America's world role and national security post-World War I.
* Explain the impact of World War I on the U.S. foreign policy and the resulting domestic debates on national security strategies.
* Identify key debates regarding the United States' role in the world and national security measures that arose from World War I and its aftermath.
* Utilize historical data and graphs to describe the economic and political impacts of World War I on U.S. national security debates.

Assessment Boundaries:
* Assessments should focus on how World War I and its aftermath contributed to debates regarding isolationism versus internationalism, the League of Nations debate, and disarmament and military preparedness. Concentrate on examining key figures and political arguments of the time, such as Woodrow Wilson's policies and dissent from figures like Henry Cabot Lodge. Avoid broad assessments of World War I tactics or unrelated domestic issues like economic policies unrelated to national security.

Common Misconceptions:
* A common misunderstanding is that the U.S. emerged from World War I as completely unified on foreign policy, not recognizing the significant divisions within the country regarding how to engage with global affairs.
* Students may incorrectly think that World War I directly led to immediate increased security and international standing for the U.S., ignoring the domestic debates and challenges in defining national security policies.
* Students often believe that the United States' entry into World War I instantly made it a global power, overlooking the gradual and complex nature of its emerging global roles post-war.
* There is a misconception that there was unanimous support in the U.S. for joining World War I, when many Americans were initially isolationist and debates over involvement were contentious.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2402.0
Standard ID: KC-7.3.II+2+A
Standard Description: Explain how World War I and its aftermath intensified ongoing debates about the nation's role in the world and how best to pursue American interests.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how World War I shifted public opinion and policy debates regarding isolationism versus internationalism in the United States.
* Compare the arguments between proponents and opponents of American interventionism in the aftermath of World War I, focusing on specific policy decisions.
* Evaluate the impact of the League of Nations debate on American foreign policy discussions and decisions after World War I.
* Explain how economic interests influenced American foreign policy decisions in the years following World War I, considering both domestic and international perspectives.
* Explain how the outcomes of World War I influenced national security strategies and the pursuit of American interests during the 1920s.
* Identify and describe the key debates in the United States regarding its international role and foreign policy shortly after World War I.
* Use primary sources, such as speeches and political cartoons from the post-World War I era, to assess differing perspectives on America's place in world affairs.
* Utilize maps and data about geopolitical changes post-World War I to explain how these changes affected debates on national security and American interests.

Assessment Boundaries:
* Assessment should focus on analyzing the specific debates prompted by World War I and its aftermath. This includes exploring how isolationism versus interventionism debates shaped policies, examining reactions to Wilsonian principles in peace treaties, and assessing public discourse on America's expanding global influence. Avoid broader geopolitical topics not directly tied to American debates, such as European post-war reconstruction.

Common Misconceptions:
* A common misunderstanding is that the end of World War I immediately led to prosperity for the United States, ignoring the economic downturns and social impacts during the 1920s and 1930s.
* Many students mistakenly believe that the United States immediately embraced a role of global leadership after World War I, overlooking the significant isolationist sentiment and debate over international involvement.
* Some students might assume that the U.S. had clear and unified strategies post-World War I, not accounting for the intense domestic debates about whether to join the League of Nations or how to engage globally.
* There is a misconception that America's participation in World War I was solely motivated by altruistic reasons of spreading democracy, neglecting other factors like economic interests and strategic alliances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2410.0
Standard ID: KC-7.3.III
Standard Description: U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2411.0
Standard ID: KC-7.3.III+1+A
Standard Description: Explain how U.S. participation in World War II transformed American society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social changes experienced by Japanese Americans during World War II, particularly the effects of internment and relocation.
* Analyze visual or text-based primary sources to explain the experiences of different racial and ethnic groups on the American home front during World War II.
* Assess the transformation in political and social mobilization among African Americans during and after World War II, such as the Double V Campaign.
* Evaluate the significance of wartime production efforts in ending the Great Depression and shaping post-war economic prosperity in the United States.
* Explain the impact of World War II on the American labor force, focusing on the roles of women, Mexican Americans, and African Americans.
* Identify the ways in which U.S. participation in World War II contributed to changes in American society, including its economic, social, and political aspects.

Assessment Boundaries:
* Limit the assessment to an examination of specific societal transformations resulting from U.S. participation in World War II. Focus on how the war efforts led to economic shifts including industrial production, changes in employment opportunities for women and minorities, as well as the impact on civil liberties, such as Japanese-American internment. Avoid broader or unrelated post-war geopolitical shifts or Cold War dynamics that do not directly relate to societal changes within the United States.

Common Misconceptions:
* A misconception exists that societal changes during World War II were universally positive, ignoring the negative impacts such as Japanese American internment and the reinforcement of certain racial segregation policies.
* Some students may believe that the economic recovery from the Great Depression was solely due to wartime production without acknowledging the pre-war recovery efforts like the New Deal and their role in laying the groundwork for post-war prosperity.
* Students often misconceive that America's involvement in World War II solely affected its military and global standings, overlooking its profound social and economic impacts domestically, such as the transformation of the workforce and industries.
* There is a common misunderstanding that World War II led to immediate and permanent social equality, not recognizing the temporary nature of some wartime opportunities and the continued struggles faced by minorities and women post-war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2412.0
Standard ID: KC-7.3.III+2+A
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political speeches from the post-war period to identify changes in American foreign policy rhetoric and goals.
* Analyze primary source documents to explain American diplomatic strategies used at the end of World War II to secure a leading world role.
* Analyze the role of American economic power in establishing global political leadership post-World War II.
* Evaluate the historical significance of American leadership in the post-WWII geopolitical order.
* Explain how the outcomes of World War II contributed to the United States' influence in international organizations and treaties.
* Explain the political and military strategies that positioned the United States as a global power following the defeat of the Axis powers.
* Identify the key factors that enabled the United States to emerge as a global leader after World War II.
* Utilize maps to identify strategic regions where U.S. influence expanded following World War II and explain the significance of these regions.

Assessment Boundaries:
* The assessment should focus on examining specific factors that enabled the U.S. to emerge as a global leader immediately after WWII. This includes understanding the effects of military and technological advancements achieved during the war, key diplomatic strategies in postwar settlements, and the geopolitical situation of war-torn Europe and Asia, which contrasted with the U.S.'s relatively stable position. Avoid assessing broad themes that extend beyond this timeframe or unrelated domestic policies.

Common Misconceptions:
* Many students believe that the rise of the United States to global leadership was universally accepted, neglecting the resistance and tension it faced during the onset of the Cold War.
* Some students might incorrectly perceive that the U.S. leadership post-WWII was merely a result of Axis power weaknesses, ignoring the significant diplomatic and strategic military contributions of the United States and its allies.
* Students often underestimate the economic strategies deployed by the United States in securing its role as a world leader, focusing mainly on military achievements rather than initiatives like the Marshall Plan.
* There is a misconception that U.S. global leadership was a sudden outcome of WWII, without acknowledging the gradual buildup of international influence during and even before the war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2413.0
Standard ID: KC-7.3.III+3+A
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of political leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the outcomes of World War II facilitated the emergence of the U.S. as a predominant political force on the global stage.
* Describe the role of the United States in establishing international institutions post-World War II, focusing on its leadership and influence.
* Evaluate the impact of military developments during World War II on the United States’ ability to exert political leadership internationally.
* Examine primary and secondary sources to explain how U.S. political leadership was influenced by its World War II victory.
* Explain the political and economic strategies adopted by the United States in securing its global leadership post-World War II.
* Identify the key events during and after World War II that led to the United States assuming a leadership role internationally.

Assessment Boundaries:
* Limit assessments to case studies or specific instances where the victory over the Axis powers led to substantial political influence. For example, focus on the United States' leadership role in establishing the United Nations and reshaping postwar Europe politically. Avoid broad implications not directly tied to political leadership outcomes, such as military or economic leadership aspects which are addressed in separate substandards.

Common Misconceptions:
* Many students assume the United States' ascent to political leadership after WWII was solely due to its military superiority, forgetting the significance of diplomatic efforts and alliances created during and after the war.
* Some students believe that the political leadership of the U.S. post-WWII was uncontested, ignoring the influence of the Soviet Union and the geopolitical tensions that led to the Cold War.
* Students may think that the U.S. was the sole contributor to the Allied victory and its ensuing political leadership, neglecting the crucial roles played by other Allied nations like the United Kingdom and the Soviet Union.
* There is a misconception that U.S. economic aid, such as the Marshall Plan, was only about altruism and humanitarian aid, overlooking its strategic goal of rebuilding Western Europe as a buffer against communism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2414.0
Standard ID: KC-7.3.III+4+A
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of military leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and industrial contributions of the United States during World War II and how these factors contributed to its military leadership post-war.
* Compare primary and secondary source accounts of America's military innovations during World War II and their impact on its post-war military leadership.
* Corroborate the arguments regarding the U.S.'s military leadership by analyzing supplemental evidence such as troop deployment data and military production statistics during World War II.
* Describe the long-term implications of the United States' military strategies during World War II on its Cold War military policies.
* Evaluate the significance of the United States' role in the negotiations and treaties at the conclusion of World War II and how this established its military leadership on the global stage.
* Explain how the strategic decisions made by the U.S. military during World War II positioned the nation for post-war military leadership.
* Identify key events and turning points in World War II that contributed to the United States' emergence as a global military leader.
* Use a map to delineate the key battles and territories gained during World War II that supported the United States' emergence as a military leader.
* Utilize political cartoons from the World War II era to explain perceptions of the United States' military strategies among the Allied nations.

Assessment Boundaries:
* Assessment should center on students' ability to evaluate the military strategies and collaborations during World War II that contributed to the U.S. assuming a leadership role. Students should understand key military events, such as the strategic significance of D-Day, the Pacific "island-hopping" campaigns, and technological advances like the atomic bomb. Avoid overly broad discussions that include political and social aspects not directly tied to military leadership, ensuring a clear focus on military success and strategic decisions.

Common Misconceptions:
* A common misconception is that the U.S. emerged as a global military power solely due to its nuclear capabilities, ignoring the importance of conventional military strategies, technological advancements, and allied cooperation.
* Many students mistakenly assume that U.S. military leadership was immediate and uncontested post-WWII, overlooking the strategic competition and political dynamics involved in establishing and maintaining this position.
* Some might wrongly believe that America's military leadership resulted in a straightforward global acceptance of its power, not realizing the complexities of Cold War tensions and the multifaceted nature of international relations post-1945.
* There is often a misunderstanding that the U.S. achieved military dominance through purely military means, without acknowledging the significant role of economic strength and diplomatic influence in consolidating its military leadership.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.1
Cluster Name: Contextualizing Period 7
Lesson Name: *None specified*
Lesson Order: 2340.0
Standard ID: Unit 7: Learning Objective A
Standard Description: Explain the context in which America grew into its role as a world power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2650.0
Standard ID: KC-7.1.III.A
Standard Description: Franklin Roosevelt's New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2651.0
Standard ID: KC-7.1.III.A+1
Standard Description: Explain how Franklin Roosevelt's New Deal attempted to end the Great Depression by using government power to provide relief to the poor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of government intervention in providing economic relief during the Great Depression through New Deal programs.
* Evaluate how the New Deal's relief efforts changed public perceptions of government responsibility for social welfare.
* Explain how specific New Deal programs aimed to provide direct relief and their impact on different socio-economic groups, such as the Civilian Conservation Corps (CCC) which employed young men in environmental conservation projects, infrastructure building, and soil erosion prevention.
* Identify the key social programs initiated under the New Deal aimed at providing relief to the poor, recognizing how Roosevelt's experience as governor of New York, where he had implemented state-level relief programs, influenced his federal policies.
* Interpret statistical data depicting economic relief distribution during the New Deal to assess its effectiveness in aiding the poor.

Assessment Boundaries:
* Assessments should focus on the specific New Deal programs designed to provide direct relief to the poor during the Great Depression, including the Federal Emergency Relief Administration (FERA), Civilian Conservation Corps (CCC), Works Progress Administration (WPA), and Social Security Act. Students should demonstrate understanding of how Roosevelt's experience as New York governor influenced these federal relief policies, how government intervention in social welfare expanded during this period, and the effectiveness of these programs in addressing poverty. Assessments should include interpretation of statistical data about relief distribution and analysis of how these programs transformed public perceptions of government responsibility.

Assessments should not include questions about how populist, radical, or labor movements influenced New Deal policies, nor details about specific leaders of these movements. Questions about agricultural programs (including the Agricultural Adjustment Act), broader economic recovery efforts not specifically targeted at relief, political realignment during the New Deal era, or connections to WWII production and migration should be excluded from assessment.

Common Misconceptions:
* Some students may believe that New Deal relief efforts primarily consisted of direct government handouts, when many significant programs like the Civilian Conservation Corps (CCC) and Works Progress Administration (WPA) were work-relief initiatives requiring employment on public projects.
* Some students may misunderstand the evolution of New Deal relief efforts, viewing them as a single cohesive plan rather than recognizing that relief programs developed over time in response to changing economic conditions, political pressures, and assessments of earlier initiatives' effectiveness.
* Students might assume that New Deal relief programs provided immediate and adequate assistance to all those in poverty, overlooking the delays in implementation, limited funding, and administrative challenges that restricted their effectiveness for many Americans during the Great Depression.
* Students might incorrectly view New Deal relief programs as equally accessible to all Americans, not recognizing that many programs maintained racial segregation and gender discrimination, with agencies like the CCC largely excluding women and offering unequal opportunities to minorities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2652.0
Standard ID: KC-7.1.III.A+2
Standard Description: Explain how Franklin Roosevelt's New Deal attempted to end the Great Depression by using government power to stimulate recovery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the New Deal recovery efforts set a precedent for future government economic intervention, using secondary historical sources.
* Analyze the role of government agencies and legislation established under the New Deal in stabilizing the financial system and supporting economic recovery, including the Emergency Banking Act of 1933 which allowed banks to reopen only after passing Treasury Department inspections.
* Corroborate the effectiveness of New Deal recovery programs by comparing statistical data on economic indicators before and after implementation.
* Describe the impact of public works programs on employment and infrastructure development as part of New Deal recovery efforts, particularly the Works Progress Administration (WPA) which employed millions of Americans in infrastructure projects and supported arts, culture, and documentation of American life.
* Evaluate primary sources, such as political speeches or government documents, to assess the intended and actual effects of New Deal recovery initiatives.
* Explain how the Agricultural Adjustment Administration (AAA) aimed to restore agricultural prosperity and its impacts on the broader economic recovery.
* Explain how the New Deal's economic recovery programs attempted to revitalize key sectors of the American economy during the Great Depression.
* Identify key New Deal programs and monetary policies that aimed to stimulate economic recovery, including the abandonment of the gold standard in June 1933 which enabled the Federal Reserve to lower interest rates and expand the money supply.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific New Deal programs and policies designed to stimulate economic recovery, including the Emergency Banking Act, Glass-Steagall Act, creation of the FDIC and SEC, abandonment of the gold standard, and public works initiatives such as the CCC, WPA, and TVA. Questions should address how these programs aimed to stabilize the financial system, create jobs, develop infrastructure, and revitalize key economic sectors during the Great Depression. Assessments may include analysis of primary sources or statistical data related to the economic impact of these recovery initiatives.

Assessments should not include detailed analysis of how populist, radical, or labor movements influenced New Deal policies, nor specific information about labor strikes or political realignment during this period. Questions about the Agricultural Adjustment Administration should be limited to basic purpose and general economic impact rather than detailed implementation data or effectiveness metrics. Additionally, World War II's contribution to ending the Depression falls outside the scope of this standard and should not be assessed in detail.

Common Misconceptions:
* Some students might incorrectly view New Deal initiatives as temporary emergency measures, rather than understanding how they fundamentally transformed the relationship between the federal government and the American economy for decades to come.
* Some students might think that the New Deal was primarily about providing direct relief to the poor, without recognizing its broader aim of stimulating economic recovery through structural reform and government intervention in markets.
* Students may believe that New Deal programs were more successful in ending the Great Depression than historical evidence suggests, missing how economic difficulties persisted throughout the 1930s despite government intervention.
* Students might assume the New Deal represented a single unified plan rather than recognizing it as a series of experimental programs implemented over time, with some proving more effective than others in stimulating economic recovery.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2653.0
Standard ID: KC-7.1.III.A+3
Standard Description: Explain how Franklin Roosevelt's New Deal attempted to end the Great Depression by using government power to reform the American economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare contemporary perspectives on the economic reforms of the New Deal.
* Analyze the impact of New Deal agricultural reforms on American farmers and the broader economy.
* Discuss the role of the federal government in regulating industry and labor relations under the New Deal.
* Evaluate the effectiveness of New Deal infrastructure projects in stimulating economic recovery.
* Explain how New Deal programs aimed to reform the banking sector and prevent future economic crises, with specific attention to the Glass-Steagall Act of 1933 which established the FDIC and separated commercial from investment banking to provide crucial protection for depositors.
* Identify the key economic reforms implemented during the New Deal to address the Great Depression, including the unprecedented 15 major bills enacted during Roosevelt's First Hundred Days of 1933 that addressed banking reform, agricultural support, business regulation, and unemployment relief.
* Utilize graphs or statistical data to assess the economic impact of New Deal programs.

Assessment Boundaries:
* Assessments based on this standard should focus on specific New Deal economic reforms including banking reforms (Glass-Steagall Act, FDIC, Emergency Banking Act), financial market regulations (SEC), labor relations reforms (Wagner Act, NLRB), social welfare programs (Social Security Act), and infrastructure development projects (WPA, CCC, TVA). Students should demonstrate understanding of how these programs attempted to provide relief, recovery, and reform, and how they expanded the federal government's role in managing the economy.

Assessments should not include detailed implementation data on agricultural programs, political realignment during the New Deal, or specific influences of radical, populist, or labor movements on policy development. Additionally, detailed information about labor strikes, union leadership, or demographic migration patterns falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might believe that the New Deal primarily focused on temporary relief efforts, overlooking its substantial emphasis on fundamental economic reforms and long-term structural changes to the American financial system, labor relations, and social welfare infrastructure.
* Some students might misunderstand the economic impact of the New Deal, believing it fully ended the Great Depression, when in reality unemployment remained high throughout the 1930s and complete economic recovery didn't occur until the increased production demands of World War II.
* Students may incorrectly view the New Deal as a single, coherent plan developed all at once, rather than recognizing it as an evolving series of experimental programs implemented in waves (First and Second New Deal) that adapted to changing economic conditions and political pressures.
* Students might assume that New Deal economic reforms faced little opposition, not realizing that significant challenges came from the Supreme Court (which invalidated programs like the NIRA), conservatives concerned about federal overreach, and critics who felt the reforms either went too far or not far enough.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2660.0
Standard ID: KC-7.1.III.B
Standard Description: Radical, union, and populist movements pushed Roosevelt toward more extensive efforts to change the American economic system, while conservatives in Congress and the Supreme Court sought to limit the New Deal's scope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2662.0
Standard ID: KC-7.1.III.B+2
Standard Description: Explain how union movements pushed Roosevelt toward more extensive efforts to change the American economic system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of union demands on the evolution of New Deal policies.
* Compare the arguments of union leaders to those of other political or social groups pushing for economic change during the New Deal era.
* Evaluate the role of specific labor strikes in shaping Roosevelt's approach to economic reform.
* Explain the strategies used by union movements to advocate for changes in the American economic system under Roosevelt, and how their efforts led to the Wagner Act of 1935, which protected workers' rights to unionize and bargain collectively, and established the National Labor Relations Board (NLRB).
* Identify the key union movements that influenced Roosevelt's economic policies during the New Deal era.
* Utilize primary source documents from union leaders to identify their key demands and methods of influencing Roosevelt's policies.

Assessment Boundaries:
* Assessments based on this standard should focus on the general strategies and approaches used by union movements to advocate for economic changes during the New Deal era, with particular emphasis on how these efforts influenced Roosevelt's administration to enact the Wagner Act of 1935 (National Labor Relations Act). Questions should address the relationship between union advocacy and Roosevelt's evolving economic policies, and comparisons between union arguments and those of other reform-minded groups during this period.

Assessments should not include details about specific labor unions (such as AFL, CIO, or UAW), specific union leaders, or particular strikes and labor disputes. Questions should avoid analyzing specific populist or radical movements of the era, detailed information about the implementation of the Wagner Act, or connections between union movements and political realignment during the New Deal.

Common Misconceptions:
* Some students may believe that union movements had minimal impact on Roosevelt's economic reforms, failing to recognize how union advocacy contributed to significant legislation like the Wagner Act that fundamentally altered the relationship between workers, employers, and government.
* Some students may misunderstand the relationship between unions and the Roosevelt administration, seeing it as purely confrontational rather than recognizing the complex dynamic of pressure, negotiation, and strategic alignment that ultimately produced economic policy changes.
* Students might confuse the distinct role of union movements with those of other reform-seeking groups during the New Deal era, not recognizing the specific ways labor organizations uniquely influenced Roosevelt's economic policies.
* Students might incorrectly assume that the Wagner Act of 1935 was primarily Roosevelt's own initiative rather than a response to sustained pressure and advocacy from union movements seeking greater economic protections for workers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2663.0
Standard ID: KC-7.1.III.B+3
Standard Description: Explain how populist movements pushed Roosevelt toward more extensive efforts to change the American economic system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the period to explain populist critiques of Roosevelt’s policies.
* Analyze the influence of populist rhetoric and policies on shifting Roosevelt’s New Deal strategy.
* Corroborate, qualify, or modify arguments regarding the role of populist movements using diverse and alternative historical evidence.
* Explain how populist demands contributed to changes in federal economic policy during the New Deal era.
* Identify and describe a claim from a primary or secondary source regarding the impact of populist movements on Roosevelt’s administration.
* Identify the key populist movements that emerged during Roosevelt's presidency and describe their main objectives.

Assessment Boundaries:
* Assessments based on this standard should focus on the general influence and pressure exerted by populist movements on Roosevelt's administration to extend economic reforms. Questions may address how populist critiques shaped Roosevelt's approach to economic policy, how students interpret primary sources showing populist influence, and how populist demands contributed to the expansion of government's role in the economy. Assessments should emphasize students' ability to analyze historical sources and interpret the relationship between populist movements and New Deal development.

Assessments should not include questions about specific populist leaders (such as Huey Long, Father Coughlin, or Dr. Townsend), their detailed policy proposals, or direct connections between specific populist demands and particular New Deal programs. Questions about radical or labor movements, specific strikes, or detailed analysis of individual New Deal programs and their implementation should be avoided. Statistical data on migration patterns or demographic changes should also be excluded.

Common Misconceptions:
* Some students might misinterpret the timeline of influence, assuming populist movements only emerged after initial New Deal programs failed rather than understanding how populist pressure existed throughout Roosevelt's presidency and shaped evolving economic policies.
* Students may misunderstand the relationship between populist movements and the New Deal, thinking these movements were uniformly opposed to Roosevelt's policies rather than recognizing how their criticisms often pushed Roosevelt toward more extensive economic reforms.
* Students might incorrectly believe that Roosevelt's economic reforms under the New Deal were primarily the result of his own initiative, without recognizing the influence and pressure from populist movements that advocated for more comprehensive government intervention.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2664.0
Standard ID: KC-7.1.III.B+4
Standard Description: Explain how conservatives in Congress and the Supreme Court sought to limit the New Deal's scope.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Supreme Court's decisions on the implementation of New Deal programs and how these decisions shaped future economic policies.
* Describe the legislative strategies utilized by conservative Congress members to limit the effectiveness of the New Deal.
* Evaluate the effectiveness of the Court Packing Plan proposed by President Roosevelt in response to Supreme Court opposition and its implications for the balance of power in the U.S. government.
* Explain the reasoning behind the Supreme Court's rulings that declared key New Deal programs unconstitutional, such as the NRA and the AAA.
* Identify the key arguments used by conservatives in Congress to criticize and oppose New Deal policies.
* Interpret graphs or data sets reflecting public opinion towards New Deal policies and the perceived overreach of federal government power as a result of conservative critiques.
* Use primary source documents, such as Congressional records or Supreme Court opinions, to analyze the motivations of conservative figures in limiting the New Deal.

Assessment Boundaries:
* Assessment should focus on the specific strategies, arguments, and actions taken by conservatives in Congress and the Supreme Court to limit New Deal policies from 1933-1941. This includes the constitutional reasoning in landmark Supreme Court cases like Schechter Poultry Corp. v. United States (1935), legislative opposition tactics in Congress, and Roosevelt's Court Packing Plan as a response to judicial resistance. Students should analyze primary source documents reflecting conservative opposition and interpret data on public opinion regarding perceived federal government overreach.

Assessment should not include detailed analysis of the Agricultural Adjustment Act beyond its constitutional challenges in U.S. v. Butler. Questions should avoid exploring how populist, radical, or labor movements influenced New Deal policies, specific demographic impacts of New Deal programs, or political realignment resulting from these programs. The focus should remain on how conservatives sought to limit the New Deal, not on the programs' implementation details or effectiveness.

Common Misconceptions:
* Students might assume conservative opposition to the New Deal remained consistent throughout Roosevelt's presidency, when in fact it evolved in response to specific programs, Court decisions, and Roosevelt's tactics such as the Court Packing Plan of 1937.
* Students might believe that conservative opposition to the New Deal focused primarily on economic concerns, overlooking the significant constitutional arguments regarding federal power expansion, separation of powers, and states' rights that motivated many conservatives in Congress and the Supreme Court.
* Students might incorrectly conclude that conservative limitations on the New Deal prevented most programs from continuing, when many New Deal initiatives were modified to address constitutional concerns and continued to operate despite conservative opposition in Congress and the Courts.
* Students might misinterpret the Supreme Court's decisions against New Deal programs as based mainly on political disagreements with Roosevelt, rather than understanding the legitimate constitutional questions about executive authority and commerce clause limitations that informed judicial reasoning.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2670.0
Standard ID: KC-7.1.III.C
Standard Description: Although the New Deal did not end the Depression, it left a legacy of reforms and regulatory agencies and fostered a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2671.0
Standard ID: KC-7.1.III.C+1
Standard Description: Explain how, although the New Deal did not end the Depression, it left a legacy of reforms and regulatory agencies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the long-term impact of New Deal reforms on American economic policies and their influence on future government interventions.
* Analyze visual data such as graphs or charts demonstrating economic indicators before and after implementing New Deal reforms.
* Evaluate the effectiveness and significance of New Deal policies in addressing the Great Depression even though they did not completely solve the economic crisis.
* Examine political cartoons from the New Deal era to interpret public opinion and political debates surrounding these reforms and agencies.
* Explain how the creation of New Deal agencies such as the FDIC, Social Security, and the TVA fundamentally transformed the federal government's role from limited involvement to extensive regulation of the economy and creation of social welfare programs between 1933-1941.
* Identify key New Deal reforms and regulatory agencies that were established and assess their intended purposes, including the Securities and Exchange Commission (SEC) created in 1934 to regulate the stock market and prevent abuses such as insider trading and margin buying that contributed to the 1929 crash.
* Utilize primary and secondary sources to compare the perspectives on the legacy of the New Deal reforms and regulatory agencies.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying specific New Deal regulatory agencies (such as the SEC, FDIC, Social Security Administration, and TVA) and reforms (such as the Glass-Steagall Act and Wagner Act), explaining their intended purposes, and analyzing how they transformed the federal government's role in the economy and society. Students should demonstrate understanding of these reforms' long-term impacts while acknowledging the New Deal's limitations in fully ending the Depression. Assessments may include analysis of primary sources, political cartoons, and economic data reflecting the implementation and effects of New Deal programs.

Assessments should not include discussion of political realignment during the New Deal era, detailed information about populist or radical movements and their influence on policies, or analysis of labor unions and strikes. Additionally, detailed examination of agricultural programs (particularly the AAA), World War II production demands, and migration patterns falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners might incorrectly assume that the New Deal faced little political or legal opposition, overlooking the significant challenges from the Supreme Court and conservative critics who viewed these programs as government overreach.
* Some students might think that the New Deal was a single unified program rather than a series of evolving initiatives and reforms implemented over several years in response to changing economic conditions.
* Students may believe that the New Deal's primary goal was to immediately end the Great Depression, rather than understanding its dual purposes of providing short-term relief while establishing long-term structural reforms and regulatory frameworks.
* Students might believe that the benefits of New Deal programs were equally distributed across American society, not recognizing that many programs maintained existing patterns of racial segregation and gender discrimination, limiting their impact for marginalized groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2672.0
Standard ID: KC-7.1.III.C+2
Standard Description: Explain how, although the New Deal did not end the Depression, it fostered a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why African Americans and working-class communities increasingly identified with the Democratic Party during and after the New Deal era, despite the New Deal's limited impact on racial and gender equality, as many programs maintained segregation and discrimination, and women were often excluded from employment opportunities in agencies like the CCC.
* Evaluate the long-term political impact of the New Deal on American society, particularly in terms of political affiliations.
* Explain how the New Deal policies led to an increased identification of ethnic groups with the Democratic Party.
* Explain the significance of the New Deal in fostering a political realignment through case studies of specific ethnic or working-class communities.
* Identify the key reforms and regulatory agencies established by the New Deal that influenced political realignment.
* Utilize political cartoons or propaganda posters from the era to explain perceptions and impacts of New Deal policies on political affiliations.

Assessment Boundaries:
* Assessments based on this standard should focus on broad patterns of political realignment during the New Deal era, including general reasons why ethnic groups, African Americans, and working-class communities increasingly identified with the Democratic Party. Students should be able to evaluate the general appeal of New Deal programs to different demographic groups while recognizing limitations regarding racial and gender equality. Assessments may include interpretation of political cartoons or propaganda posters to demonstrate understanding of how New Deal policies affected political affiliations.

Assessments should not include detailed analysis of why specific ethnic or racial groups shifted allegiance to the Democratic Party, specific demographic data on voting patterns, or in-depth examination of individual leaders' roles in this realignment. Questions about specific labor unions, populist movements, radical organizations, or detailed analysis of individual New Deal programs should be avoided unless directly connected to the broader political realignment pattern.

Common Misconceptions:
* Some students may believe that the New Deal programs provided equal benefits to all Americans, not recognizing that many programs maintained segregation patterns and gender discrimination despite their role in fostering political loyalty to the Democratic Party.
* Some students may think that the political realignment during the New Deal era happened immediately, overlooking the gradual nature of this shift as different communities responded to various programs over time.
* Students might incorrectly assume that ethnic groups and African Americans consistently supported the Democratic Party before the New Deal, missing how this period represented a significant shift in political affiliations for many communities.
* Students might mistakenly believe that the New Deal ended the Great Depression, rather than recognizing that economic recovery was primarily achieved through World War II mobilization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2680.0
Standard ID: KC-7.2.II.B.ii
Standard Description: The increased demand for war production and labor during World War II and the economic difficulties of the 1930s led many Americans to migrate to urban centers in search of economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2681.0
Standard ID: KC-7.2.II.B.ii+1
Standard Description: Explain how the increased demand for war production and labor during World War II led many Americans to migrate to urban centers in search of economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts that illustrate individual motivations for relocating to urban centers during the war.
* Analyze the impact of economic opportunities in urban centers on American migration patterns during World War II.
* Describe the changes in urban demographics as Americans migrated for jobs related to war production.
* Evaluate the significance of urban migration in reshaping the American labor force during and after World War II.
* Explain the connections between increased labor demand due to war production and migration patterns to urban areas.
* Identify the key factors driving the demand for war production during World War II and how they created economic opportunities in urban centers.
* Interpret statistical data showing migration trends linked to wartime labor demand.
* Use maps to identify major urban centers that experienced population growth as a result of World War II labor demands, explaining the factors leading to these trends.

Assessment Boundaries:
* Assessments based on this standard should focus on the general relationship between increased wartime production demands and the resulting migration of Americans to urban areas during World War II. Students should be able to explain how economic opportunities in urban centers during the war influenced migration patterns and understand the basic economic factors that motivated this population movement. Assessments may include general considerations of how this migration affected the composition of the American labor force.

Assessments should not include specific details about which industries expanded, statistical data on migration patterns, or demographic information about racial, ethnic, or gender composition of migrant populations. Questions should avoid naming specific urban centers, detailing government policies directing labor, or examining post-war developments like suburbanization or civil rights movements.

Common Misconceptions:
* Some learners might not recognize how the economic hardships of the Great Depression influenced migration decisions during World War II, seeing wartime migration as disconnected from previous economic difficulties.
* Some students might believe that migration to urban centers during World War II was primarily motivated by patriotism, rather than understanding how economic opportunities and the prospect of stable employment in wartime industries influenced migration decisions.
* Students may incorrectly assume that migration patterns during World War II were similar across different regions of the country, not recognizing that movement typically flowed toward areas with concentrated war production facilities.
* Students sometimes underestimate how socioeconomic pressures and limited rural opportunities pushed people toward urban centers, viewing wartime migration as primarily a matter of individual choice rather than economic necessity for many Americans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2682.0
Standard ID: KC-7.2.II.B.ii+2
Standard Description: Explain how the economic difficulties of the 1930s led many Americans to migrate to urban centers in search of economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impacts of urban migration during the 1930s on urban demographic structures.
* Compare primary and secondary sources to explore motivations for migrating during the Great Depression.
* Explain how these economic difficulties encouraged migration to urban areas.
* Identify the economic difficulties of the 1930s that prompted migration to urban centers, including the Dust Bowl environmental disaster that affected the Great Plains states through severe drought combined with poor farming practices leading to massive soil erosion and dust storms.
* Utilize maps to track migration patterns from rural areas to urban centers during the 1930s, including the westward exodus of over 300,000 migrant farmers and sharecroppers from the Dust Bowl region to California, where they became an exploited agricultural workforce.

Assessment Boundaries:
* Assessment should focus on the economic factors that drove migration to urban centers during the 1930s, including the Dust Bowl environmental disaster, agricultural collapse, bank failures, and general job scarcity in rural areas. Students should demonstrate understanding of specific migration patterns (particularly the movement from Great Plains states to California and other western regions), challenges faced by migrants upon arrival, and how these economic push-pull factors changed demographic structures in urban centers during the Great Depression.

Assessments should not include detailed information about WWII migration patterns, war production demands, or post-Depression suburban expansion. Questions about specific New Deal agricultural programs, political realignment, labor unions, strikes, or radical/populist movements during this era should be avoided, except as general context for understanding the economic conditions that prompted migration.

Common Misconceptions:
* Learners might assume that migration patterns during the 1930s were primarily directed toward large industrial cities in the northeast, overlooking significant westward migration streams, particularly the movement of agricultural workers from the Great Plains to California and other western states.
* Some students may think that migrants uniformly found better economic conditions upon reaching urban centers, when many continued to face significant hardships, unemployment, housing shortages, and social discrimination in their new locations.
* Some students might incorrectly view 1930s migration as a temporary phenomenon that ended with the Depression, rather than recognizing it as part of a longer-term demographic shift from rural to urban areas that transformed American society.
* Students might incorrectly believe that the Dust Bowl was the only significant factor driving migration in the 1930s, overlooking other aspects of the Great Depression such as bank failures, general unemployment, and industrial decline in various regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.10
Cluster Name: 9. The New Deal
Lesson Name: *None specified*
Lesson Order: 2650.0
Standard ID: Unit 7: Learning Objective K
Standard Description: Explain how the Great Depression and the New Deal impacted American political, social, and economic life over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2690.0
Standard ID: KC-7.3.II.D
Standard Description: In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2691.0
Standard ID: KC-7.3.II.D+1
Standard Description: Explain the United States' pursuit of a unilateral foreign policy that used international investment to promote a vision of international order, even while maintaining U.S. isolationism in the years following World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as government documents or contemporary accounts, that discuss the U.S. foreign policy approach of using international investment post WWI.
* Describe the impact of unilateral economic policies on U.S. relationships with major European and non-European nations in the interwar period.
* Explain how the United States' foreign policy in the post-WWI era reflects broader historical patterns of interaction with global powers and economic systems.
* Explain the rationale behind the United States' emphasis on international investment over direct military intervention in the years following World War I.
* Identify key examples of U.S. international investments after World War I that were intended to promote global order while maintaining American isolationism.
* Utilize charts or graphs showing international investments by the United States to understand the economic scale and scope of its foreign policy during the inter-war period.

Assessment Boundaries:
* Assessment should focus on how the United States used international economic investments and financial arrangements like the Dawes Plan to exert influence and promote stability in the post-WWI international order while maintaining political isolationism. Students should analyze the rationale behind these economic strategies, their implementation, and their impacts on U.S. relations with both European and non-European nations during the interwar period (1919-1939). Assessments should examine how these economic policies reflected a unilateral approach to foreign affairs while avoiding formal political alliances.

Assessments should not include specific examples of U.S. military interventions in Latin America, the Caribbean, Russia, or China during this period. Content related to primary sources from isolationist or interventionist groups (such as the America First Committee), speeches advocating various foreign policy positions, or detailed analysis of how American perspectives evolved in response to fascism should be excluded from assessment questions.

Common Misconceptions:
* Learners may incorrectly view American unilateral foreign policy during the interwar period as inconsistent or contradictory, rather than understanding how economic engagement and political distancing were deliberately combined to serve U.S. interests.
* Some students might misunderstand the purpose of U.S. international investments during this period as being primarily profit-driven, without recognizing how these economic tools were strategically deployed to promote American visions of international order and stability.
* Students might believe that U.S. 'isolationism' after World War I meant economic disengagement from world affairs, when in fact the United States actively used international investments and financial arrangements to project influence while avoiding political entanglements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2692.0
Standard ID: KC-7.3.II.D+2
Standard Description: Explain the United States' pursuit of a unilateral foreign policy that used peace treaties to promote a vision of international order, even while maintaining U.S. isolationism in the years following World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the goals of U.S. foreign policy following World War I were represented in peace treaties, using primary source documents.
* Analyze primary source accounts to understand domestic debates about the United States’ role in the world concerning peace treaties and isolationism after World War I.
* Compare the United States’ approach to international peace treaties after World War I with its isolationist stance, utilizing images or political cartoons from the era.
* Describe how America's unilateral foreign policy was influenced by the political and social context of the post-World War I period.
* Evaluate the effectiveness of the United States' unilateral actions through peace treaties in fostering international order while adhering to isolationist principles.
* Explain how the U.S. maintained isolationism while promoting international order through peace treaties in the post-World War I era.
* Identify the peace treaties and international agreements pursued by the United States, including the Atlantic Charter of August 1941, and describe how these reflected the evolution of American foreign policy approaches.

Assessment Boundaries:
* Assessments should focus on the specific peace treaties and international agreements used in U.S. unilateral foreign policy following World War I, including the Washington Naval Conference, Kellogg-Briand Pact, and Atlantic Charter. Students should analyze how these reflected America's attempt to maintain international order while adhering to isolationist principles, and how U.S. policy evolved through measures like the Neutrality Acts, cash-and-carry policy, and Lend-Lease Act prior to Pearl Harbor. Assessments may include examination of official policy documents and the political and social context that influenced these approaches.

Assessments should not include specific examples of U.S. military interventions during the interwar period (1919-1939), particularly in Latin America, the Caribbean, Russia, and China. Primary sources expressing diverse American perspectives from isolationist or interventionist figures and groups (e.g., America First Committee) should be excluded. Detailed analysis of economic investments abroad should be limited to general references without specific case studies.

Common Misconceptions:
* Some students might mistakenly view treaties like the Kellogg-Briand Pact as contradicting isolationist principles, rather than understanding them as attempts to prevent war without committing to military alliances or enforcement mechanisms.
* Some students might think that U.S. isolationism meant complete withdrawal from international affairs, rather than a selective approach that avoided European military entanglements while still pursuing peace treaties and agreements to shape world order.
* Students may believe that U.S. foreign policy remained static throughout the interwar period, not recognizing the gradual evolution from stricter isolationism in the 1920s to increasing engagement by 1941 through policies like cash-and-carry and Lend-Lease.
* Students might incorrectly assume that the Atlantic Charter represented a formal alliance rather than a statement of shared principles that preceded U.S. formal entry into World War II while still reflecting America's vision for international order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2693.0
Standard ID: KC-7.3.II.D+3
Standard Description: Explain the United States' pursuit of a unilateral foreign policy that used select military intervention to promote a vision of international order, even while maintaining U.S. isolationism in the years following World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the tension between the United States' isolationist stance and its involvement in select military interventions in the aftermath of World War I.
* Compare and contrast the United States' unilateral military interventions with its diplomatic efforts, considering how the Nye Committee's 1934 findings about WWI profiteering influenced interwar isolationist sentiment.
* Evaluate the effectiveness of the United States' unilateral foreign policy post-World War I in achieving its international objectives.
* Explain how select military interventions were used by the United States to promote a vision of international order during the interwar period.
* Identify the key military interventions by the United States following World War I that were part of its unilateral foreign policy while maintaining a position of isolationism.
* Incorporate visual data, such as maps and charts, to explain the geographical scope and impact of German blitzkrieg tactics and U.S. military interventions from 1918 to 1939.
* Use primary source documents to identify perspectives on U.S. military preparations during this period, including reactions to the Selective Service Act of 1940 that established the first peacetime military draft.

Assessment Boundaries:
* Assessment should focus on the conceptual understanding of U.S. unilateral foreign policy in the interwar period (1919-1939), including the tension between isolationist sentiment and independent international actions. Students should demonstrate comprehension of key policy developments such as the Neutrality Acts, the influence of the Nye Committee findings on isolationist sentiment, and the significance of the Selective Service Act of 1940 as a shift in policy. Assessment should emphasize how these policies reflected both isolationist tendencies and unilateral approaches to international order.

Assessment should not include specific examples, justifications, geographical scope, or outcomes of U.S. military interventions in Latin America, the Caribbean, Russia, or China during this period. Analysis of primary sources expressing diverse American perspectives on interwar foreign policy, including specific speeches, writings, or arguments from isolationist and interventionist figures or groups, should be excluded from assessment.

Common Misconceptions:
* Learners may misinterpret the motivations behind U.S. unilateral actions in the interwar period, attributing them primarily to humanitarian concerns rather than understanding how they served to promote a specific American vision of international order and strategic interests.
* Some students may misunderstand the relationship between isolationism and unilateralism, incorrectly viewing them as mutually exclusive approaches rather than complementary strategies that allowed the U.S. to pursue specific interests while avoiding broad commitments.
* Students might incorrectly assume that U.S. foreign policy remained static throughout the interwar period, overlooking the gradual evolution from strict neutrality in the 1920s to more interventionist positions by the late 1930s as global threats increased.
* Students might incorrectly view isolationism as complete withdrawal from international affairs, rather than recognizing it as a policy that involved selective engagement while avoiding formal alliances and entanglements in European conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2700.0
Standard ID: KC-7.3.II.E
Standard Description: In the 1930s, while many Americans were concerned about the rise of fascism and totalitarianism, most opposed taking military action against the aggression of Nazi Germany and Japan until the Japanese attack on Pearl Harbor drew the United States into World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2701.0
Standard ID: KC-7.3.II.E+1
Standard Description: Explain how, in the 1930s, many Americans were concerned about the rise of fascism and totalitarianism, but most opposed taking military action against the aggression of Nazi Germany and Japan until the Japanese attack on Pearl Harbor drew the United States into World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the 1930s to identify differing American perspectives on the formation of the Axis alliance through the 1940 Tripartite Pact between Nazi Germany, Fascist Italy, and Imperial Japan.
* Analyze the impact of the Japanese attack on Pearl Harbor on shifting American public opinion towards entering World War II and joining Great Britain and the Soviet Union in the 'Grand Alliance' against the Axis powers.
* Compare speeches and writings from American leaders in the 1930s to understand the evolving divide between interventionist and isolationist attitudes, including policy shifts like the 1939 'cash-and-carry' amendment to neutrality laws.
* Evaluate how Roosevelt balanced isolationist policies with increasing aid to Britain through measures like the 'destroyers for bases' deal of 1940 and positioning the U.S. as the 'arsenal of democracy' prior to Pearl Harbor.
* Explain the American response to Japanese aggression in Asia, including economic sanctions and oil embargoes that heightened tensions prior to Pearl Harbor, while maintaining opposition to direct military intervention.
* Identify and define the key ideologies of fascism and totalitarianism that emerged under leaders like Mussolini and Hitler, explaining how economic hardship contributed to their rise and American concerns.

Assessment Boundaries:
* Assessments based on this standard should focus on explaining American reactions to fascism and totalitarianism in the 1930s, the evolving U.S. policy shifts from strict neutrality toward providing aid to allies, economic sanctions against Japan prior to Pearl Harbor, and how Pearl Harbor unified American public opinion in favor of entering World War II. Students should demonstrate understanding of the multiple factors underlying American isolationism, Roosevelt's gradual policy shifts like the Lend-Lease Act and 'destroyers for bases' deal, and how U.S. economic actions against Japan contributed to escalating tensions.

Assessments should not include analysis of specific primary source documents from isolationist or interventionist figures, detailed examination of specific American groups like the America First Committee, or comparisons of individual speeches and writings. Additionally, specific U.S. military interventions in Latin America, the Caribbean, Russia, and China during the interwar period fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might believe that U.S. policy toward Europe remained static throughout the late 1930s, not recognizing the gradual shift from strict neutrality to actively supporting Britain through measures like the 'destroyers for bases' deal and the Lend-Lease Act.
* Some students might incorrectly believe that Americans were generally unconcerned about the rise of fascism and totalitarianism in the 1930s, rather than understanding that many were concerned but most still opposed direct military intervention until Pearl Harbor.
* Students may mistakenly view American isolationism in the 1930s as driven primarily by pacifist ideals, overlooking how economic concerns, disillusionment from World War I, and the desire to focus on Depression-era domestic issues all contributed to opposition to military intervention.
* Students might misunderstand the relationship between U.S. economic sanctions against Japan and the Pearl Harbor attack, failing to recognize how American oil embargoes and other economic measures significantly heightened tensions in the Pacific prior to the Japanese attack.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.11
Cluster Name: 10. Interwar Foreign Policy
Lesson Name: *None specified*
Lesson Order: 2690.0
Standard ID: Unit 7: Learning Objective B
Standard Description: Explain the similarities and differences in attitudes about the nation's proper role in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2730.0
Standard ID: KC-7.2.II.D
Standard Description: Migration to the United States from Mexico and elsewhere in the Western Hemisphere increased, in spite of contradictory government policies toward Mexican immigration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2731.0
Standard ID: KC-7.2.II.D+1
Standard Description: Explain how and why migration to the United States from Mexico increased, in spite of contradictory government policies toward Mexican immigration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how contradictory government policies impacted Mexican migration during the World War II era.
* Evaluate the impact of migration from Mexico on U.S. society during and after World War II.
* Explain how U.S. wartime labor needs influenced migration patterns from Mexico, particularly through the Bracero Program, which established legal protections and wage guarantees for Mexican agricultural workers while also contributing to ethnic tensions exemplified by events like the Zoot Suit Riots.
* Identify the factors that contributed to increased migration from Mexico to the United States during World War II.
* Interpret primary source materials to understand immigrant experiences during this period.
* Use maps to identify key regions in the U.S. that experienced significant Mexican migration during World War II and explain the factors for migration to these regions.

Assessment Boundaries:
* Assessment should focus on explaining the main factors that led to increased Mexican migration to the United States during World War II, particularly the labor shortages created by military mobilization and the implementation of the Bracero Program as a policy response. Students should analyze the contradictory nature of U.S. policies toward Mexican immigration, including how economic needs for agricultural workers coexisted with restrictive immigration attitudes, and how these contradictions manifested in events like the Zoot Suit Riots.

Assessment should not include comprehensive statistical data on migration patterns, detailed analysis of economic or political conditions within Mexico, or comparative experiences of different immigrant groups. Long-term cultural, economic, and social effects beyond the immediate post-war period, as well as detailed first-person perspectives of Mexican immigrants, should be excluded from assessment.

Common Misconceptions:
* Some students might believe that Mexican migration during WWII was primarily driven by conditions within Mexico, not recognizing how U.S. labor shortages created powerful pull factors that significantly influenced migration patterns.
* Some students might incorrectly conclude that ethnic tensions exemplified by events like the Zoot Suit Riots were unrelated to migration policies, when in fact these tensions were connected to the broader context of increased Mexican presence in the United States during wartime.
* Students might assume that Mexican migration during this period occurred primarily through illegal channels, not recognizing the significance of legal pathways established by the Bracero Program which brought many laborers to the U.S. under formal agreements with protections and wage guarantees.
* Students might think the Bracero Program represented a consistently positive U.S. policy toward Mexican immigration, rather than understanding it as part of contradictory approaches that simultaneously encouraged temporary labor while discouraging permanent settlement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2732.0
Standard ID: KC-7.2.II.D+2
Standard Description: Explain how and why migration to the United States from areas of the the Western Hemisphere other than Mexico increased.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source materials to evaluate the narratives and perspectives of Western Hemisphere immigrants on their migration to the United States during this period.
* Analyze the role of U.S. foreign policy in the Western Hemisphere during the World War II era in shaping migration trends to the United States.
* Compare the experiences and challenges faced by immigrants in the Western Hemisphere moving to the United States during this period.
* Explain how political instability and economic opportunities influenced the decisions of individuals from the Western Hemisphere to migrate to the United States.
* Explain the demographic changes in the U.S. resulting from increased migration from the Western Hemisphere.
* Identify key factors in Western Hemisphere countries that contributed to increased migration to the United States during the World War II era.
* Make a historically defensible claim about the broader impact of Western Hemisphere migration on American society during and after World War II, supporting the claim with relevant evidence.

Assessment Boundaries:
* Assessments based on this standard should focus on the primary push and pull factors that led to increased migration from the Western Hemisphere (excluding Mexico) to the United States, including economic opportunities created by World War II mobilization and political instability in countries of origin. Students should be able to explain how these factors influenced migration decisions and recognize broad demographic changes without requiring detailed statistical analysis. The assessment should emphasize the relationship between U.S. labor needs, government policies, and migration patterns within a mid-20th century context. However, exclude migration-related topics from Caribbean, Puerto Rico, and Latin American countries (excluding Mexico) during World War II. Avoid mentioning specific pull factors or reasons for migration from these regions in questions, as the provided article lacks this information. Assessments should not include detailed statistical data on migration patterns, specific experiences of different immigrant groups, or comprehensive analyses of U.S. immigration policies and their implementation. Additionally, the long-term cultural, economic, and social effects of this migration fall outside the scope of this standard and should be avoided in assessments, as should comparisons with European immigration patterns or detailed examinations of conditions in specific sending countries.

Common Misconceptions:
* Some students might confuse the factors driving migration from Mexico (which included formal programs like the Bracero Program) with those influencing migration from other parts of the Western Hemisphere, which often involved different push and pull dynamics.
* Some students might think that increased migration from the Western Hemisphere was encouraged by welcoming U.S. immigration policies, when in reality, these migrations often occurred despite contradictory and sometimes restrictive policies.
* Students might incorrectly assume that economic opportunities were the only significant factors driving migration from the Western Hemisphere, overlooking how political instability and upheaval in countries of origin also served as important push factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2710.0
Standard ID: KC-7.3.III.B
Standard Description: The mass mobilization of American society helped end the Great Depression, and the country's strong industrial base played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2711.0
Standard ID: KC-7.3.III.B+1
Standard Description: Explain how and why the mass mobilization of American society helped end the Great Depression.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to describe the role of the U.S. industrial base in war efforts and its impact on economic revitalization.
* Compare economic indicators from the pre-war Depression era to those during the war, including federal expenditure increases of 1,000 percent and GNP growth, to assess the impact of mass mobilization on ending the Great Depression.
* Evaluate the historical significance of war-driven economic changes in shaping post-war American society.
* Explain how wartime production and the involvement of diverse labor forces (including women and minorities) contributed to economic recovery during the Great Depression.
* Explain the relationship between government wartime policies and production demands in reducing unemployment and stimulating economic growth.
* Identify key factors in the mass mobilization of American society during World War II that contributed to the end of the Great Depression, including civilian participation through victory gardens, scrap collection drives, war bonds, and rationing systems.
* Use statistical data on employment and production to assess the impact of the war on the American economy during the Great Depression.

Assessment Boundaries:
* Assessment should focus on evaluating how mass mobilization contributed to ending the Great Depression through increased government spending, expansion of the workforce, and conversion to wartime production. Students should demonstrate understanding of civilian participation activities (victory gardens, war bonds, rationing, scrap drives), government economic coordination (War Production Board, Office of Price Administration), and broad economic indicators (federal expenditure increases, GNP growth, reduced unemployment). Assessment should emphasize the relationship between wartime demands and economic recovery.

Assessment should avoid detailed statistical information about specific industries, comprehensive production statistics, or detailed demographic patterns of women and minorities in the workforce. Questions should not cover civil rights issues, Japanese American internment, Western Hemisphere migration, or post-war economic transformations. Additionally, assessment should focus on economic impacts rather than military strategy or international relations aspects of WWII.

Common Misconceptions:
* Some students might believe that the Great Depression ended primarily due to military spending alone, not recognizing how broader economic transformations including increased civilian employment, industrial conversion, and mass participation in scrap drives and war bonds contributed to economic recovery.
* Some students might underestimate the role of government coordination in the wartime economy, not recognizing how agencies like the War Production Board and Office of Price Administration managed resource allocation, converted industries, and regulated prices to stimulate economic recovery.
* Students might believe that wartime economic growth happened organically through market forces, without recognizing the intentional economic planning that involved freezing prices, implementing rationing systems, and directing industrial production toward specific war-related needs.
* Students might think the Great Depression ended immediately when the U.S. entered World War II, rather than understanding it was a gradual process that began with pre-war mobilization and continued through the war years as production and employment steadily increased.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2712.0
Standard ID: KC-7.3.III.B+2
Standard Description: Explain how and why the country's strong industrial base played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data regarding production rates and military supplies distribution to explain the role of U.S. industrial output in the Allied victory.
* Analyze the relationship between the U.S. industrial capabilities and the success of the Allies in various wartime operations.
* Discuss the strategies employed by the United States to enhance industrial productivity during World War II as part of 'total war' - the complete mobilization of a nation's economic, industrial, and scientific capabilities - and how these strategies enabled Allied victory.
* Evaluate the historical significance of technological and logistical innovations in U.S. industries on the outcome of World War II.
* Examine primary source documents related to war production efforts, analyzing how different stakeholders contributed to optimizing industrial output.
* Explain how specific industries within the United States were instrumental in supplying the war effort during World War II, emphasizing their contribution to provisioning allies and U.S. troops.

Assessment Boundaries:
* Assessment should focus on analyzing how the United States' industrial base contributed to Allied victory through the production of military equipment and essential non-military supplies. Students should demonstrate understanding of the government's role in coordinating industrial mobilization through agencies like the War Production Board, the conversion of civilian factories to war production, and the concept of 'total war' as a comprehensive mobilization strategy. The assessment should emphasize the relationships between industrial output, provisioning of Allied forces, and ultimate military success.

Assessments should not include detailed production statistics, specific technological innovations, or comprehensive information about industrial conversion processes. Questions about the demographic composition of the wartime workforce, civil rights movements during the war, post-war economic transformations, or Western Hemisphere migration patterns are outside the scope of this standard and should be avoided. Additionally, detailed examinations of labor disputes or specific corporate contributions should not be assessed.

Common Misconceptions:
* Some students may believe that wartime industrial production focused exclusively on military equipment like weapons and vehicles, overlooking the crucial role of producing and provisioning non-military supplies such as food, clothing, medical equipment, and other essential materials needed to sustain troops and allies.
* Some students may think that America's industrial base was fully prepared for war production at the outset of the conflict, not recognizing the significant reorganization, conversion processes, and coordination efforts required to shift from civilian to military production.
* Students might believe that the United States' industrial capacity was sufficient on its own to win the war, overlooking the importance of military strategy, diplomatic alliances, and the contributions of other Allied nations to the overall victory.
* Students might incorrectly assume that government agencies like the War Production Board played only a minor role in industrial mobilization, underestimating the extensive coordination between federal authorities and private industry that enabled the massive scale of war production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2720.0
Standard ID: KC-7.3.III.C.i
Standard Description: Mobilization provided opportunities for women and minorities to improve their socioeconomic positions for the war's duration, while also leading to debates over racial segregation. Wartime experiences also generated challenges to civil liberties, such as the internment of Japanese Americans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2721.0
Standard ID: KC-7.3.III.C.i+1
Standard Description: Explain how and why mobilization provided opportunities for women to improve their socioeconomic positions for the war's duration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how government propaganda and cultural icons, such as "Rosie the Riveter," both reflected and encouraged women's employment during World War II.
* Compare the socioeconomic opportunities available to women pre- and post-World War II, using statistical data to support your analysis.
* Corroborate and critique arguments on the impact of World War II on women’s rights and labor participation using diverse historical accounts and evidence.
* Evaluate the socioeconomic impact of wartime employment on women, analyzing both the short-term gains and any long-lasting effects post-war.
* Explain how wartime labor shortages caused by military service created opportunities for women's entry into the workforce during World War II, leading to shifts in traditional gender roles and expectations.
* Explain the significance of women's increased participation in the workforce during World War II in the context of broader social changes such as the push for gender equality.
* Identify the key industries in which approximately 5 million women participated during World War II that contributed to their improved socioeconomic positions.
* Utilize primary sources, such as government posters or propaganda films, to assess how these materials portrayed women’s wartime contributions and aimed to recruit women into the workforce.

Assessment Boundaries:
* Assessment should focus on examining how wartime labor shortages created new employment opportunities for women, particularly in defense industries, and the ways government propaganda campaigns like 'Rosie the Riveter' encouraged women's participation in the workforce. Students should demonstrate understanding of how approximately 5 million women's entry into various industries temporarily improved their economic status and challenged traditional gender roles during the specific timeframe of American mobilization for World War II.

Assessment should not include detailed statistical analysis of employment patterns, comprehensive comparisons between different demographic groups of women workers, or extensive examination of post-war transitions and long-term impacts on gender equality movements. Questions about broader civil rights issues unrelated to women's immediate socioeconomic advancement during mobilization should also be avoided.

Common Misconceptions:
* Some students may think that women were largely absent from the workforce before World War II, overlooking that many women, particularly those from working-class and minority backgrounds, had been employed previously, though often in different and lower-paying sectors.
* Students might believe that women's wartime employment opportunities represented a deliberate push for gender equality, rather than understanding these opportunities primarily emerged from labor shortages and were framed as patriotic contributions to the war effort.
* Students might incorrectly assume that improved socioeconomic positions during mobilization were experienced similarly by women across different racial, ethnic, and socioeconomic backgrounds, when opportunities and experiences varied considerably.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2722.0
Standard ID: KC-7.3.III.C.i+2
Standard Description: Explain how and why mobilization provided opportunities for minorities to improve their socioeconomic positions for the war's duration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the war efforts challenged traditional roles and led to increased economic opportunities for minority communities.
* Analyze primary and secondary sources to identify claims about the impacts of World War II mobilization on minority socioeconomic statuses.
* Evaluate the impact of World War II on the socioeconomic status of minorities and the broader implications for post-war American society.
* Explain the economic and social factors that enabled minority groups to achieve improved socioeconomic positions during the war, including Executive Order 8802's prohibition of racial discrimination in defense industries and the establishment of the Fair Employment Practice Committee.
* Identify the significant ways in which minority groups were mobilized during World War II and how these efforts contributed to their socioeconomic advancement.
* Use statistical data to assess the changes in employment demographics for minority groups during World War II.

Assessment Boundaries:
* Assessment should focus on how wartime labor shortages and government initiatives like Executive Order 8802 and the Bracero Program created employment opportunities for African Americans, Mexican Americans, and other minority groups during World War II. Students should analyze how these opportunities in defense industries and military service enabled socioeconomic advancement for minorities specifically during the war period. Assessment should also include understanding the motivations behind minority participation in the war effort and the relationship between employment opportunities and civil rights advocacy.

Assessment should not include detailed statistical data on minority employment patterns, comprehensive analysis of post-war economic transitions, or long-term impacts on subsequent social movements. Questions about Japanese American internment, unless directly related to employment opportunities, should be avoided, as should broader civil rights issues not specifically connected to wartime socioeconomic advancement.

Common Misconceptions:
* Some students might believe that socioeconomic improvements for minorities during WWII represented permanent changes, rather than recognizing that many opportunities were temporary and often diminished after the war ended when veterans returned to civilian jobs.
* Some students might overestimate the effectiveness of government initiatives like Executive Order 8802, not recognizing that despite formal prohibitions against discrimination, significant barriers remained in many workplaces and industries during the war.
* Students might incorrectly attribute minority socioeconomic advancement solely to government policies, overlooking how the combination of labor shortages, civil rights advocacy (such as the Double V Campaign), and minority communities' own initiative collectively created pathways for improved economic positions.
* Students might misunderstand the varying experiences among different minority groups during mobilization, potentially overlooking how factors such as geography, skill levels, and existing discrimination patterns created disparities in socioeconomic advancement opportunities between African Americans, Mexican Americans, and other minority communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2723.0
Standard ID: KC-7.3.III.C.i+3
Standard Description: Explain why opportunities for minorities to improve their socioeconomic positions during the war led to debates over racial segregation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the Double V Campaign's impact on public perceptions of racial equality and its influence on debates regarding segregation during the World War II era, including the paradox of one million Black Americans serving in segregated military units such as the Tuskegee Airmen.
* Describe the role of the wartime labor market in opening opportunities for minority groups, such as African Americans and women, and how this shift contributed to societal tensions and debates over racial segregation
* Evaluate the effects of the Japanese American internment camps on domestic perceptions of race and civil liberties, discussing the paradox of fighting for freedoms abroad while denying them at home
* Explain the historical significance of A. Philip Randolph's proposed March on Washington for jobs and freedom, and how this reflected broader societal changes challenging racial segregation
* Identify the socioeconomic opportunities for minorities during World War II and explain how these opportunities differed from their pre-war conditions.
* Using primary sources, compare the viewpoints of different segments of American society on racial segregation during World War II, focusing on economic, political, and social perspectives

Assessment Boundaries:
* Assessments based on this standard should focus on how World War II labor shortages created socioeconomic opportunities for minorities in defense industries and military service, and how these opportunities directly led to debates over racial segregation. Questions should examine specific wartime events and policies—such as Executive Order 8802, the Double V Campaign, and the paradox of segregated military units—as they relate to minority experiences and the resulting societal tensions. Assessments may also include different perspectives on racial segregation during the war period.

Assessments should not include detailed statistical data on employment patterns, comprehensive analysis of post-war civil rights advancements, or the long-term impacts on subsequent legislation and court decisions. Questions should avoid focusing on detailed industrial mobilization statistics, women's specific workforce experiences, or comprehensive information about Western Hemisphere migration patterns during this period.

Common Misconceptions:
* Some students may think that wartime debates over racial segregation led to immediate and widespread policy changes, not recognizing that many discriminatory practices persisted despite labor needs and minority contributions to the war effort.
* Students may incorrectly assume that different minority groups had similar experiences during World War II, not recognizing the varying forms of discrimination and opportunity faced by African Americans, Mexican Americans, and other groups based on existing social structures and regional differences.
* Students might believe that improved socioeconomic opportunities for minorities during World War II primarily resulted from changing moral attitudes rather than from labor shortages and economic necessity created by the war.
* Students might misunderstand the Double V Campaign as having universal support among Americans, rather than recognizing it as a contested initiative that highlighted the contradiction between fighting fascism abroad while maintaining racial discrimination at home.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2724.0
Standard ID: KC-7.3.III.C.i+4
Standard Description: Explain how and why wartime experiences generated challenges to civil liberties such as the internment of Japanese Americans.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as government documents or personal accounts, to identify the social and political factors that caused wartime challenges to civil liberties.
* Analyze the impact of World War II on civil liberties by examining specific examples of government actions and their effects on minority groups.
* Evaluate the significance of wartime challenges to civil liberties in shaping American legal precedent, including the Supreme Court's decision in Korematsu v. United States (1944) that upheld Japanese American internment as justified by military necessity.
* Explain the rationale behind Executive Order 9066 that led to challenges to civil liberties during the war, including the forced removal and internment of over 100,000 Japanese Americans, primarily affecting American-born citizens.
* Identify the specific wartime policies or actions that resulted in challenges to civil liberties during World War II.

Assessment Boundaries:
* Assessment should focus on the specific causes and implementation of Executive Order 9066 leading to Japanese American internment during World War II, including the constitutional issues it raised and the Supreme Court's decision in Korematsu v. United States (1944). Students should be able to explain the rationale given for these actions and analyze how wartime fears influenced government policies that restricted civil liberties, particularly for Japanese Americans on the West Coast.

Assessment should not include detailed analysis of long-term impacts on later court decisions or legislation beyond the World War II period. Questions about other civil liberties challenges not explicitly covered in the lesson nodes (such as comprehensive analysis of censorship or surveillance measures), or comparisons with civil liberties restrictions during other conflicts should be avoided.

Common Misconceptions:
* Some students might believe that the internment of Japanese Americans was primarily implemented for their protection, rather than recognizing it was largely motivated by unfounded fears, racial prejudice, and wartime hysteria.
* Some students might think that most of those interned were Japanese nationals or immigrants, overlooking that approximately two-thirds were American-born citizens with full constitutional rights.
* Students may believe that there was little legal opposition to Japanese American internment, when in fact the Korematsu v. United States case reached the Supreme Court, where several justices issued strong dissenting opinions despite the majority ruling.
* Students may incorrectly assume that Executive Order 9066 applied equally throughout the United States, when it primarily affected Japanese Americans living on the West Coast.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.12
Cluster Name: 11. World War II: Mobilization
Lesson Name: *None specified*
Lesson Order: 2710.0
Standard ID: Unit 7: Learning Objective L
Standard Description: Explain how and why U.S. participation in World War II transformed American society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2740.0
Standard ID: KC-7.3.III.A
Standard Description: Americans viewed the war as a fight for the survival of freedom and democracy against fascist and militarist ideologies. This perspective was later reinforced by revelations about Japanese wartime atrocities, Nazi concentration camps, and the Holocaust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2741.0
Standard ID: KC-7.3.III.A+1
Standard Description: Explain the American view of the war as a fight for the survival of freedom and democracy against fascist and militarist ideologies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source texts, such as speeches or government documents, to describe the American perspective on fighting fascist ideologies during World War II.
* Compare and contrast American views on fascism to those held by other Allied nations during World War II.
* Evaluate the impact of Japanese wartime atrocities on American public opinion regarding the war.
* Explain how revelations of Nazi concentration camps and the Holocaust reinforced American views of World War II as a war against fascism.
* Identify key reasons why Americans viewed World War II as a struggle for the survival of freedom and democracy against fascist and militarist ideologies, with militarism understood as the belief that military strength is the primary source of national power and security.
* Use historical reasoning to explain the connection between American views of World War II and later Cold War policies.
* Utilize propaganda posters from World War II to analyze how American beliefs in freedom and democracy were promoted to support the war effort.

Assessment Boundaries:
* Assessment should focus on students' ability to explain the American perspective of World War II as a defense of freedom and democracy against fascist and militarist ideologies. Students should analyze primary sources including speeches, government documents, propaganda posters, and media that reflect this perspective, while also evaluating how revelations about Japanese wartime atrocities and Nazi Germany's actions reinforced these views. Assessment may include comparison of American ideological perspectives with those of other Allied nations during the war.

Assessment should not include detailed analysis of post-war policy shifts, Cold War dynamics, or the emergence of nuclear arms competition. Specific details about Holocaust documentation methods, dissemination channels, or government responses to Holocaust revelations should be excluded. Assessment should also avoid comparative analysis of military versus civilian experiences for women and minorities during wartime.

Common Misconceptions:
* Some students may believe that Americans viewed the fight against fascism exclusively through events in Europe, without recognizing how Japanese militarism and imperialism in the Pacific similarly threatened democratic values and human rights.
* Some students may confuse militarism with military preparedness, not recognizing that militarism refers to the ideology that military strength is the primary source of national power and security, which characterized Axis nations.
* Students might believe that the American view of the war as a fight for democracy formed immediately after Pearl Harbor, rather than understanding how this perspective evolved and was reinforced by ongoing revelations about Axis atrocities throughout the war.
* Students might incorrectly assume that propaganda was the primary means through which Americans understood the war, overlooking how news reports, government communications, and personal connections to the conflict shaped public perception.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2742.0
Standard ID: KC-7.3.III.A+2
Standard Description: Explain how the American view of the war as a fight for the survival of freedom and democracy against fascist and militarist ideologies was reinforced by revelations about Japanese wartime atrocities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of media and government reports in shaping American public opinion regarding Japanese wartime atrocities.
* Compare American and Japanese perspectives of wartime actions to understand differing narratives and their implications on historical interpretation.
* Discuss the importance of Japanese wartime atrocities in the context of global human rights movements post-World War II.
* Evaluate primary and secondary sources depicting Japanese wartime atrocities to assess their credibility and impact on American wartime rhetoric.
* Explain how the identification of Japanese wartime atrocities reinforced the American perspective of World War II as a struggle for freedom and democracy.
* Identify the key events and revelations concerning Japanese wartime atrocities during World War II, including events such as the Rape of Nanjing and the forced sexual slavery of Korean women.

Assessment Boundaries:
* Assessments based on this standard should focus on specific Japanese wartime atrocities (such as the Rape of Nanking, Bataan Death March, and forced sexual slavery of Korean women), the timing and methods through which Americans became aware of these events, and how these revelations specifically reinforced American ideological framing of the war as a defense of freedom and democracy against fascism and militarism. Assessment questions should incorporate primary source analysis related to media coverage, government reports, and public reactions to Japanese atrocities during and immediately after the war.

Assessments should not include Holocaust revelations or their impact on American ideology, comparative analysis between Japanese and American historical narratives, or post-war diplomatic relations between Japan and the United States. Additionally, questions about broader Pacific War military strategy, atomic weapons development, or the civil rights implications of wartime service should be avoided as they extend beyond the scope of this standard.

Common Misconceptions:
* Some learners might mistakenly believe that media coverage of Japanese atrocities was comprehensive and objective, overlooking how wartime reporting was sometimes shaped by propaganda considerations that emphasized certain atrocities while downplaying others.
* Some students might think that American views of the war as a fight for freedom and democracy emerged primarily as a response to Japanese atrocities, rather than understanding that these revelations reinforced and intensified perspectives that were already developing.
* Students may incorrectly assume that American awareness of Japanese wartime atrocities occurred uniformly after the war ended, when in fact knowledge of certain events like the Bataan Death March became available during the conflict while other atrocities were revealed more fully in the post-war period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2750.0
Standard ID: KC-7.3.III.C.ii
Standard Description: Military service provided opportunities for women and minorities to improve their socioeconomic positions for the war’s duration, while also leading to debates over racial segregation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2751.0
Standard ID: KC-7.3.III.C.ii+1
Standard Description: Explain how military service provided opportunities for women and minorities to improve their socioeconomic positions for the war’s duration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of wartime contributions made by women and minorities to the overall war effort of the United States and how this contributed to societal change.
* Describe the impact of military service on the post-war civil rights movement for women and minorities.
* Evaluate primary and secondary sources regarding the experiences of women and minorities in the military during World War II to infer the socio-economic impact of their service.
* Explain how the participation of women and minorities in military service during World War II led to improved socioeconomic positions during the war.
* Identify the various roles women and minorities occupied in military service during World War II.
* Utilize statistical data to explain changes in employment rates for women and minorities during the wartime period.

Assessment Boundaries:
* Assessment should focus on the specific military roles and opportunities that became available to women and minorities during World War II and how these positions directly improved their socioeconomic status within the war period (1941-1945). Questions may address women's roles in auxiliary units like the Women's Army Corps (WAC) and WAVES, African Americans' service in segregated units, and other minorities' participation in specialized roles, including how these opportunities provided skills, income, and status improvements. Assessment should incorporate interpretation of relevant statistical data, primary sources, and historical evidence that demonstrates socioeconomic changes.

Assessment should not extend to post-war civil rights movements, long-term social changes beyond 1945, or detailed comparative analysis between military and civilian experiences for these groups. Questions should avoid examining advocacy efforts against segregation within military units, comprehensive analysis of discrimination practices, or suggesting that wartime opportunities eliminated structural inequalities. The focus should remain on socioeconomic improvements specifically during the war period.

Common Misconceptions:
* Some students might misunderstand that while military service created new socioeconomic opportunities, many positions for women and minorities maintained significant restrictions and limitations compared to those available to white men during the same period.
* Students may incorrectly assume that socioeconomic improvements through military service were experienced similarly by all minority groups, when in fact different racial and ethnic minorities encountered varying levels of opportunity, segregation, and discrimination despite their service.
* Students might believe that women in military service during WWII served primarily in clerical positions, overlooking their significant roles in specialized areas like medical care, aviation, intelligence, communications, and technical support that provided new skills and economic advancement.
* Students might incorrectly perceive that economic benefits from military service automatically translated into improved social status during wartime, when social barriers, discrimination, and segregation policies often persisted despite economic gains and service contributions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2752.0
Standard ID: KC-7.3.III.C.ii+2
Standard Description: Explain how military service by minorities led to debates over racial segregation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how military service provided a platform to challenge racial segregation in the United States.
* Analyze visual sources, including photographs and propaganda, to understand the portrayal of minority military service and its impact on perceptions of racial equality.
* Evaluate the significance of military service in advancing civil rights discussions, particularly addressing racial segregation.
* Explain how the experiences of minorities in World War II military service differed from their civilian lives.
* Identify key minority groups that served in the military during World War II and contributed to debates over racial segregation.
* Use primary sources, such as letters and government communications, to assess how minority service members advocated for desegregation during and after World War II.

Assessment Boundaries:
* Assessment should focus on how military service by minorities, particularly African Americans, during World War II contributed to debates over racial segregation within both military and civilian contexts. Questions should address key historical examples such as the Double V Campaign, segregated military units, and the contrast between fighting for democracy abroad while facing discrimination at home. Assessment should emphasize how minority service created tensions that challenged existing segregation policies during the wartime period.

Assessment should not include detailed examination of post-war civil rights movements, specific advocacy strategies by minority servicemembers, or comparative analysis between military and civilian experiences. Questions should avoid addressing the impact of wartime service on subsequent civil rights legislation or detailed analysis of how wartime service influenced long-term social change beyond the immediate wartime debates.

Common Misconceptions:
* Learners might think that minority military service led to uniform changes in public attitudes about segregation, not recognizing the varied and complex responses from different segments of American society during the war years.
* Some students may incorrectly assume that debates over racial segregation during World War II were primarily initiated by military or government leadership, rather than recognizing how minority servicemembers and civilian organizations actively challenged discriminatory practices.
* Students may believe that the contradiction between fighting fascism abroad while maintaining segregation at home went largely unnoticed during the war, underestimating how this paradox became a central argument in contemporary debates over racial policies.
* Students might believe that military service by minorities during World War II led to immediate desegregation of the armed forces, overlooking that significant segregation policies remained in place during and immediately after the war despite growing debates about their legitimacy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2760.0
Standard ID: KC-7.3.III.D
Standard Description: The United States and its allies achieved military victory through Allied cooperation, technological and scientific advances, the contributions of servicemen and women, and campaigns such as Pacific "island-hopping" and the D-Day invasion. The use of atomic bombs hastened the end of the war and sparked debates about the morality of using atomic weapons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2761.0
Standard ID: KC-7.3.III.D+1
Standard Description: Explain how the United States and its allies achieved military victory through Allied cooperation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to understand the diplomatic strategies that underpinned Allied cooperation.
* Analyze the role of international collaboration in key events such as the Battle of Stalingrad, the D-Day invasion, and the Pacific island-hopping campaign.
* Describe the impact of combined military resources and personnel from multiple Allied nations on the outcome of World War II.
* Evaluate how diplomatic and military cooperation among the Allies contributed to the successful conclusion of World War II.
* Explain how cooperation among the Allied nations and their leaders (Roosevelt, Churchill, and Stalin) facilitated strategic military decisions such as the 'Germany first' strategy and operations leading to victory.
* Identify the key aspects of Allied cooperation that contributed to the military victory of the United States and its allies.

Assessment Boundaries:
* Assessment should focus on specific military cooperation strategies that contributed to Allied victory, including the 'Germany first' approach, coordination of operations across multiple theaters (Eastern Front, Western Front, North Africa, and Pacific), and the sharing of military resources and personnel. Students should be able to analyze how strategic coordination among Allied leaders (Roosevelt, Churchill, and Stalin) translated into successful joint military operations such as the D-Day invasion, island-hopping campaign, and coordinated offensives.

Assessment should not include detailed diplomatic conferences, post-war implications of Allied cooperation, or in-depth analysis of atomic weapon development beyond its basic role in victory. Questions about Holocaust revelations, minority experiences in the military, scientific innovations beyond their military application, competing historical narratives, or the specific human impacts of atomic bombings should be avoided.

Common Misconceptions:
* Learners may underestimate the significance of the Eastern Front and Soviet contributions, particularly the Battle of Stalingrad, in the overall Allied victory strategy and the diversion of German resources away from other fronts.
* Some students might believe that Allied cooperation was seamless and free of challenges, when in reality the Allies often had significant disagreements over military priorities, resource allocation, and tactical approaches while working toward the common goal of defeating the Axis powers.
* Some students might view Pacific theater operations as exclusively American efforts, overlooking the substantial contributions of other Allied nations in terms of military personnel, resources, intelligence, and coordinated strategies in the defeat of Japan.
* Students might incorrectly assume that the United States led most cooperative efforts, when in fact many Allied nations played critical and sometimes leading roles in specific operations and strategies across various theaters of war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2762.0
Standard ID: KC-7.3.III.D+2
Standard Description: Explain how the United States and its allies achieved military victory through technological and scientific advances.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how logistical innovations in transportation and communication contributed to the strategic successes of the Allied forces.
* Analyze primary source documents such as scientific reports or wartime communications to understand how technological advancements were integrated into military strategies.
* Describe the process of the Manhattan Project under the leadership of physicist J. Robert Oppenheimer and General Leslie Groves, and its implications for the conclusion of World War II.
* Evaluate the role of scientific communities in the Allied countries in developing wartime technologies that led to military successes.
* Explain how technological advancements like radar and the development of the atomic bomb impacted the outcome of World War II.
* Identify the key technological and scientific innovations during World War II that contributed to the Allied victory.
* Use diagrams or charts to identify major technological innovations and explain their strategic applications in key battles.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific technological and scientific advances such as radar, codebreaking (including Enigma decryption), and the development of the atomic bomb directly contributed to Allied victory in World War II. Students should demonstrate understanding of key figures in the Manhattan Project, including J. Robert Oppenheimer and General Leslie Groves, and how these technologies influenced specific military outcomes such as the Battle of Midway, D-Day, and Japan's surrender. Primary source analysis related to technological implementation in military strategy should be included where appropriate.

Assessments should not include detailed analysis of post-war implications of atomic weapons, complex scientific collaboration structures, or in-depth technical specifications of military technologies. Questions about diplomatic negotiations between Allied powers, the physical impacts and casualty statistics of atomic bombings, the experiences of women and minorities in military service, or Holocaust revelations beyond their basic acknowledgment should be excluded. Additionally, comparative analysis of competing historical narratives falls outside the scope of this standard.

Common Misconceptions:
* Learners might incorrectly attribute technological innovations primarily to American scientists and engineers, not recognizing the significant contributions from Allied nations such as British radar development and Polish initial work on breaking the Enigma code.
* Some students may overemphasize the atomic bomb as the decisive technological advancement, potentially overlooking how radar technology and codebreaking efforts like those at Bletchley Park significantly influenced earlier turning points such as the Battle of Midway and the D-Day invasion.
* Students may underestimate the complex scientific challenges, resource requirements, and timeline involved in the Manhattan Project, sometimes assuming that the atomic bomb was developed quickly or with certainty of success rather than understanding the unprecedented scale of the scientific undertaking.
* Students might believe that technological advances were the sole determining factor in Allied victory, without recognizing how these technologies required effective strategic implementation, logistical support, and human decision-making to impact military outcomes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2763.0
Standard ID: KC-7.3.III.D+3
Standard Description: Explain how the United States and its allies achieved military victory through the contributions of servicemen and women.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the experiences of servicemen and women during World War II influenced post-war American society and military policy.
* Compare the roles of servicemen and women during World War II to previous conflicts, highlighting similarities and differences in contribution and impact.
* Evaluate the historical significance of the contributions made by servicemen and women to the military victory of the United States and its allies.
* Explain how the involvement of servicemen and women in different military campaigns led to the overall success of the Allied forces.
* Identify the various roles and responsibilities of servicemen and women in contributing to the Allied victory during World War II.
* Utilize primary sources such as letters, diaries, and photographs, to assess the experiences and contributions of servicemen and women during World War II.

Assessment Boundaries:
* Assessment should focus on the specific contributions of servicemen and women to Allied military victory in World War II, including combat roles in key battles (D-Day, Midway, Iwo Jima, Okinawa), non-combat support functions, and participation in strategic campaigns like island-hopping in the Pacific. Questions should address the different roles of diverse groups in the military, including women in non-combat positions and minorities in segregated units, as well as how these contributions directly affected the outcome of specific military operations.

Assessment should exclude detailed analysis of diplomatic relationships between Allied powers, the physical and human impacts of atomic bombings, post-war civil rights movements, and advocacy efforts against segregation. Questions should not cover comparative analysis of military versus civilian experiences, scientific collaboration methodologies, or the geopolitical implications of atomic weapons development beyond their immediate role in ending the war.

Common Misconceptions:
* Some students may believe that military campaigns in Europe, particularly D-Day and the advance into Germany, were the predominant focus of American military efforts, not recognizing the strategic importance of the Pacific theater with battles like Midway that turned the tide against Japanese expansion.
* Students may incorrectly believe that technological advances like the atomic bomb were solely responsible for Allied victory, without recognizing how the coordinated efforts of millions of servicemen and women across multiple theaters of war were fundamental to overcoming Axis powers.
* Students might incorrectly assume that servicemen and women contributed primarily through direct combat roles, overlooking the crucial impact of intelligence gathering, medical support, logistical planning, and equipment maintenance that were essential to military victory.
* Students might underestimate how segregation and discrimination affected the deployment and recognition of minority servicemembers, potentially assuming that all servicemen and women had equal opportunities to contribute to the war effort regardless of race or gender.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2764.0
Standard ID: KC-7.3.III.D+4
Standard Description: Explain how the United States and its allies achieved military victory through campaigns such as Pacific "island-hopping" and the D-Day invasion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to evaluate the impact of technological advances on the success of military campaigns in the Pacific and Europe during World War II.
* Analyze the role of cooperation among Allied forces in the planning and execution of military campaigns like Pacific "island-hopping" and the D-Day invasion.
* Compare the military tactics and outcomes of major Allied campaigns including the North African campaign, Italian campaign, Pacific 'island-hopping,' and the D-Day invasion.
* Explain the strategic significance of the D-Day invasion and the Battle of the Bulge in the context of achieving Allied military objectives in Europe.
* Identify the strategies employed by the United States and its allies in the Pacific theater, including the Battle of Midway and 'island-hopping' campaigns, and evaluate their effectiveness in securing military victories.
* Utilize maps or diagrams to identify key locations targeted during the Pacific 'island-hopping' campaigns, which involved bypassing heavily fortified Japanese islands to capture strategically important ones, and explain their strategic importance.

Assessment Boundaries:
* Assessments based on this standard should focus on the strategic objectives, tactical execution, and outcomes of specific Allied military campaigns including Pacific island-hopping, the Battle of Midway, D-Day invasion, and the Battle of the Bulge. Students should demonstrate understanding of how these campaigns contributed to Allied victory, including the strategic significance of targeting specific locations, multinational military cooperation, and how military decisions affected campaign outcomes. Assessments may also include the North African and Italian campaigns as they relate to the broader Allied strategy.

Assessments should not include diplomatic relations between Allied powers, the development of military technologies, or post-war implications of military actions. Questions about the Holocaust, atomic bombings, or civil rights impacts of military service are outside the scope of this standard. Additionally, assessment should avoid comparative analysis of civilian experiences or detailed examination of minority servicemember advocacy efforts during the war.

Common Misconceptions:
* Some students might mistakenly believe that the island-hopping strategy aimed to capture every Pacific island, rather than understanding it as a strategic approach to bypass heavily fortified Japanese positions while securing locations that offered tactical advantages for subsequent operations.
* Some students might misunderstand the sequence and relationship between Pacific theater milestones, particularly the Battle of Midway's role as a turning point that preceded and enabled the successful implementation of the island-hopping strategy.
* Students may incorrectly view Allied campaigns in different theaters as separate, unrelated efforts, rather than understanding how the 'Germany first' strategy and resource allocation decisions connected North African, Italian, D-Day, and Pacific campaigns into a coordinated global approach.
* Students may underestimate the extensive multinational planning and coordination behind the D-Day invasion, potentially viewing it primarily as an American operation rather than recognizing the significant contributions from British, Canadian, and other Allied forces.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2765.0
Standard ID: KC-7.3.III.D+5
Standard Description: Explain how the use of atomic bombs hastened the end of the war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the use of atomic bombs influenced Japan's decision-making process to surrender in World War II.
* Analyze statistical data regarding the casualties and destruction caused by the atomic bombings compared to other military campaigns in the Pacific.
* Compare the perspectives of various wartime leaders concerning the necessity and impact of the atomic bombings on the outcome of World War II.
* Evaluate the moral and ethical debates surrounding the deployment of atomic bombs during the war.
* Explain how the use of atomic bombs at the end of World War II influenced post-war geopolitical relations, particularly in the context of U.S.-Soviet relations during the onset of the Cold War.
* Explain the immediate effects of the atomic bombs on the cities of Hiroshima and Nagasaki and their populations.
* Identify the key military and strategic reasons for the U.S. decision to use atomic bombs against Japan.
* Use primary source accounts to describe the reactions of both American and Japanese leadership to the dropping of the atomic bombs.

Assessment Boundaries:
* Assessment should focus on how the atomic bombings of Hiroshima and Nagasaki influenced Japan's surrender decision-making process in World War II. Students should demonstrate understanding of the key military and strategic rationales for using atomic weapons, the Japanese leadership's reactions and deliberations following the bombings, and how these events accelerated Japan's surrender compared to other potential war outcomes. Assessment may include examination of primary source perspectives from American and Japanese leaders regarding the necessity and impact of the bombings.

Assessment should not include detailed casualty statistics or physical destruction data from the bombings, scientific details of atomic weapon development, or post-war geopolitical implications including the nuclear arms race and Cold War dynamics. While students may consider the ethical dimensions mentioned in lesson materials, in-depth moral philosophy discussions exceed the scope of this standard.

Common Misconceptions:
* Learners might assume that the decision to use atomic weapons was made without considering alternatives, when American leadership actually deliberated various options including conventional invasion, continued strategic bombing, naval blockade, and diplomatic approaches.
* Some students may think that Japan's leadership immediately and unanimously decided to surrender after the atomic bombings, not recognizing the significant internal debates among Japanese military and civilian leaders about continuing the war despite the new weapons.
* Students may incorrectly believe that the Potsdam Declaration explicitly mentioned atomic weapons, when in fact it warned of 'prompt and utter destruction' without specifically describing the nature of the new weapon that would be used if Japan refused to surrender.
* Students might incorrectly believe that the atomic bombings were the sole factor in Japan's surrender, overlooking other significant elements like Japan's deteriorating military position, naval blockade, conventional bombing campaigns, and the Soviet Union's entry into the war against Japan.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2766.0
Standard ID: KC-7.3.III.D+6
Standard Description: Explain how the use of atomic bombs sparked debates about the morality of using atomic weapons.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents reflecting various perspectives on the use of atomic bombs and their moral implications.
* Compare the differing viewpoints on the morality of atomic weapons use from American, Japanese, and international perspectives.
* Describe how public opinion in the United States regarding the use of atomic bombs evolved in the immediate aftermath of World War II.
* Evaluate the long-term effects of the atomic bomb debates on international policies regarding nuclear weapons.
* Explain the historical context that led to the decision to use atomic bombs during World War II.
* Identify key arguments used in debates over the morality of using atomic weapons during and following World War II.

Assessment Boundaries:
* Assessments based on this standard should focus on the moral debates surrounding the use of atomic bombs during and immediately following World War II, including key arguments from American, Japanese, and international perspectives. Students should analyze the ethical considerations that influenced the decision to use atomic weapons, interpret primary source documents reflecting various viewpoints, and trace how public opinion evolved in the immediate aftermath of Hiroshima and Nagasaki. Assessments should emphasize the contemporary nature of these debates among political leaders, scientists, military officials, and the general public.

Assessments should not include detailed casualty statistics or physical destruction data from the bombings, post-war nuclear policy developments during the Cold War period, or the nuclear arms race between superpowers. Additionally, technical aspects of atomic weapons development beyond basic historical context of the Manhattan Project should be excluded, as should comparative analyses with conventional bombing campaigns.

Common Misconceptions:
* Some students might incorrectly assume that perspectives on atomic weapons were divided simply along national lines, not recognizing the significant differences of opinion that existed among Americans and within other national populations.
* Some students might think that debates about the morality of atomic weapons began only after the war ended, not recognizing that scientists, military leaders, and government officials expressed ethical concerns before and during the bombing decisions.
* Students may believe that arguments about the atomic bombings centered primarily around military necessity, overlooking how moral considerations about civilian targeting, international relations, and future implications of nuclear weapons shaped the debates.
* Students might think that public opinion regarding atomic weapons remained static after their initial use, rather than understanding how revelations about radiation effects, shifting geopolitical concerns, and evolving ethical frameworks changed perceptions over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.13
Cluster Name: 12. World War II: Military
Lesson Name: *None specified*
Lesson Order: 2740.0
Standard ID: Unit 7: Learning Objective M
Standard Description: Explain the causes and effects of the victory of the United States and its allies over the Axis powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.14
Cluster Name: 13. Postwar Diplomacy
Lesson Name: *None specified*
Lesson Order: 2770.0
Standard ID: KC-7.3.III.E
Standard Description: The war-ravaged condition of Asia and Europe, and the dominant U.S. role in the Allied victory and postwar peace settlements, allowed the United States to emerge from the war as the most powerful nation on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.14
Cluster Name: 13. Postwar Diplomacy
Lesson Name: *None specified*
Lesson Order: 2771.0
Standard ID: KC-7.3.III.E+1
Standard Description: Explain how the war-ravaged condition of Asia and Europe allowed the United States to emerge from the war as the most powerful nation on Earth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps showing post-World War II economic and infrastructure damage in Europe and Asia, and correlate these factors with the surge in American influence.
* Analyze primary sources that demonstrate the ideological differences between the United States and Soviet Union that shaped postwar geopolitics and U.S. ascendancy.
* Analyze the role of U.S. involvement in the postwar reconstruction of Europe and Asia and how it contributed to America's rise as a powerful nation.
* Assess the impact of U.S. foreign policies, such as the Marshall Plan, on strengthening its position as a global leader following World War II.
* Explain how the destruction experienced by European and Asian nations during World War II paved the way for American economic and military dominance.
* Identify the economic, political, and social conditions in Asia and Europe post-World War II that were conducive to the U.S. becoming a dominant global power.

Assessment Boundaries:
* Assessments should focus on how the physical devastation and political instability in post-WWII Europe and Asia created conditions for U.S. emergence as a dominant power, examining the establishment of international organizations like the United Nations and the outcomes of wartime conferences such as Yalta and Potsdam. Questions should address the ideological differences between the United States and Soviet Union that emerged after the war and how these differences contributed to shifting global power dynamics while exploring how war devastation affected nations' relative positions internationally.

Assessments should not include specific details about U.S. economic advantages, military capabilities, reconstruction programs, occupation policies, or statistical data comparing economies. Questions about specific foreign policy initiatives like the Marshall Plan, NATO formation, or the Truman Doctrine should be avoided, as should detailed analysis of implementation strategies for postwar reconstruction efforts.

Common Misconceptions:
* Some students may incorrectly assume that the outcomes of wartime conferences like Yalta and Potsdam demonstrated full Allied cooperation rather than recognizing how these meetings revealed growing tensions that would affect postwar power distribution.
* Some students may not fully grasp how ideological differences between the United States and Soviet Union contributed to America's emergence as a global power, instead viewing the Cold War as completely separate from rather than connected to the power vacuum created by war devastation.
* Students might believe that the United States emerged as a global power primarily through military victory rather than understanding how the physical devastation in Europe and Asia fundamentally altered the relative power balance in the international system.
* Students might misunderstand the relationship between the establishment of the United Nations and America's global position, failing to recognize how this international organization reflected a significant shift from U.S. interwar isolationism to postwar leadership.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.14
Cluster Name: 13. Postwar Diplomacy
Lesson Name: *None specified*
Lesson Order: 2772.0
Standard ID: KC-7.3.III.E+2
Standard Description: Explain how the dominant U.S. role in the Allied victory allowed the United States to emerge from the war as the most powerful nation on Earth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological and military innovations developed by the United States during World War II and how they influenced its international standing post-war.
* Evaluate primary and secondary sources to determine how the post-war geopolitical landscape enabled the United States to assume a leading global role.
* Explain the economic transformations in the United States during and after World War II that facilitated its emergence as a world superpower.
* Explain the role of U.S. leadership in wartime conferences (such as Tehran and Casablanca) in shaping Allied military strategies, contributing to its emergence as the dominant global power.
* Identify the strategic advantages the United States held among the Allied powers during World War II that contributed to its dominant role in victory.
* Use statistical data and economic indicators from the post-WWII period to analyze how the U.S. emerged as a leading global economic power.

Assessment Boundaries:
* Assessments based on this standard should focus on the wartime factors that positioned the United States to emerge as the dominant global power, including its leadership role in Allied military strategies, participation in wartime conferences (Tehran, Casablanca, Yalta, Potsdam), contributions to the Allied victory, and role in establishing the United Nations. Students should demonstrate understanding of how the devastation experienced by other major powers created a geopolitical vacuum that the relatively unscathed United States was positioned to fill.

Assessments should not include post-war economic advantages, reconstruction programs, occupation policies, or specific Cold War policies that emerged after 1945. Additionally, detailed analysis of post-war military deployments, the nuclear monopoly's strategic implications, and specific diplomatic negotiations at peace conferences falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that the United States operated independently in achieving Allied victory, overlooking the collaborative nature of wartime planning at conferences like Tehran and Casablanca where leadership was shared among Allied powers.
* Some students might incorrectly assume that the United States emerged as the dominant power simply because it participated in the winning side, without recognizing how specific wartime roles, technological developments, and relative geographic insulation from destruction created this outcome.
* Some students might think that the United States deliberately planned to become the dominant global power, rather than understanding how its wartime position and the devastation of other major powers created conditions that elevated its status.
* Students may misunderstand the significance of the United Nations formation in 1945, failing to recognize how U.S. leadership in establishing this organization represented a fundamental shift from pre-war isolationism and demonstrated its new global leadership position.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.14
Cluster Name: 13. Postwar Diplomacy
Lesson Name: *None specified*
Lesson Order: 2773.0
Standard ID: KC-7.3.III.E+3
Standard Description: Explain how the dominant U.S. role in postwar peace settlements allowed the United States to emerge from the war as the most powerful nation on Earth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps and data sets showing geopolitical changes post-WWII to explain how peace settlements reinforced U.S. influence.
* Describe how the economic and military positioning of the United States contributed to its role in shaping postwar peace settlements.
* Evaluate the historical significance of U.S. leadership in major postwar peace conferences (such as Yalta and Potsdam), using examples from primary sources.
* Examine diplomatic correspondences from WWII peace conferences to identify strategies that enhanced U.S. power globally.
* Explain how U.S. policies and decisions during the peace settlements of WWII contributed to its emergence as a global superpower and the onset of Cold War tensions with the Soviet Union.
* Identify key postwar peace settlements and international institutions (such as the United Nations) led by the United States and explain their significance in establishing U.S. dominance.
* Utilize political cartoons and propaganda from the post-WWII era to understand public perception of U.S. as a superpower.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific peace conferences (Yalta, Potsdam) and wartime conferences (Tehran, Casablanca) that established U.S. leadership in shaping the postwar world order. Questions should address the establishment of the United Nations, agreements made at these conferences, and how these diplomatic achievements positioned the United States as a dominant global power. Assessments should evaluate students' understanding of how these peace settlements revealed growing tensions with the Soviet Union and contributed to the early Cold War geopolitical landscape.

Assessments should not include detailed information about economic recovery programs (such as the Marshall Plan), specific military advantages of the United States, or occupation policies in Asia. Questions about media representations, statistical economic data, or detailed implementation of diplomatic strategies at peace conferences should be avoided. Long-term Cold War policies like the Truman Doctrine, NATO formation, or containment strategy are outside the scope of this assessment.

Common Misconceptions:
* Learners might assume that agreements at peace conferences were fully implemented as planned, overlooking how broken promises (particularly regarding free elections in Eastern Europe) contributed to growing Cold War tensions.
* Some students may misinterpret the establishment of the United Nations as having little connection to U.S. power, rather than understanding it as a deliberate diplomatic achievement that reinforced American global leadership.
* Students might believe that peace settlements were primarily determined by military victories rather than recognizing the complex diplomatic negotiations at conferences like Yalta and Potsdam that established U.S. global influence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.14
Cluster Name: 13. Postwar Diplomacy
Lesson Name: *None specified*
Lesson Order: 2770.0
Standard ID: Unit 7: Learning Objective N
Standard Description: Explain the consequences of U.S. involvement in World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2780.0
Standard ID: KC-7.1.I
Standard Description: The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2781.0
Standard ID: KC-7.1.I+1+O
Standard Description: Explain how the United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare perspectives on the impact of industrialization on American society.
* Analyze the impact of technological innovations on the shift from an agricultural to an industrial economy, comparing 19th century innovations affecting production and transportation with 1920s technologies like radio and automobiles that transformed communication, mobility, and culture.
* Describe how urbanization influenced economic development during the United States' transition to an industrial economy.
* Evaluate the social changes that accompanied the United States' transition from rural to urban living during the industrialization period.
* Explain how the growth of urban centers contributed to the economic transformation of the United States.
* Explain the role of large companies in leading the United States' transition to an urban, industrial economy.
* Identify the key economic shifts that facilitated the United States transition from a rural, agricultural economy to an urban, industrial economy.
* Utilize graphs and data sets to identify trends in urban growth and industrialization during the transition from a rural to an industrial economy.

Assessment Boundaries:
* Assessments based on this standard should focus on the factors driving the transition from rural/agricultural to urban/industrial economy in the United States, the expanding role of large companies in this economic transformation, and the social changes that accompanied urbanization. Students should understand how the economic landscape shifted during this period, including changes in business organization, labor patterns, and the complementary relationship between urban growth and industrial development. Assessments may include comparisons between 19th century industrial innovations and 1920s technologies in terms of their different impacts on American society and economy.

Assessments should not include detailed technological timelines (1820s-1890s), specific quantitative data on urbanization or industrial output, or causal analyses of how urban centers facilitated industrial growth through specific mechanisms. Questions addressing Progressive Era reforms, the Great Depression, New Deal policies, immigration restrictions, or American imperialism fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners might view the transition to an industrial economy as primarily beneficial for most Americans, overlooking the socio-economic challenges such as poor working conditions, wealth disparities, and labor tensions that accompanied industrialization.
* Some students may believe that agricultural work diminished in importance during industrialization, not recognizing how agriculture continued as a significant economic sector that underwent its own transformation during this period.
* Students might incorrectly assume that 19th century industrial innovations and 1920s technologies (like radio and automobiles) impacted American society in similar ways, rather than understanding how earlier innovations primarily transformed production and transportation while later technologies revolutionized communication, mobility, and culture.
* Students might think that the industrialization process occurred rapidly over a short period, rather than recognizing it as a gradual transition spanning multiple decades with varying rates of change across regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2790.0
Standard ID: KC-7.1.II
Standard Description: In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2791.0
Standard ID: KC-7.1.II+1+O
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to political corruption by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of government measures taken during the Progressive Era to combat political corruption.
* Compare differing viewpoints among Progressives on the appropriate methods for addressing political corruption during the Progressive Era.
* Examine how political cartoons from the Progressive Era reflected societal reactions to corruption and proposed governmental reforms.
* Explain how Progressive reformers advocated for greater government intervention in response to political corruption, providing historical context.
* Identify key instances of political corruption during the Progressive Era and the specific government actions proposed to address them.
* Utilize primary source documents from the Progressive Era to identify and explain arguments for increased governmental action against corruption.

Assessment Boundaries:
* Assessments based on this standard should focus on different approaches Progressives took to combat political corruption, including government reforms (such as direct primaries, initiatives, referendums, civil service reforms) and social measures (such as public education campaigns and ethical standards promotion). Students should analyze the effectiveness of these measures and compare diverse Progressive perspectives on addressing corruption, including tensions between those favoring direct community engagement versus those advocating for expanded federal regulatory power.

Assessments should not include economic reforms, labor laws, or public health initiatives unless directly connected to anti-corruption efforts. Questions requiring analysis of primary sources, political cartoons, regional variations in reform adoption, or detailed statistical data on Progressive Era reforms should be avoided. Questions should focus on the approaches and effectiveness of reforms rather than specific arguments from primary sources.

Common Misconceptions:
* Some students might overemphasize formal political reforms while underappreciating the role of social measures in combating corruption, such as efforts to educate the public, promote ethical standards, and create institutional accountability.
* Some students might think that Progressives shared a unified approach to fighting corruption, when in fact the movement encompassed diverse perspectives ranging from grassroots activists focused on community engagement to government reformers advocating for expanded federal regulatory power.
* Students may misunderstand government action during the Progressive Era as primarily punitive, overlooking how many reforms focused on constructive policies aimed at improving governmental efficiency, transparency, and democratic processes.
* Students might assume that Progressive Era reforms achieved immediate and comprehensive success, rather than recognizing the significant resistance these measures faced and the gradual, sometimes partial implementation of anti-corruption initiatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2792.0
Standard ID: KC-7.1.II+2+O
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to economic instability by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Progressive economic measures on different sectors of society and the government’s role.
* Compare the economic strategies of the Progressive Era with prior or subsequent reform movements to understand patterns of change over time.
* Corroborate primary sources with historical data to assess the success of Progressive economic policies and reforms.
* Explain how specific governmental actions were proposed by Progressives to address economic instability in the early 20th century.
* Identify key economic reforms advocated by Progressives in response to economic instability during the Progressive Era.
* Use statistical data to evaluate the effectiveness of Progressive reforms in stabilizing the economy during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on Progressive Era responses to economic instability through government action and political measures, including regulatory reforms, antitrust legislation, banking system changes, and labor protections. Students should demonstrate understanding of the various Progressive approaches to economic reform, the rationales behind increased government involvement in the economy, and how these reforms compared to those in earlier or later periods like the New Deal. Questions should emphasize the diversity of Progressive economic reform strategies at federal, state, and local levels.

Assessments should not include detailed statistical analysis of economic indicators, in-depth examination of primary sources, or comprehensive evaluation of reform outcomes. Questions about Progressive anti-corruption efforts should be included only when directly connected to economic instability, not as standalone political reforms. Geographic distribution of reforms, demographic data, and detailed policy implementation variations across regions should be avoided.

Common Misconceptions:
* Some students might incorrectly separate Progressive economic reforms from anti-corruption efforts, not recognizing how Progressives often viewed political corruption and economic instability as interconnected problems requiring complementary solutions.
* Students may misunderstand the diversity within the Progressive movement, not recognizing that reformers often disagreed about specific approaches to economic problems, with some favoring strict regulation of businesses while others emphasized consumer protections or labor rights.
* Students might assume that Progressive economic reforms were motivated primarily by humanitarian concerns, overlooking how many reformers were also driven by desires for efficiency, stability of the capitalist system, protection of middle-class interests, or prevention of more radical alternatives.
* Students might believe that Progressive economic reforms faced little opposition and were implemented rapidly, when in fact many reforms encountered significant resistance from business interests and conservative politicians, often resulting in compromised legislation and gradual implementation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2793.0
Standard ID: KC-7.1.II+3+O
Standard Description: Explain how, in the Progressive Era of the early 20th century, Progressives responded to social concerns by calling for greater government action and other political and social measures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how different regions and government levels implemented Progressive policies, comparing state-level direct democracy initiatives (referendums, recalls, initiatives) with federal regulatory expansion and constitutional amendments during this period.
* Analyze primary sources from the period, such as political speeches or writings, to identify the social issues Progressive activists were most concerned about and the solutions they advocated.
* Describe the contrasting approaches within the Progressive movement, comparing community-based reformers like Jane Addams with government reformers like Theodore Roosevelt, and how these different approaches led to legislative or policy changes at various governmental levels.
* Evaluate the effectiveness of specific Progressive era policies or laws in addressing social concerns and reducing economic inequality.
* Explain how the social reforms of the Progressive Era, such as those targeting child labor and public health, reflected broader societal demands for government intervention.
* Identify key social concerns addressed by the Progressive movement in the early 20th century and the specific governmental measures proposed to address these issues.
* Utilize maps or graphical data representing the spread of Progressive policies or the demographic changes that led to social reforms, and explain how these visualizations shed light on government action during the era.

Assessment Boundaries:
* Assessment should focus on how Progressives in the early 20th century responded to social concerns through various approaches, including both government action and community-based initiatives. Questions should address specific social reforms (such as those targeting child labor, public health, and women's rights), the contrasting approaches within the Progressive movement (comparing community-based reformers like Jane Addams with government reformers like Theodore Roosevelt), and how these approaches manifested at different governmental levels (state versus federal reforms).

Assessment should not include detailed analysis of Progressive responses to political corruption or economic instability, as these are addressed in separate standards. Statistical data on economic indicators during the Progressive Era, detailed geographic distribution of reforms with demographic data, and comparisons to New Deal policies should be excluded. Questions evaluating the success of Progressive reforms should focus on social impacts rather than economic outcomes.

Common Misconceptions:
* Students may incorrectly perceive Progressive Era reforms as sudden, comprehensive solutions rather than understanding them as incremental steps in ongoing reform movements that evolved over decades and faced considerable opposition.
* Students may overemphasize federal government action in Progressive reforms, potentially overlooking the significant role of grassroots organizations, settlement houses, and state-level initiatives in addressing social concerns.
* Students might assume Progressive reforms benefited all segments of society equally, when in fact many reforms had limited impact on racial minorities and some economically disadvantaged groups.
* Students might view Progressivism as a unified movement with consistent approaches, when in reality it encompassed diverse strategies from community-based settlement house work to government regulation and constitutional amendments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2800.0
Standard ID: KC-7.1.III
Standard Description: During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2801.0
Standard ID: KC-7.1.III+1+O
Standard Description: Explain how during the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how these policy initiatives transformed the United States into a limited welfare state.
* Compare the different perspectives on the New Deal's effectiveness by analyzing primary source documents from policymakers and public opinion during the era.
* Corroborate and qualify the argument that the New Deal redefined American liberalism through an analysis of secondary sources that interpret its legacy.
* Evaluate the historical significance of key programs like Social Security, the Agricultural Adjustment Administration, and the National Industrial Recovery Act in establishing a welfare state.
* Explain the impact of these transformations on redefining modern American liberalism, particularly the formation of the New Deal coalition that united disparate groups (Southern whites, Northern urban ethnics, labor unions, African Americans) under the Democratic Party.
* Identify the major policy initiatives introduced during the 1930s to combat the challenges of the Great Depression, comparing these unprecedented interventions with minimal federal responses to previous economic downturns like the Panic of 1893.
* Use statistical data from the 1930s to assess the impact of New Deal policies on unemployment rates and economic recovery.

Assessment Boundaries:
* Assessments based on this standard should focus on the major policy initiatives of the 1930s that transformed the U.S. into a limited welfare state, including key programs like Social Security, the Agricultural Adjustment Administration, and the National Industrial Recovery Act. Students should analyze how these policies redefined modern American liberalism, understand the formation and significance of the New Deal coalition, and compare 1930s federal responses to previous economic downturns like the Panic of 1893. Assessments should emphasize understanding the varying impacts of these policies on different demographic groups and the political opposition these changes faced.

Assessments should not include analysis of primary source documents from New Deal policymakers, detailed economic data analysis comparing pre- and post-implementation outcomes, or migration experiences during the Great Depression. Additionally, post-World War II welfare state expansions, international initiatives (such as the Marshall Plan), and the specific political rhetoric about migrants during this period fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might incorrectly assume that modern American liberalism emerged as a fully formed ideology immediately following the New Deal, rather than recognizing it as an evolving political philosophy that developed over time through ongoing debates about government's role in ensuring economic security and social welfare.
* Some students may misunderstand the varied impacts of New Deal programs, potentially thinking these initiatives universally benefited all Americans equally, when in reality many programs had limited reach and disproportionate effects across different demographic groups and regions.
* Students might fail to distinguish between Herbert Hoover's initial, more limited responses to the Great Depression and Franklin Roosevelt's more expansive New Deal approaches, incorrectly attributing all 1930s federal interventions solely to Roosevelt or misunderstanding the significant shift in philosophy between the two administrations.
* Students might incorrectly believe that the establishment of a limited welfare state during the 1930s was widely accepted, overlooking the significant political opposition from conservative groups, Supreme Court challenges, and skepticism from both business interests and some progressive critics.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2802.0
Standard ID: KC-7.1.III+2+O
Standard Description: Explain why, during the 1930s, policymakers' transformation of the U.S. into a limited welfare state redefined the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the goals and ideas of modern American liberalism were redefined as a result of the limited welfare state policies of the 1930s.
* Compare the Progressive Era's focus on regulating business practices and political processes with the New Deal's creation of a welfare state with direct government responsibility for citizens' economic security, examining how each period redefined American liberalism.
* Evaluate the long-term significance of the policy changes in the 1930s on the development of modern American liberalism, incorporating diverse historical perspectives.
* Explain the economic and social impacts of the transformation into a limited welfare state during the 1930s and how these impacts necessitated a redefinition of modern American liberalism.
* Identify the key policies introduced during the 1930s that contributed to the transformation of the United States into a limited welfare state and explain how these policies redefined modern American liberalism.
* Using primary source passages from speeches and governmental documents of the 1930s, explain how policymakers' rhetoric supported the transformation of the U.S. into a limited welfare state.

Assessment Boundaries:
* Assessment should focus on how specific New Deal programs and policies of the 1930s (such as the Social Security Act, the Wagner Act, and other key legislation) transformed the United States into a limited welfare state and redefined modern American liberalism. Students should be able to analyze the shift in liberal ideology from the Progressive Era's regulatory approach to the New Deal's conception of direct government responsibility for citizens' economic security and welfare. Assessments may include analysis of the rhetoric used by policymakers to justify this transformation and the political realignment that accompanied these changes.

Assessments should not include detailed primary source analysis of New Deal documents, specific economic data comparing pre- and post-implementation outcomes, or contemporary public opinion across demographic groups. Additionally, broader social implications such as civil rights advancements or international comparisons with other nations' welfare systems fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might confuse the 'limited welfare state' of the 1930s with more extensive welfare systems that developed later, not recognizing the incremental nature of government involvement and the specific economic security programs that defined this initial transformation.
* Some students might oversimplify the political dynamics of the 1930s transformation, not recognizing that while the New Deal created a new Democratic coalition, there remained significant opposition from various groups including conservatives, business interests, and even the Supreme Court that shaped the limitations of the welfare state.
* Students may believe that the transformation into a limited welfare state represented a complete break from earlier American political traditions, rather than understanding it as an evolution of liberal thought that incorporated both new and traditional elements of American political ideology.
* Students might misunderstand the relationship between the New Deal and American liberalism, viewing the policies primarily as pragmatic responses to economic crisis rather than recognizing how they fundamentally redefined liberalism's core principles regarding government's role in ensuring economic security.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2810.0
Standard ID: KC-7.2.I
Standard Description: Popular culture grew in influence in U.S. society, even as debates increased over the effects of culture on public values, morals, and American national identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2811.0
Standard ID: KC-7.2.I+1+O
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on public values.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze debates concerning the impact of popular culture on American national identity.
* Compare differing perspectives on the influence of popular culture using primary and secondary sources.
* Explain how innovations in communications and technology facilitated the spread of popular culture and debate over public values.
* Explain how popular culture affected public values and morals in the United States.
* Identify evidence from primary sources that illustrates shifts in public values due to popular culture influences.
* Identify key elements of popular culture that gained influence in U.S. society during this period.
* Utilize media sources like films and music to discuss the reflection of societal values and debates in popular culture.

Assessment Boundaries:
* Assessments based on this standard should focus on the influence of popular culture forms such as jazz, film, radio, and literature during the late 19th and early 20th centuries (with emphasis on the 1920s), including how technological innovations facilitated their spread. Students should analyze debates over popular culture's impact on public values, morals, and national identity, examining tensions between rural traditionalists and urban modernists, as well as contrasting perspectives about cultural change from different demographic groups and regions.

Assessments should not include statistical data on migration/urbanization patterns that facilitated popular culture's spread or detailed migration narratives related to cultural developments. Additionally, discussions of global events affecting cultural patterns, political campaigns related to immigration, and post-WWII cultural developments fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners might think that popular culture emerged suddenly in the 1920s, not recognizing its gradual development from the late 19th century through technological innovations and changing social conditions.
* Some students might believe that popular culture primarily reflected existing societal values rather than recognizing how it actively shaped and challenged those values, contributing to debates about American identity and morality.
* Students may believe that new forms of popular culture (film, jazz, radio) were received similarly across different regions and demographics, overlooking how the rural-urban divide and varying social contexts led to diverse interpretations and reactions to cultural shifts.
* Students may incorrectly assume that cultural debates during this period were primarily generational conflicts, overlooking the complex social, religious, regional, and racial dimensions that influenced reactions to new cultural forms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2812.0
Standard ID: KC-7.2.I+2+O
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on morals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the arguments presented in primary and secondary sources regarding the influence of popular culture on public morals and American national identity.
* Compare and contrast two significant cultural debates of the period, explaining how they reflect broader societal tensions over morality and identity.
* Evaluate the historical significance of the relationship between popular culture and public morality on American society by examining examples of film, theatre, music, or literature that impacted public discourse.
* Explain how specific forms of popular culture raised debates over moral values in American society during the early 20th century.
* Identify different viewpoints regarding the impact of popular culture on societal values, using political cartoons, propaganda, or photographs from the era.
* Identify key elements of popular culture that grew influential in the United States during the period from 1890 to 1945.

Assessment Boundaries:
* Assessments based on this standard should focus on popular culture's growing influence in American society from 1890-1945 and the debates this influence generated regarding public morals. Students should analyze specific cultural forms (cinema, radio, literature, music, dance, fashion) and identify different perspectives within moral debates through primary sources such as editorials, speeches, advertisements, and political cartoons. Assessments should emphasize understanding how these debates reflected broader social tensions between traditionalism and modernism during this period.

Assessments should not include statistical analyses of popular culture's distribution mechanisms, detailed technological development of media forms, or post-1945 cultural developments. American national identity discussions should only be included when directly related to moral debates, and assessments should avoid requiring statistical data on urbanization patterns or demographic changes related to cultural consumption.

Common Misconceptions:
* Learners might assume that popular culture developed and spread uniformly across America, missing how geographic, economic, and social factors affected different communities' access to and reception of new cultural forms between 1890-1945.
* Some students might incorrectly assume that moral critics of popular culture were exclusively older generations or rural populations, overlooking the diversity of perspectives within both supporter and critic groups across demographic categories.
* Students may believe that debates over popular culture were primarily religious in nature, overlooking diverse sources of moral critique including secular, political, and philosophical perspectives.
* Students might confuse the moral debates about popular culture from 1890-1945 with contemporary moral debates about media influence, not recognizing the specific historical contexts and concerns of the earlier period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2813.0
Standard ID: KC-7.2.I+3+O
Standard Description: Explain popular culture's growing influence in U.S. society, even as debates increased over the effects of culture on American national identity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand the debates surrounding the moral implications and influences of popular culture on American values.
* Compare the perceptions and criticisms of popular culture from different regions, examining the profound cultural divide between rural traditionalists and urban modernists that was accelerated by mass media, making cultural differences more visible and contentious.
* Discuss the role of technological advancements in communication, such as radio and film, in amplifying debates about popular culture's impact on American identity.
* Evaluate the significance of popular culture movements, such as jazz music and Hollywood cinema, in influencing both national identity and public opinion in the United States during this period.
* Examine statistical data on migration and urbanization to explain how these trends facilitated the spread and influence of popular culture across the United States.
* Explain how specific developments in popular culture contributed to shaping American national identity through the mass media.
* Identify key influences of popular culture on American society during the early 20th century and describe their impact on public values and morals.
* Utilize political cartoons or propaganda from the period to analyze contrasting views on the influence of popular culture on American society.

Assessment Boundaries:
* Assessments based on this standard should focus on popular culture's influence in American society during the early 20th century (particularly the 1920s), including specific cultural phenomena like the Harlem Renaissance, Jazz Age, and Hollywood films. Students should analyze how these cultural developments contributed to debates on American national identity, with attention to the cultural divide between rural traditionalists and urban modernists, and the role of technological innovations like radio and film in spreading popular culture.

Assessments should not include statistical data on migration/urbanization patterns related to popular culture, political propaganda disconnected from cultural debates, or comparisons to industrial technologies of the 19th century. Additionally, extensive exploration of cultural debates concerning science, religion, or race that don't directly connect to national identity concepts should be avoided.

Common Misconceptions:
* Some students may view the relationship between popular culture and national identity as separate phenomena, rather than understanding how popular culture served as a key arena where Americans debated and negotiated what it meant to be American.
* Students might overlook the significant cultural divide between rural traditionalists and urban modernists that developed during this period, failing to recognize how mass media made cultural differences more visible and contentious than in previous eras.
* Students might perceive popular culture as having primarily a unifying effect on American society, without recognizing how it simultaneously intensified debates over national identity and revealed divisions between different communities.
* Students might underestimate how technological innovations of the 1920s, particularly radio and film, fundamentally transformed how Americans experienced popular culture and engaged with debates about national values and identity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2820.0
Standard ID: KC-7.2.II
Standard Description: Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2821.0
Standard ID: KC-7.2.II+1+O
Standard Description: Explain how economic pressures caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain how economic pressures influenced migration narratives and experiences.
* Analyze the effects of economic pressures on the experiences of migrants within a historical context.
* Evaluate the relative historical significance of economic pressures compared to other factors affecting migration during this period.
* Explain the relationship between specific economic factors and variations in migration sources and numbers.
* Identify the economic pressures that influenced international and internal migration patterns during the early 20th century.
* Use statistical data to identify trends in migration related to economic pressures and explain their implications.

Assessment Boundaries:
* Assessments based on this standard should focus on general relationships between economic pressures and broad patterns of migration, including how these pressures influenced changes in migration numbers, sources, and general characteristics of migrant experiences. Students should demonstrate understanding of how economic factors created different patterns for internal versus international migration, and how economic cycles affected migration trends over time. The assessment should emphasize conceptual understanding of cause-and-effect relationships between economic conditions and migration variations.

Assessments should not include detailed case studies of specific migrant experiences, statistical data analysis, or comparative evaluation of economic versus non-economic factors affecting migration. Additionally, questions about political policies toward immigrants, global events affecting migration patterns, or detailed narratives of migrant journeys fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might assume that economic pressures created consistent migration patterns over time, rather than understanding how different economic cycles (boom and bust periods) produced varying migration responses.
* Some students may think economic pressures affected international and internal migrants in similar ways, not recognizing the different economic contexts and barriers that shaped each type of migration pattern.
* Students may incorrectly view migrants primarily as passive responders to economic forces, without recognizing how migrants often made strategic economic decisions based on available information, family networks, and opportunities in different locations.
* Students might believe that economic factors influencing migration operated independently from broader global economic systems, not recognizing how international economic relationships often created migration pressures across national boundaries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2823.0
Standard ID: KC-7.2.II+3+O
Standard Description: Explain how political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between political campaigns for restrictive immigration policies and changes in migrant experiences in the United States.
* Compare the effects of political developments on internal versus international migration patterns during this time.
* Explain how specific U.S. immigration laws during this period influenced the numbers and sources of international migrants.
* Explain the historical significance of political developments on migration patterns during this era within a broader global context.
* Identify and describe shifts in internal migration patterns as a result of political decisions, such as urbanization policies or New Deal programs.
* Identify key political developments in the United States between 1890 and 1945 that significantly affected migration patterns.
* Utilize primary source documents, such as legislative acts or political speeches, to explain how political rhetoric shaped public attitudes toward migrants.

Assessment Boundaries:
* Assessment should focus on how specific political developments such as immigration legislation, wartime policies, and governmental responses to economic crises influenced migration patterns between 1890-1945. Questions may address how these political factors led to variations in the numbers, origins, and destinations of both international and internal migrants, and how they created different experiences for various migrant groups. Students should be able to identify key political actions and explain their significance within broader historical contexts.

Assessment should not include detailed economic analysis, statistical data interpretation, or specific narratives of individual migrant experiences. Questions should avoid comparative analysis between internal and international migration patterns, detailed examination of restrictive immigration policy advocacy, and in-depth analysis of media representations or political rhetoric about migrants. Focus should remain on political causes rather than social or economic consequences of migration.

Common Misconceptions:
* Some students might assume that political developments during this period consistently restricted migration, without recognizing that certain policies encouraged or facilitated specific types of migration while discouraging others, depending on the groups involved and prevailing national interests.
* Students might believe that political developments affecting migration were primarily driven by economic considerations, rather than recognizing how nativist ideologies, security concerns, and changing concepts of American identity played significant roles in shaping migration-related policies.
* Students might incorrectly view political developments affecting migration as isolated national phenomena, rather than understanding how they occurred within broader global contexts including world wars, international agreements, and changing relationships between nations.
* Students might think that political developments affecting international migration had little impact on internal migration patterns, when political actions like immigration restrictions often redirected labor needs and prompted internal population movements among various communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2830.0
Standard ID: KC-7.3.I
Standard Description: In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America's role in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2831.0
Standard ID: KC-7.3.I+1+O
Standard Description: Explain how new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific in the late 19th century and early 20th century accompanied heightened public debates over America's role in the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Spanish-American War in transforming the United States from a continental power into an overseas empire, including the unprecedented constitutional questions about citizenship rights for subject peoples.
* Compare and contrast late 19th century overseas imperialism with earlier 19th century continental expansionism (Manifest Destiny), examining similarities in racial justifications and differences in territorial focus.
* Examine primary and secondary sources to identify differing perspectives on America's role in the world following these acquisitions.
* Explain how these territorial acquisitions fueled public debates over America's expanding role on the global stage.
* Identify the key territorial acquisitions of the United States in the Western Hemisphere and the Pacific during the late 19th and early 20th centuries.
* Use maps to identify U.S. territorial expansions and explain their strategic and economic significance.
* Utilize maps to identify U.S. territorial expansions and analyze how American imperialism's economic dominance and indirect political influence (Roosevelt Corollary, Dollar Diplomacy) differed from European direct colonial rule in Africa and Asia.

Assessment Boundaries:
* Assessments based on this standard should focus on specific U.S. territorial acquisitions in the Western Hemisphere and Pacific (including Hawaii, Puerto Rico, Guam, and the Philippines) during the late 19th and early 20th centuries, and how these acquisitions sparked public debates about America's global role. Students should be able to compare overseas imperialism with earlier continental expansionism, analyze the Spanish-American War's impact on America's transition to an overseas empire, and distinguish American imperialism from European colonialism. Assessments may include map analysis of territorial acquisitions and their strategic significance, and identification of different perspectives on America's expanding global role.

Assessments should not include detailed analysis of media coverage of imperialism, specific political arguments for or against imperialism with examples from primary sources, or extensive examination of public opinion evidence. Additionally, post-World War I developments (League of Nations debates, Wilson's diplomatic initiatives) and post-World War II American global leadership fall outside the scope of this standard and should be excluded from assessments.

Common Misconceptions:
* Some students might incorrectly view late 19th century overseas imperialism as simply a continuation of earlier continental expansion (Manifest Destiny), without recognizing the significant shift from acquiring contiguous territories for settlement to establishing control over distant overseas populations with different governance approaches.
* Some students might think that U.S. territorial ambitions were primarily driven by economic factors, overlooking the complex mix of strategic interests, military considerations, and ideological motivations such as American exceptionalism and the 'civilizing mission' that influenced expansionist policies.
* Students may believe that U.S. acquisitions in the Pacific and Western Hemisphere were generally supported by most Americans, not recognizing the significant opposition from anti-imperialists who raised concerns about constitutional issues, the ethical implications of controlling foreign populations, and potential conflicts with American democratic values.
* Students might misunderstand how American imperialism differed from European colonialism, not recognizing that while European powers typically established direct colonial rule in Africa and Asia, American imperialism often took the form of economic dominance and indirect political influence, particularly in Latin America through policies like the Roosevelt Corollary and Dollar Diplomacy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2840.0
Standard ID: KC-7.3.II
Standard Description: World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2841.0
Standard ID: KC-7.3.II+1+O
Standard Description: Explain how World War I and its aftermath intensified ongoing debates about the nation's role in the world and how best to achieve national security.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of government measures taken during World War I, including restrictions on civil liberties through the Espionage and Sedition Acts, comparing these to Civil War-era measures like Lincoln's suspension of habeas corpus.
* Compare interwar isolationism with pre-WWI isolationism, analyzing how interwar America simultaneously expanded its economic and cultural global influence through investments, Hollywood films, and mass-produced goods while avoiding political entanglements.
* Compare the arguments made in Congressional debates about joining the League of Nations to understand the implications for U.S. international engagement.
* Explain how the aftermath of World War I influenced U.S. national security policies.
* Identify key debates that emerged in the United States regarding its role in international affairs following World War I.
* Utilize political cartoons from the post-World War I era to evaluate public sentiment on America's international role and national security.

Assessment Boundaries:
* Assessment should focus on how World War I catalyzed debates about America's international role and national security approaches, including the contrast between Wilson's internationalism and subsequent isolationist sentiment. Students should demonstrate understanding of domestic security measures during WWI (such as the Espionage and Sedition Acts), comparing these to Civil War precedents, and analyze the paradox of interwar America's political isolationism alongside its expanding economic and cultural global influence.

Assessment should not include detailed analysis of specific primary sources, political cartoons, or congressional arguments related to the League of Nations debate. Post-WWII foreign policy initiatives (Marshall Plan, Truman Doctrine, containment policy), international agreements, and the specific economic impacts of World War I unrelated to national security debates fall outside the scope of this standard.

Common Misconceptions:
* Some students might believe that America maintained complete isolation from world affairs after World War I, not recognizing that while the nation avoided political entanglements, it simultaneously expanded its economic and cultural global influence through foreign investments, Hollywood films, and mass-produced goods.
* Some students might misconceive Wilson's diplomatic approach during WWI as consistent throughout the conflict, rather than understanding it evolved from initial neutrality reflecting traditional isolationism to later internationalism embodied in the Fourteen Points.
* Students might view the Espionage and Sedition Acts during World War I as unprecedented restrictions on civil liberties, without recognizing their similarities to Civil War-era measures like Lincoln's suspension of habeas corpus, though WWI restrictions specifically targeted political dissenters and immigrants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2842.0
Standard ID: KC-7.3.II+2+O
Standard Description: Explain how World War I and its aftermath intensified ongoing debates about the nation's role in the world and how best to pursue American interests.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the League of Nations debate on American foreign policy in the post-World War I era.
* Evaluate the significance of the Senate's rejection of the Treaty of Versailles as it relates to the U.S. approach to internationalism and isolationism.
* Examine primary source texts by Woodrow Wilson and opposition leaders to understand their arguments for and against the League of Nations.
* Explain how President Wilson's diplomatic approach evolved from early neutrality reflecting traditional isolationism to later internationalism embodied in the Fourteen Points, representing a transitional period in American diplomatic history.
* Identify primary international and domestic debates during World War I and its aftermath concerning the United States' role in global politics.
* Utilize political cartoons from the period to interpret public sentiment and the media's role in shaping opinions on America's global responsibilities after World War I.

Assessment Boundaries:
* Assessment should focus on students' understanding of the evolving debates over American international engagement during and after World War I, including Wilson's diplomatic transition from neutrality to internationalism through the Fourteen Points, and the competing isolationist and internationalist perspectives that emerged in response. Questions may address the Senate's rejection of the Treaty of Versailles, general attitudes toward the League of Nations, and the tensions between traditional American isolationism and emerging international responsibilities in the post-war period.

Assessment should not include detailed analysis of primary source texts from League debates, specific arguments by congressional supporters and opponents, or political cartoons depicting America's global responsibilities. Post-WWII diplomatic initiatives (Marshall Plan, Truman Doctrine, NATO), and domestic issues unrelated to international engagement debates (like the Red Scare) should be excluded unless directly connected to changing views on America's global role.

Common Misconceptions:
* Learners may misunderstand Wilson's internationalism as equivalent to later forms of American global leadership, not recognizing that his vision centered on collective security through the League of Nations rather than direct American leadership of the international order.
* Some students may think that American opposition to the League of Nations represented complete rejection of international engagement, when in fact America maintained economic and cultural global connections while avoiding formal political commitments.
* Students might believe that after World War I, the United States immediately embraced a role as an active global leader, not recognizing that many Americans favored a return to isolationism despite the country's enhanced global power and influence.
* Students might incorrectly assume that economic interests were the primary motivators for post-World War I foreign policies, overlooking how ideological factors like promoting democracy or maintaining peace also shaped debates about America's international role.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2850.0
Standard ID: KC-7.3.III
Standard Description: U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2851.0
Standard ID: KC-7.3.III+1+O
Standard Description: Explain how U.S. participation in World War II transformed American society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of women and minorities in the workforce during World War II and how it contributed to changes in social roles, comparing WWII's structural integration to WWI's temporary employment patterns and their differential impacts on postwar movements.
* Evaluate the impact of Japanese American internment on the U.S. society, considering its social and legal dimensions.
* Explain how the experiences of different ethnic groups during World War II contributed to the civil rights movements post-war.
* Explain how wartime production impacted the American economy, comparing World War II's larger-scale industrial mobilization to World War I in terms of women and minority participation, government economic controls, and proportional spending.
* Identify key social changes in American society resulting from U.S. participation in World War II.
* Utilize primary sources, such as government posters and propaganda, to analyze how WWII propaganda framed the conflict as an ideological battle between democracy and totalitarianism, contrasting with WWI propaganda that emphasized the German threat to America.

Assessment Boundaries:
* Assessments should focus on the domestic societal transformations resulting from U.S. participation in World War II, including the wartime economic mobilization and its impact on production and employment patterns; changes in gender and racial roles, particularly for women and minorities in the workforce; civil liberties challenges exemplified by Japanese American internment; domestic propaganda efforts; and the connections between wartime experiences and postwar social movements. Students should analyze both immediate wartime social changes and their longer-term influences on American society through primary and secondary sources.

Assessments should not include military strategies, battlefield tactics, or diplomatic negotiations during the war. Additionally, postwar international developments such as the Marshall Plan, NATO formation, U.N. establishment, Truman Doctrine, containment policy, and America's emergence as a global superpower fall outside the scope of this standard and should be excluded from assessment.

Common Misconceptions:
* Some students might oversimplify the experiences of different ethnic and racial groups during WWII, not recognizing how African Americans, Japanese Americans, Mexican Americans, and other groups faced varying challenges and opportunities that influenced their postwar civil rights activism in different ways.
* Some students might think that wartime economic and social changes were temporary phenomena that completely reverted after the war, overlooking how many transformations in employment patterns, gender roles, and civil rights consciousness continued to influence postwar society.
* Students may believe that women's workforce participation during WWII represented a completely new phenomenon, rather than recognizing it as an acceleration and expansion of existing trends that began during WWI and the interwar period but reached unprecedented scale during WWII.
* Students might incorrectly assume that wartime economic production alone caused postwar prosperity, without considering other factors including technological innovation, government policies like the GI Bill, demographic shifts, and changing consumer patterns that collectively transformed postwar American society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2852.0
Standard ID: KC-7.3.III+2+O
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare the United States' leadership role pre- and post-World War II, contrasting Wilson's League of Nations vision without significant American commitments to Roosevelt/Truman's United Nations vision of active American leadership.
* Analyze the transformation in international power structures following World War II and how this influenced the United States' role on the global stage.
* Evaluate the significance of U.S. diplomatic efforts and alliances following World War II in consolidating its global leadership position.
* Explain the political and military strategies employed by the United States during and after World War II that contributed to its rise as a global leader.
* Identify how the victory of the United States and its allies over the Axis powers led to American global leadership in political and military arenas.
* Utilize maps to identify changes in global political borders after World War II and explain their relevance to U.S. leadership, comparing America's retreat to isolationism after WWI with its embrace of superpower status and international order maintenance after WWII.

Assessment Boundaries:
* Assessment should focus on how the Allied victory in World War II positioned the United States as a global leader in political and military spheres, including America's emergence as a military superpower through its conduct of simultaneous major campaigns, development of atomic weapons, and economic strength. Students should demonstrate understanding of the contrast between America's retreat to isolationism after World War I versus its embrace of international leadership after World War II, including the establishment of the United Nations as a framework for American global influence.

Assessment should not include detailed analysis of specific post-WWII diplomatic initiatives (Marshall Plan, Truman Doctrine, containment policy), alliances (NATO, SEATO), or international agreements (Bretton Woods). Additionally, domestic impacts unrelated to global leadership roles, specific border changes, and detailed congressional debates about the League of Nations should be excluded from assessments.

Common Misconceptions:
* Some students might believe that the United States' ascension to global leadership was primarily due to its military victories, overlooking how economic strength, industrial capacity, and diplomatic initiatives also contributed significantly to America's post-war influence.
* Some students might incorrectly view America's post-WWII global leadership as a natural continuation of its post-WWI position rather than recognizing the significant shift from post-WWI isolationism to post-WWII international engagement.
* Students may misunderstand the relationship between America's nuclear capability and its global leadership, either overemphasizing atomic weapons as the singular cause of American dominance or underestimating how nuclear monopoly (until 1949) temporarily enhanced U.S. negotiating power in international affairs.
* Students might perceive America's global leadership after World War II as emerging suddenly rather than building upon pre-war developments and wartime relationships, failing to recognize the evolutionary nature of this transformation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2853.0
Standard ID: KC-7.3.III+3+O
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of political leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of American-led initiatives and international agreements post-World War II on establishing political leadership globally.
* Compare the political dynamics before and after World War II to understand the shift in U.S. global political influence.
* Explain how the outcomes of World War II, including military and political decisions, led to the United States' ascent to global political leadership.
* Explain the transition of the United States from a military power to a political leader, comparing Roosevelt's wartime approach of fostering personal relationships with Allied leaders to Wilson's more distant approach and focus on postwar vision during World War I.
* Identify key diplomatic and strategic actions taken by the United States and its allies that contributed to their victory in World War II and subsequent global political leadership.

Assessment Boundaries:
* Assessments based on this standard should focus on how U.S. victory in World War II elevated the nation to political leadership, with emphasis on comparing Roosevelt's relationship-building approach with Allied leaders to Wilson's more distant WWI approach. Students should demonstrate understanding of how the U.S. embraced international leadership after WWII in contrast to its post-WWI retreat to isolationism, and explain key factors that facilitated this transition from military to political power.

Assessments should not include specific post-WWII initiatives like the Marshall Plan, NATO, Truman Doctrine, containment policy, or detailed analysis of UN establishment beyond basic recognition of its formation. Additionally, post-WWII border changes, occupations, decolonization processes, and specific details of international agreements (Bretton Woods, UN agencies) should be excluded from assessment items.

Common Misconceptions:
* Some students may think that the U.S. transition from military power to political leadership happened identically after both world wars, missing how America retreated to isolationism after WWI but embraced international leadership after WWII.
* Students might believe that Roosevelt's focus on building personal relationships with Allied leaders during WWII had little impact on establishing U.S. political leadership, overlooking how these diplomatic relationships laid groundwork for America's postwar influence.
* Students might incorrectly assume that U.S. political leadership emerged automatically from military victory, without recognizing the intentional diplomatic efforts and decision to maintain international engagement that distinguished the post-WWII approach.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2854.0
Standard ID: KC-7.3.III+4+O
Standard Description: Explain how the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of military leadership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the U.S. military production capacity during World War II contributed to its post-war position as a military leader.
* Compare the military strength and global influence of the United States before and after World War II using relevant data.
* Evaluate the role of major World War II victories, such as the Normandy Invasion, in establishing the U.S. as a military superpower.
* Explain the impact of U.S. military alliances during World War II on its rise to global military leadership.
* Identify key military strategies that contributed to America's leadership position, comparing World War II's simultaneous campaigns in Europe, North Africa, and the Pacific with World War I's more limited European engagement.
* Utilize maps of World War II battle theaters to explain the geographical expansion of U.S. military operations and its implications for post-war military leadership.

Assessment Boundaries:
* Assessment should focus on how the United States achieved military leadership through its conduct of World War II, including the scale and coordination of military campaigns across multiple theaters (Europe, North Africa, Pacific), wartime industrial mobilization and production capacity, specific strategic victories, and military alliances. Questions may address comparisons between America's pre-war and post-war military position, the geographical expansion of operations during the war, and how specific military strategies and victories contributed to establishing the U.S. as a global military power.

Assessment should not include post-WWII diplomatic initiatives (Marshall Plan, Truman Doctrine), international agreements (NATO, Bretton Woods, UN agencies), or post-war territorial changes that consolidated political leadership. Questions about internal Congressional debates on America's global role, Wilson's League of Nations advocacy, or political aspects of leadership unrelated to military operations should also be excluded.

Common Misconceptions:
* Learners might misunderstand the collaborative nature of Allied victory, assuming U.S. military leadership was achieved independently rather than through strategic alliances that contributed to victory while simultaneously positioning America as the predominant military force among the Allies.
* Some students might believe that America's military leadership position emerged primarily from a single theater of operations, overlooking how the ability to simultaneously conduct major campaigns in Europe, North Africa, and the Pacific demonstrated its emergence as a global military power.
* Some students might think that America's military position was equally strong after both world wars, not recognizing that while WWI enhanced America's power, it was WWII that fundamentally transformed its global military standing and readiness to maintain that position.
* Students may incorrectly assume that America's wartime production capacity simply supported military operations rather than serving as a fundamental factor in establishing post-war military leadership through industrial supremacy and technological advancement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.15
Cluster Name: 14. Comparison in the Period 7
Lesson Name: *None specified*
Lesson Order: 2780.0
Standard ID: Unit 7: Learning Objective O
Standard Description: Compare the relative significance of the major events of the first half of the 20th century in shaping American identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2420.0
Standard ID: KC-7.3.I.A
Standard Description: Imperialists cited economic opportunities, racial theories, competition with European empires, and the perception in the 1890s that the western frontier was "closed" to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2421.0
Standard ID: KC-7.3.I.A+1
Standard Description: Explain Imperialists' use of economic opportunities to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the economic rationalizations used by American imperialists with those of European powers during the same period.
* Corroborate claims made by imperialists using data related to American economic conditions and expansionist outcomes.
* Explain how economic motivations played a role in the arguments for American cultural and institutional expansion during the age of Imperialism.
* Identify economic opportunities that were used by American Imperialists to advocate for expansion beyond U.S. borders in the 1890s.
* Include Hawaii as a specific case study for analyzing economic motivations
* Include the Alaska purchase as a specific example of economically motivated expansion
* Utilize graphs or charts showing economic data from the 1890s to explain the drive for overseas expansion by American interests.

Assessment Boundaries:
* Assessments based on this standard should focus on general economic rationales imperialists used to advocate for American expansion, including access to foreign markets, acquisition of raw materials, and securing trade routes. Students should be able to explain how these economic arguments were connected to broader claims about America's destiny to spread its culture and institutions, with specific attention to the cases of Hawaii (1890s) and Alaska (1867). The assessment should emphasize how economic opportunities functioned as justifications within imperialist rhetoric.

Assessments should not include detailed economic data, statistics, or specific financial interests that motivated imperialism. Additionally, racial theories, anti-imperialist arguments, isolationist principles, and analysis of primary sources such as political cartoons or speeches fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may believe that economic arguments for imperialism focused primarily on exporting manufactured goods, overlooking other important factors such as securing raw materials, establishing naval bases to protect trade routes, and creating investment opportunities.
* Some students might misunderstand the timeline of American expansion, thinking imperialism began only in the 1890s rather than recognizing Alaska's purchase in 1867 as an earlier example of expansion driven partly by economic considerations.
* Students might think that economic opportunities cited by imperialists were entirely separate from ideas of American exceptionalism, when these arguments were often intertwined with claims about America's unique destiny to spread its institutions globally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2422.0
Standard ID: KC-7.3.I.A+2
Standard Description: Explain Imperialists' use of racial theories to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify evidence of racial theories in Imperialist arguments for expansion.
* Evaluate the limitations and biases inherent in sources that utilized racial theories to support American expansion.
* Explain how these racial theories were applied to the rationale for American imperialism.
* Explicitly name Social Darwinism as a key racial theory used by imperialists
* Include American exceptionalism as part of explaining how racial theories shaped foreign policy perspectives

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and explain specific racial theories, particularly Social Darwinism and American exceptionalism, used by imperialists to justify American cultural and institutional expansion globally. Questions should address how these theories characterized other peoples as 'inferior' or 'uncivilized' and how they framed American expansion as a 'civilizing mission' or 'destiny' to spread American values and institutions. Assessments may include the historical context of these theories in the late 19th century, including references to the 'closing of the frontier' as motivation for overseas expansion.

Assessments should not include detailed economic rationales for imperialism, anti-imperialist arguments, or primary source analysis of imperialist propaganda. Questions about geopolitical competition with European powers should be avoided unless directly connected to racial theories. Additionally, assessments should not require students to evaluate the influence of these theories on public opinion or analyze methodologies for identifying racial bias in historical sources.

Common Misconceptions:
* Some students may believe that American exceptionalism was based solely on racial superiority, rather than understanding it as a complex ideology that combined perceived cultural, political, and moral superiority with a sense of mission to spread American institutions globally.
* Some students might mistakenly believe that imperialist racial theories emerged suddenly in the late 19th century, rather than understanding them as extensions of earlier justifications for continental expansion, including westward movement and wars against Native Americans.
* Students might confuse Social Darwinism with Darwin's actual evolutionary theory, not recognizing how imperialists misappropriated scientific concepts to create a pseudoscientific justification for racial hierarchies and imperial dominance.
* Students might incorrectly assume that racial theories were applied identically across different regions, when in reality imperialists often tailored their racial justifications differently for expansion into Asia, Latin America, the Pacific, and other regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2423.0
Standard ID: KC-7.3.I.A+3
Standard Description: Explain Imperialists' use of competition with European empires to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources discussing American imperialism to identify claims related to competition with European powers.
* Explain how American imperialists used the notion of a "closed" western frontier to justify expansion beyond the continent, in the context of competing with European powers.
* Identify the specific European empires that the American imperialists considered competitors during the period of United States imperial expansion.
* Include Mahan's naval power theories as influencing American competition with European empires
* Include the Venezuela Crisis as a political cartoon analysis opportunity
* Include the evolution of the Monroe Doctrine as a factor in shaping American foreign policy related to imperial expansion

Assessment Boundaries:
* Assessments based on this standard should focus on how American imperialists used competition with European empires (Britain, France, Germany, and Japan) as justification for expanding American influence globally. Questions should address Mahan's naval power theories, the evolution of the Monroe Doctrine as an assertion of American dominance, Turner's frontier thesis regarding the 'closed' western frontier, and the concept of American exceptionalism as motivations for imperial competition. Assessments may include how these competitive narratives shaped American foreign policy decisions in the late 19th and early 20th centuries.

Assessments should not include detailed economic factors motivating imperialism, anti-imperialist arguments, or racial theories used to justify expansion. Analysis of specific primary sources such as political cartoons, speeches, and publications falls outside the scope of this standard and should be avoided in assessments. Questions about the Venezuela Crisis should focus on its significance as evidence of imperial competition rather than analyzing visual representations.

Common Misconceptions:
* Some students might think that Mahan's naval theories were developed primarily for defensive purposes, rather than understanding how imperialists used these theories to advocate for projecting American power and institutions abroad in competition with European nations.
* Students may misunderstand the relationship between the closing of the western frontier and imperial expansion, failing to recognize how imperialists used Turner's frontier thesis to argue that continued national growth required expansion beyond continental boundaries.
* Students might incorrectly believe that competition with European empires was a secondary rather than central justification used by American imperialists to promote expansion of American influence globally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2424.0
Standard ID: KC-7.3.I.A+4
Standard Description: Explain Imperialists' use of the perception in the 1890s that the western frontier was "closed" to argue that Americans were destined to expand their culture and institutions to peoples around the globe.

Key Concepts:
*None specified*

Learning Objectives:
* Add the connection between frontier closure and previous continental expansion patterns
* Analyze the role of Turner's 'Frontier Thesis' in shaping the imperialist ideology that Americans were destined to expand their culture worldwide.
* Compare primary and secondary sources to determine how the perception of a 'closed' frontier shaped public and political attitudes towards U.S. overseas expansion.
* Evaluate the historical significance of viewing the American frontier as 'closed' on the United States' foreign policy decisions during the imperialist era.
* Identify the arguments used by U.S. Imperialists in the 1890s to support the expansion of American culture and institutions based on the perception that the western frontier was 'closed.'
* Use maps to trace the territorial expansion of the U.S. prior to the 1890s and explain the significance of the frontier's closure in prompting imperialist endeavors elsewhere.

Assessment Boundaries:
* Assessments should focus on how imperialists leveraged the perception that the western frontier was 'closed' to advocate for overseas expansion, especially the connection between Turner's Frontier Thesis and the ideology of American exceptionalism. Students should demonstrate understanding of how this perception represented a continuation of earlier expansion patterns and how it influenced the cultural and ideological arguments for extending American institutions globally. Assessments should examine the symbolic significance of the frontier in American identity and how its perceived closure created a rationale for seeking new frontiers abroad.

Assessments should not include detailed economic motivations, trade statistics, or commercial interests driving imperialism. Anti-imperialist arguments, racial theories used to justify or oppose expansion, and analysis of primary sources such as political cartoons or speeches should be excluded from assessment. Questions about specific policy details, administrative structures of acquired territories, or comparative European imperialism also fall outside this standard's scope.

Common Misconceptions:
* Learners may incorrectly view the connection between the 'closed frontier' and imperialism as an entirely new rationale for expansion, overlooking how imperialists framed overseas ventures as a continuation of the same historical process that had previously driven continental expansion westward.
* Some students may believe that the frontier thesis was developed specifically to justify imperialism, when in fact Turner's academic work was appropriated by imperialists who connected his ideas about American identity to arguments for overseas expansion.
* Students might misunderstand the frontier thesis as simply suggesting Americans needed more physical land, rather than recognizing the deeper cultural argument that the frontier experience had shaped American character and institutions in ways that imperialists claimed needed to continue through global expansion.
* Students might think that the 'closing of the frontier' referred to a specific historical event or government declaration, rather than understanding it as a perception based on population statistics and Turner's influential interpretation of American development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2430.0
Standard ID: KC-7.3.I.B
Standard Description: Anti-imperialists cited principles of self-determination and invoked both racial theories and the U.S. foreign policy tradition of isolationism to argue that the United States should not extend its territory overseas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2431.0
Standard ID: KC-7.3.I.B+1
Standard Description: Explain Imperialists' use of principles of self-determination to argue that the United States should not extend its territory overseas.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the historical significance of Anti-imperialist arguments based on self-determination principles in the context of U.S. political debates.
* Explain how the principles of self-determination were used by Anti-imperialists to challenge U.S. imperialist policies.
* Identify the key principles of self-determination cited by Anti-imperialists as arguments against U.S. territorial expansion.
* Include analysis of presidential speeches or writings expressing anti-imperialist viewpoints
* Include constitutional questions as part of analyzing the relationship between self-determination and anti-imperialist arguments
* Interpret primary source passages that express Anti-imperialist viewpoints emphasizing self-determination.

Assessment Boundaries:
* Assessments should focus on how certain imperialists selectively employed principles of self-determination to oppose specific instances of overseas territorial expansion, while still supporting other forms of American influence abroad. Questions should address constitutional concerns regarding citizenship and governance in potential territories, and may include references to specific presidential positions that illustrate these nuanced imperialist viewpoints, such as President Cleveland's stance on Hawaii annexation.

Assessments should not include detailed economic motivations, specific anti-imperialist speeches or publications, racial theories used in imperial discourse, or analysis of primary sources like political cartoons or publications. Questions should avoid treating imperialists as a monolithic group with uniform views on expansion and should not conflate anti-imperialist arguments with imperialist arguments that selectively used self-determination principles.

Common Misconceptions:
* Some students might think that constitutional questions about citizenship and governance were secondary concerns for imperialists who invoked self-determination, rather than recognizing these as central to their selective application of the principle.
* Students may confuse the selective use of self-determination by imperialists with the more principled anti-imperialist position, not understanding that imperialists who argued against certain expansions often still supported American imperialism in other forms.
* Students might believe that imperialists consistently supported territorial expansion in all cases, not recognizing that some imperialists selectively used self-determination principles to oppose specific instances of overseas acquisition while supporting other forms of American influence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.2
Cluster Name: 1. Imperialism: Debates
Lesson Name: *None specified*
Lesson Order: 2420.0
Standard ID: Unit 7: Learning Objective B
Standard Description: Explain the similarities and differences in attitudes about the nation’s proper role in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.3
Cluster Name: 2. The Spanish–American War
Lesson Name: *None specified*
Lesson Order: 2440.0
Standard ID: KC-7.3.I.C
Standard Description: The American victory in the Spanish-American War led to the U.S. acquisition of island territories in the Caribbean and the Pacific, an increase in involvement in Asia, and the suppression of a nationalist movement in the Philippines.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.3
Cluster Name: 2. The Spanish–American War
Lesson Name: *None specified*
Lesson Order: 2441.0
Standard ID: KC-7.3.I.C+1
Standard Description: Explain how the American victory in the Spanish-American War led to the U.S. acquisition of island territories in the Caribbean and the Pacific.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the acquisition of territories after the Spanish-American War represented a shift in U.S. foreign policy towards imperialism, including how events like the USS Maine explosion and the de Lôme letter created the conditions for this shift.
* Evaluate the impact of the Treaty of Paris (1898) and subsequent policies like the Platt Amendment in expanding U.S. political and military presence in the Caribbean and Pacific, including how these policies established protectorate relationships.
* Examine primary source documents from the period, including yellow journalism publications by Hearst and Pulitzer, to understand contemporary perspectives on American territorial expansion following the war.
* Explain the geopolitical significance of acquiring island territories in the Caribbean and Pacific for the United States following the Spanish-American War.
* Identify the territories acquired by the United States as a result of the Spanish-American War in the Caribbean and Pacific regions.
* Use a map to identify the geographic locations of the territories acquired by the United States post-Spanish-American War and discuss their strategic importance.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific island territories acquired by the United States as a result of the Spanish-American War (Philippines, Guam, and Puerto Rico), the terms of the Treaty of Paris (1898), and Cuba's status under the Platt Amendment. Students should understand the geopolitical and strategic significance of these acquisitions as naval bases and coaling stations, as well as how events like the USS Maine explosion and yellow journalism contributed to the war that led to these acquisitions. The assessment should examine how these territorial gains represented a shift in U.S. foreign policy toward imperialism.

Assessments should not include detailed analysis of the Philippine-American War beyond acknowledging its occurrence, nor should they cover U.S. motivations for suppressing Filipino nationalism. Primary source perspectives contrasting American and Filipino accounts should be excluded, as should the long-term consequences and legacies of U.S. control in these territories, including casualty figures, humanitarian impacts, and political effects on Philippine governance.

Common Misconceptions:
* Some students may believe that Cuba became a U.S. territory like the Philippines, Guam, and Puerto Rico, rather than understanding its unique status as a protectorate under the Platt Amendment, which limited Cuban sovereignty while avoiding formal annexation.
* Some students may incorrectly believe that the territories acquired after the Spanish-American War received similar political statuses and pathways, not understanding the varied and evolving relationships these territories had with the United States, including different levels of self-governance and citizenship rights.
* Students might assume that the U.S. acquisition of territories like Puerto Rico, Guam, and the Philippines was broadly supported by Americans, not recognizing the significant domestic debate between imperialists and anti-imperialists about the constitutionality and morality of overseas expansion.
* Students might incorrectly view the acquisition of territories after the Spanish-American War as simply a matter of victory spoils, overlooking the strategic interests involved, such as naval bases, coaling stations, and expanded trade access that supported America's emerging global power status.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.3
Cluster Name: 2. The Spanish–American War
Lesson Name: *None specified*
Lesson Order: 2442.0
Standard ID: KC-7.3.I.C+2
Standard Description: Explain how the American victory in the Spanish-American War led to an increase in involvement in Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Open Door Policy on U.S. relations with China and its role in increasing American participation in Asia, including how Secretary of State John Hay's Open Door Notes aimed to ensure equal trading rights and preserve Chinese territorial integrity while counteracting European spheres of influence.
* Compare the U.S. strategies in Asia before and after the Spanish-American War, emphasizing changes in policy and influence, including Roosevelt's 'Big Stick' diplomacy and initiatives like the Panama Canal that extended American imperial reach.
* Discuss the role of American economic interests in Asia, particularly in the context of trade and geopolitical strategy following the war, including Taft's Dollar Diplomacy and diplomatic agreements like the Gentlemen's Agreement of 1907 with Japan.
* Evaluate the significance of the American victory in the Spanish-American War on broader U.S. foreign policy shifts towards imperialism in Asia and Latin America, including developments like the Roosevelt Corollary that expanded American interventionist policies.
* Explain how the acquisition of the Philippines served as a launching point for greater U.S. influence in Asian affairs.
* Identify the strategic and political motivations that led to increased American involvement in Asia following the Spanish-American War.

Assessment Boundaries:
* Assessments based on this standard should focus on how the acquisition of the Philippines and other Pacific territories following the Spanish-American War expanded U.S. strategic presence in Asia. Questions should address the Open Door Policy with China, economic initiatives like Dollar Diplomacy, diplomatic arrangements such as the Gentlemen's Agreement with Japan, and the strategic value of Pacific territories as naval bases. Assessments should emphasize how these developments represented a shift in U.S. foreign policy toward greater involvement in Asian affairs.

Assessments should not include details about the suppression of Filipino nationalism, the humanitarian consequences of the Philippine-American War, or primary source perspectives from either Americans or Filipinos. Questions about domestic anti-imperialist movements, detailed casualty figures, governance changes in the Philippines, or specific social and cultural impacts of U.S. occupation should be avoided as they fall outside the scope of this standard.

Common Misconceptions:
* Some students might believe that the United States' acquisition of the Philippines was merely a byproduct of the Spanish-American War rather than a strategic decision that provided a launching point for expanded American influence throughout Asia.
* Some students might misinterpret the relationship between different American diplomatic approaches, failing to recognize how Roosevelt's 'Big Stick' diplomacy and Taft's 'Dollar Diplomacy' represented evolving strategies for extending U.S. influence in Asia.
* Students might incorrectly assume that American involvement in Asia was motivated primarily by immediate economic opportunities rather than understanding the complex interplay of strategic military positioning, commercial interests, and geopolitical competition with European powers.
* Students might think that the Open Door Policy was primarily designed to benefit China, when it actually aimed to secure equal trade access for American commercial interests while countering European spheres of influence in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.3
Cluster Name: 2. The Spanish–American War
Lesson Name: *None specified*
Lesson Order: 2443.0
Standard ID: KC-7.3.I.C+3
Standard Description: Explain how the American victory in the Spanish-American War led to the suppression of a nationalist movement in the Philippines.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of American military tactics on the success of the Philippine-American War in suppressing nationalist resistance.
* Compare the U.S. suppression of the Filipino nationalist movement with another historical instance of imperialistic military intervention by the United States.
* Describe the strategies employed by the United States to suppress the nationalist movement in the Philippines following their victory in the Spanish-American War.
* Evaluate primary source accounts of the interactions between American forces and Filipino nationalists to identify differing perspectives on the conflict.
* Explain the role of political and economic motivations in the U.S. decision to suppress the Filipino nationalist movement.
* Identify the main causes of the nationalist movement in the Philippines in the context of the Spanish-American War, including the role of Emilio Aguinaldo's leadership and how Filipino resistance challenged American democratic principles.
* Support a historically defensible claim regarding the effects of the U.S. suppression of the nationalist movement in the Philippines using relevant evidence.
* Utilize a map to trace the geographic locations of key battles and events during the suppression of the nationalist movement in the Philippines.

Assessment Boundaries:
* Assessment should focus on the sequence of events linking the American victory in the Spanish-American War to the Philippine-American War (1899-1902), including the Treaty of Paris provisions regarding the Philippines, the emergence of organized Filipino resistance under Emilio Aguinaldo, and specific military and strategic actions employed by U.S. forces to suppress the nationalist movement. Questions may examine the geographic distribution of key engagements, the evolution of Filipino nationalist leadership, and the tactical approaches that characterized the conflict.

Assessment should not include U.S. motivations for acquiring or suppressing the Philippines (whether political, economic, or ideological), analysis of primary source perspectives from either side, or the long-term consequences and legacy of U.S. control. Questions about casualty figures, humanitarian impacts, subsequent governance systems, or comparisons to other U.S. imperial endeavors should be avoided unless directly illustrating specific suppression strategies.

Common Misconceptions:
* Some students may incorrectly believe that Filipino resistance was geographically limited to Manila or Luzon, instead of understanding that nationalist resistance occurred across multiple regions, requiring different American military and strategic responses depending on local conditions.
* Some students may think that the transition from Spanish to American control of the Philippines was a smooth process, overlooking the complex period between the Spanish surrender in Manila (August 1898) and the outbreak of the Philippine-American War (February 1899).
* Students might incorrectly believe that the Filipino nationalist movement emerged only after the American victory in the Spanish-American War, rather than understanding that Filipino nationalists had already been fighting for independence from Spain and initially viewed Americans as potential allies.
* Students might mistakenly view the Philippine-American War as a brief, minor conflict, rather than recognizing it as a protracted three-year war involving conventional and guerrilla warfare tactics across multiple Philippine islands.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.3
Cluster Name: 2. The Spanish–American War
Lesson Name: *None specified*
Lesson Order: 2440.0
Standard ID: Unit 7: Learning Objective C
Standard Description: Explain the effects of the Spanish–American War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2450.0
Standard ID: KC-7.1.II.A
Standard Description: Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2451.0
Standard ID: KC-7.1.II.A+1
Standard Description: Explain the goals and effects of Progressive Era journalists' attacks on what they saw as political corruption, social injustice, and economic inequality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source excerpts from Progressive Era journalistic works to identify their intended impact on political and social reforms.
* Analyze the impact of Progressive Era journalists' reports on societal attitudes towards social injustices and economic inequality.
* Evaluate the effectiveness of Progressive Era journalism in achieving its goals of reducing corruption, social injustices, and economic inequality.
* Explain how the attacks by Progressive Era journalists on political corruption contributed to new legislation and reforms.
* Explain the significance of Progressive Era journalism in shaping public opinion and policy changes in the early 20th century.
* Identify the goals of Progressive Era journalists, including muckrakers such as Ida Tarbell and Upton Sinclair, in their critique of political corruption, social injustice, and economic inequality.

Assessment Boundaries:
* Assessment should focus on Progressive Era journalists' specific investigative methods, their targeted exposés of political corruption, social injustice, and economic inequality, and the direct legislative or policy outcomes of their work. Questions may address how journalists like Ida Tarbell, Upton Sinclair, and Jacob Riis used mass-circulation magazines and books to influence public opinion, prompt regulatory action, and inspire specific reforms such as the Pure Food and Drug Act, Meat Inspection Act, and housing reforms. Students should analyze how these journalists' works contributed to the broader Progressive reform agenda.

Assessment should not include detailed analysis of theoretical economic regulatory frameworks, comparative studies of urban versus rural reforms, or visual media analysis beyond written journalistic works. Questions should avoid addressing conservation movements, philosophical differences between preservationists and conservationists, Progressive positions on immigration restriction, or the tension between democratic participation and technocratic governance that characterized the Progressive Era.

Common Misconceptions:
* Some students may assume that journalistic exposés led to immediate legislative reforms, overlooking how publications like 'The Jungle' required sustained public pressure and political negotiation before resulting in legislation like the Pure Food and Drug Act.
* Some students may misunderstand the role of new media technologies in the Progressive Era, underestimating how mass-circulation magazines like McClure's were essential platforms that allowed muckrakers to reach unprecedented audiences and influence public opinion on a national scale.
* Students might believe that Progressive Era journalists primarily engaged in sensationalism rather than understanding how journalists like Ida Tarbell and Upton Sinclair conducted methodical investigations based on documentary evidence and firsthand observations to expose genuine social problems.
* Students might perceive Progressive Era journalists as operating independently from other social movements, when in fact many muckrakers collaborated with reformers, activists, and politicians to advance their causes and implement changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2452.0
Standard ID: KC-7.1.II.A+2
Standard Description: Explain the goals and effects of reformers, often from the middle and upper classes and including many women, who worked to effect social changes in cities and among immigrant populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of Progressive social reforms on urban populations and immigrant communities during this period.
* Compare the success of various Progressive Era reforms in urban areas with rural reform efforts during the same period.
* Describe the connection between Progressive Era reforms and broader social movements of the time, such as the temperance and suffrage movements.
* Evaluate the significance of women's roles in Progressive Era reforms aimed at improving urban social conditions.
* Explain the methods used by reformers to address social injustices in cities during the Progressive Era, including housing reforms such as the New York City Tenement House Act of 1901.
* Identify the main goals of Progressive Era reformers who targeted social change in urban areas and immigrant communities.
* Utilize primary sources, such as writings or speeches from Progressive reformers, to explain their goals and the societal changes they sought to achieve.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific goals, methods, and effects of Progressive Era reformers who addressed social issues in urban areas and immigrant communities. Questions should evaluate students' understanding of key urban initiatives (such as settlement houses and tenement housing reforms), women reformers' significant contributions, and the connection between urban social reforms and broader movements like temperance and suffrage. Primary source analysis should be limited to materials directly expressing reformers' goals and intended social changes within urban and immigrant contexts.

Assessments should not include comparative analysis between urban and rural reforms, Progressive economic regulation frameworks, or detailed positions on immigration restriction policy debates. Questions should avoid conservation/preservation philosophies, Progressive governance tensions, visual media analysis, and broad national policy changes unless directly connected to urban social reform efforts specifically mentioned in the standard.

Common Misconceptions:
* Some students might incorrectly assume that middle and upper-class reformers fully understood the experiences of the urban poor and immigrants they sought to help, rather than approaching reforms from perspectives shaped by their own social backgrounds and values.
* Some students might think that Progressive reformers' efforts consistently achieved their intended outcomes, not recognizing the varied challenges, resistance, and mixed results their initiatives encountered in urban and immigrant communities.
* Students may believe that Progressive Era reformers focused exclusively on temperance and women's suffrage, overlooking their diverse efforts addressing urban problems such as housing conditions, sanitation, child labor, education, and public health.
* Students might mistakenly view immigrant communities as passive recipients of reforms rather than recognizing how these communities often actively participated in, responded to, or resisted various Progressive Era social change efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2470.0
Standard ID: KC-7.1.II.B
Standard Description: On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women's suffrage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2471.0
Standard ID: KC-7.1.II.B+1
Standard Description: Explain the Progressives' goals in seeking federal legislation that they believed would effectively regulate the economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of federal legislation in expanding democracy according to Progressive goals.
* Evaluate the impact of Progressive goals on modern economic regulation policies.
* Explain how Progressives believed federal legislation would address economic instability.
* Identify and describe a claim from a primary Progressive document advocating for economic regulation.
* Identify the main goals of the Progressives in seeking federal economic regulation legislation, including the establishment of the Federal Trade Commission and other regulatory bodies.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific federal legislation and regulatory bodies Progressives advocated for to regulate the economy, such as the Federal Trade Commission, Sherman Antitrust Act, Federal Reserve Act, Pure Food and Drug Act, and Meat Inspection Act. Students should be able to identify Progressive goals for economic regulation, including preventing monopolistic practices, ensuring fair competition, addressing industrial abuses, and responding to rapid industrialization and corporate consolidation. The assessment should emphasize the Progressives' belief that government intervention through regulation would address economic instability and create a fairer economic system.

Assessments should not include analysis of primary source documents advocating for regulation, connections between Progressive regulatory approaches and modern economic policies, or philosophical tensions between democratic participation and technocratic governance. Additionally, comparative analysis of urban versus rural Progressive reforms, conservation policies, and Progressive positions on immigration restriction fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might assume there was a unified Progressive agenda regarding economic regulations, overlooking the diverse and sometimes competing perspectives within the Progressive movement about what specific economic problems required government intervention.
* Some students might believe that Progressive Era economic reforms were aimed solely at redistribution of wealth, neglecting other goals such as reducing corporate abuses and ensuring fair competition.
* Students might incorrectly believe that muckraking journalism had minimal impact on economic legislation, when in fact journalists like Ida Tarbell and Upton Sinclair significantly influenced public opinion and directly contributed to the passage of specific regulatory legislation.
* Students might misunderstand that Progressives generally sought to regulate large corporations and prevent monopolistic practices, rather than eliminate businesses or free enterprise entirely.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2472.0
Standard ID: KC-7.1.II.B+2
Standard Description: Explain the Progressives' goals in seeking federal legislation that they believed would effectively expand democracy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of Progressive-era legislation in reshaping democratic governance at the federal level.
* Compare the democratic objectives and impacts of two Progressive amendments to the Constitution.
* Describe the social and political context that fueled Progressive demands for federal legislation to expand democracy.
* Evaluate the long-term impacts of Progressive reforms on the concept of democracy in the United States using a variety of historical sources.
* Explain how the introduction of federal legislative measures by Progressives influenced the expansion of democratic processes during the Progressive Era.
* Identify the specific federal legislative actions sought by Progressives aimed at expanding democratic practices in the United States.
* Utilize visual data sets (e.g., graphs of voter turnout rates post-amendment enactments) to explain the democratic expansion achieved by Progressive reforms.

Assessment Boundaries:
* Assessments should focus on the Progressives' specific federal legislative efforts to expand democracy, particularly the four constitutional amendments (16th, 17th, 18th, and 19th) and their intended democratic impacts. Students should demonstrate understanding of how these amendments aimed to increase voter participation, reduce corruption, expand suffrage, and make government more responsive to citizens. Assessments should also cover the social and political contexts that motivated these reforms, including reactions to Gilded Age problems and the role of muckrakers in generating public support.

Assessments should not include detailed exploration of economic regulatory frameworks, conservation policies, or immigration restriction debates during the Progressive Era. The philosophical tensions between preservationists and conservationists, comparative analyses of urban versus rural reforms, and detailed examination of Progressive Era visual media should be excluded. Questions regarding the long-term effectiveness of these reforms beyond the Progressive Era should also be avoided.

Common Misconceptions:
* Some students may incorrectly assume that Progressive reforms were rapidly implemented and accepted nationwide, when in fact many reforms faced regional resistance, particularly in the South, and were often implemented gradually and unevenly across different states.
* Some students may mistakenly view Progressive democratic reforms as motivated solely by concerns about government corruption, without recognizing how these reforms also addressed broader social justice concerns including the representation of marginalized groups and the concentration of economic power in society.
* Students might believe that Progressive democratic reforms focused primarily on extending voting rights to women through the 19th Amendment, overlooking other significant democratic expansions such as the direct election of senators through the 17th Amendment and initiatives to increase citizen participation in governance.
* Students might misunderstand the Progressive movement as having a unified vision for democratic reform, when the movement actually contained significant internal disagreements about the extent of reforms and the balance between popular participation and expert governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2473.0
Standard ID: KC-7.1.II.B+3
Standard Description: Explain the Progressives' goals in seeking federal legislation that they believed would effectively generate moral reform.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between Progressive moral reform goals and the legislative actions taken at the federal level.
* Describe the causes and intended effects of Progressive moral reforms, such as Prohibition and women's suffrage.
* Evaluate the effectiveness of Progressive moral reform legislation using primary and secondary sources.
* Explain how Progressives believed federal legislation could lead to moral reform in society.
* Identify the key moral reform initiatives pursued by Progressives through federal legislation.
* Use political cartoons from the Progressive Era to explain public perception of moral reform efforts.

Assessment Boundaries:
* Assessments based on this standard should focus on the Progressives' specific moral reform goals pursued through federal legislation, including prohibition, temperance, women's suffrage, vice reform, and public health measures like food safety laws. Students should demonstrate understanding of how Progressives believed these legislative efforts would address perceived moral issues in society, the motivations behind these reforms, and the arguments Progressives used to justify federal intervention in moral matters.

Assessments should not include Progressive economic regulation not tied to moral objectives, conservation or environmental policies, comparative analysis of urban versus rural reforms, or in-depth analysis of visual propaganda. The standard does not require evaluation of the long-term effectiveness of moral reform legislation, nor does it encompass the technical details of implementing these reforms.

Common Misconceptions:
* Some students may incorrectly assume that Progressive moral reform legislation emerged solely from religious motivations, overlooking how muckraking journalism, scientific research on public health, and secular social concerns also significantly influenced these legislative efforts.
* Some students may think that Progressives had consistent views on moral reform, when there were significant differences between religious and secular Progressive factions, with varying opinions on the appropriate extent of government intervention in personal behaviors.
* Students might incorrectly believe that Progressive moral reform focused exclusively on prohibition, overlooking other important initiatives such as women's suffrage, vice reform, pure food and drug legislation, and public health measures that were also central to the moral reform agenda.
* Students might misunderstand that Progressive moral reforms aimed primarily to address urban social problems like poverty, corruption, and public health, rather than perceiving these reforms as merely imposing middle-class values on society without practical objectives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2474.0
Standard ID: KC-7.1.II.B+4
Standard Description: Explain the Progressive amendments to the Constitution that dealt with issues such as prohibition and women’s suffrage.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to determine how the amendments were perceived by different social groups at the time.
* Compare the democratic objectives and impacts of Progressive amendments to the Constitution, including the 16th (income tax), 17th (direct election of senators), 18th (prohibition), and 19th (women's suffrage).
* Evaluate the historical significance of the Progressive amendments in shaping modern American society.
* Explain how the passage of Progressive amendments brought about social and political changes, noting that western states like Wyoming had granted women voting rights decades before the 19th Amendment.
* Identify the progressive amendments to the Constitution and their intended goals.
* Use primary source documents such as political cartoons or speeches from the period to illustrate attitudes towards the Progressive amendments and their effects.

Assessment Boundaries:
* Assessments based on this standard should focus on the four Progressive Era constitutional amendments: the 16th (income tax), 17th (direct election of senators), 18th (prohibition), and 19th (women's suffrage). Students should be able to identify each amendment's purpose, explain the social and political changes they brought about, analyze how they were perceived by different groups, compare their democratic objectives and impacts, and evaluate their historical significance. Regional variations in implementation, especially western states' earlier adoption of women's suffrage, should be included.

Assessments should not include broader Progressive Era reforms beyond these constitutional amendments, such as conservation efforts, economic regulations, urban/rural reform differences, or immigration policies. Visual media analysis should be limited to materials directly related to these four amendments rather than general Progressive Era propaganda. Questions about philosophical differences between Progressive factions or detailed analysis of regulatory frameworks should be avoided.

Common Misconceptions:
* Learners might assume that the 18th Amendment (Prohibition) resulted primarily from moral and religious concerns, not recognizing the complex interplay of political, social, and economic factors that contributed to its passage and the eventual countermovement leading to its repeal.
* Some students may view the Progressive amendments as isolated constitutional changes rather than recognizing how they collectively represented broader Progressive Era goals of expanding democracy, addressing social problems, and increasing governmental authority to regulate society.
* Students may underestimate the extensive grassroots organizing, lobbying efforts, and political activism that preceded the ratification of these amendments, particularly the decades-long suffrage movement that included both state-level successes and national advocacy before the 19th Amendment was achieved.
* Students might incorrectly believe that all four Progressive amendments (16th, 17th, 18th, and 19th) were implemented uniformly across the United States, overlooking regional variations such as how western states had granted women voting rights decades before the 19th Amendment was ratified nationally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2480.0
Standard ID: KC-7.1.II.C
Standard Description: Preservationists and conservationists both supported the establishment of national parks while advocating different government responses to the overuse of natural resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2481.0
Standard ID: KC-7.1.II.C+1
Standard Description: Explain the preservationists' and conservationists' similar support of the establishment of national parks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from both preservationists and conservationists to identify shared arguments for national parks.
* Describe the common goals of preservationists and conservationists in advocating for national parks.
* Evaluate the effectiveness of national parks in addressing the concerns of both preservationist and conservationist movements.
* Explain how preservationists and conservationists justified the need for national parks in the context of overuse of natural resources.
* Explain the historical context that led to the convergence of preservationist and conservationist efforts in the establishment of national parks, including Theodore Roosevelt's presidential leadership.
* Identify the motivations behind both preservationists' and conservationists' support for the establishment of national parks, including the creation of Yellowstone (1872) and John Muir's founding of the Sierra Club (1892).

Assessment Boundaries:
* Assessments based on this standard should focus on the shared motivations that led both preservationists and conservationists to support the establishment of national parks, including concerns about natural beauty, resource protection, and opposition to unchecked development. Questions should address specific historical examples such as the creation of Yellowstone National Park (1872), John Muir's founding of the Sierra Club (1892), and Theodore Roosevelt's presidential conservation initiatives. Students should demonstrate understanding of the historical context that enabled these different groups to find common cause in national park establishment.

Assessments should not include questions about philosophical differences between preservationists and conservationists regarding management approaches or resource use strategies. Additionally, detailed analysis of conservation policy outcomes, effectiveness of national parks, geographic distribution of protected areas, or primary source documents expressing divergent viewpoints falls outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners may believe that economic considerations played no role in decisions to establish national parks, overlooking how tourism potential, watershed protection, and sustainable resource management factored into arguments supporting park creation.
* Some students may incorrectly assume that Theodore Roosevelt initiated the first national parks, when in fact Yellowstone was established in 1872, predating Roosevelt's presidency and representing earlier conservation efforts.
* Students might believe that the establishment of national parks was motivated primarily by aesthetic considerations, overlooking how concerns about resource depletion, industrial development, and future generations' needs influenced both preservationists and conservationists.
* Students might think that national parks received widespread public support from their inception, when many communities, industries, and politicians initially opposed what they perceived as government overreach into land use and economic development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2482.0
Standard ID: KC-7.1.II.C+2
Standard Description: Explain the preservationists' and conservationists' advocacy of different government responses to the overuse of natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of governmental policy decisions inspired by both preservationists and conservationists during the period 1890 to 1945.
* Compare the strategies used by preservationists and conservationists to influence public policy on natural resource management.
* Evaluate primary source documents that feature the differing perspectives of preservationists and conservationists on the use of natural resources.
* Explain the similar advocacy of preservationists and conservationists for the establishment of national parks despite their different approaches to natural resource management.
* Identify the key arguments made by preservationists and conservationists when advocating for government intervention against the overuse of natural resources.
* Use maps to illustrate the impact of conservation and preservation efforts on the establishment of national parks and the protection of natural resources during the period 1890 to 1945.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying and comparing specific government actions advocated by preservationists and conservationists in response to natural resource overuse during 1890-1945. Students should demonstrate understanding of key government initiatives like national park establishments, forest system expansion, and resource protection measures, as well as the ability to use maps to illustrate the geographic impact of these conservation and preservation efforts. The assessment should emphasize factual government responses rather than theoretical justifications.

Assessments should not include analysis of philosophical differences between preservation and conservation movements, effectiveness evaluations of these policies, or primary source document analysis expressing competing viewpoints. Additionally, detailed economic regulatory frameworks, Progressive Era propaganda analysis, and comparative urban-rural reform evaluations fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may overemphasize Theodore Roosevelt's presidential conservation initiatives while underestimating the broader range of government responses at federal, state, and local levels during the 1890-1945 period.
* Some students might think that national park establishment was primarily a recreational initiative rather than understanding it as a government response strategy to address natural resource overuse and environmental protection concerns.
* Students might incorrectly assume that government responses to resource management occurred uniformly across all geographic regions, rather than recognizing the varied patterns of national park establishment and resource protection measures in different parts of the United States.
* Students might incorrectly view preservationists and conservationists as advocating for identical government responses to resource overuse, rather than recognizing their distinct approaches to natural resource management through different government mechanisms and policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2460.0
Standard ID: KC-7.1.II.D
Standard Description: The Progressives were divided over many issues. Some Progressives supported Southern segregation, while others ignored its presence. Some Progressives advocated expanding popular participation in government, while others called for greater reliance on professional and technical experts to make government more efficient. Progressives also disagreed about immigration restriction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2461.0
Standard ID: KC-7.1.II.D+1
Standard Description: Explan the Progressives' division over the issue of Southern segregation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to understand the arguments made by Progressives who supported or opposed Southern segregation, considering their historical context and motivations.
* Compare and contrast the impact of Progressive policies on Southern segregation and African American communities, drawing on secondary sources.
* Evaluate how Progressive attitudes towards Southern segregation influenced later civil rights movements in the United States.
* Explain how differing views on Southern segregation among Progressives reflect broader themes of division within the movement.
* Identify key Progressive leaders and groups, distinguishing those who supported Southern segregation from those who opposed it, such as W.E.B. Du Bois and the NAACP.
* Use historical reasoning to explain how Progressive divisions over Southern segregation fit into the larger pattern of continuity and change in American race relations.

Assessment Boundaries:
* Assessments based on this standard should focus on the various positions Progressives took regarding Southern segregation, including those who actively supported it, those who opposed it (like W.E.B. Du Bois and the NAACP), and those who remained silent or complicit through inaction (like Woodrow Wilson). Students should demonstrate understanding of specific Progressive individuals and organizations on different sides of this issue, the reasoning behind their positions, and how these divisions reflected broader fractures within the Progressive movement.

Assessments should not include later civil rights movements beyond the Progressive Era (1890s-1920s) or attempt to draw extensive connections to contemporary race relations. Questions about Progressive positions on immigration restriction, economic regulation frameworks, conservation policies, or the tension between democratic participation and technocratic governance should be avoided unless directly connected to Southern segregation.

Common Misconceptions:
* Learners might incorrectly assume that Progressive figures had consistent views on racial equality across different policy areas, not recognizing that some reformers might support certain civil rights while simultaneously accepting or promoting segregation.
* Some students may think that Progressive organizations like the NAACP represented the dominant view within the movement, when they were actually advocating a minority position in challenging segregation during this period.
* Students might believe that Progressive reformers generally opposed Southern segregation, when in fact many prominent Progressives either supported segregationist policies or remained silent on racial issues while pursuing other reforms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2462.0
Standard ID: KC-7.1.II.D+2
Standard Description: Explan the Progressives' division over expanding popular participation in government versus relying more on professional and technical experts to make government more efficient.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the division among Progressives on government reforms of the period.
* Compare visual propaganda from the Progressive era to assess differing views on government participation and efficiency.
* Evaluate the historical significance of Progressive debates over government participation vs. expert governance on subsequent U.S. policies.
* Explain how Progressives justified reliance on professional and technical experts to make government more efficient.
* Identify the key arguments for expanding popular participation in government by Progressives.
* Utilize primary source excerpts from Progressive leaders to explain differing viewpoints on government efficiency.

Assessment Boundaries:
* Assessment should focus on students' ability to distinguish between Progressives who advocated for expanding popular participation in government (through reforms like direct elections, referendums, and recall) and those who favored reliance on professional expertise and scientific management to improve government efficiency (through civil service reforms, regulatory commissions, and city manager systems). Students should be expected to identify key arguments from both sides of this division and analyze how these competing visions influenced specific Progressive Era reforms, including their implementation and outcomes in areas of governance structure, electoral processes, and administrative functions.

Assessment should not include broader Progressive Era topics such as conservation movements, immigration restriction, or economic regulation unless they directly illustrate the governance division between popular participation and expert administration. Comparisons between urban and rural Progressive reforms, detailed analysis of visual propaganda, philosophical foundations of Progressive thought, and post-Progressive Era developments are outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might think that Progressives who supported expanded popular participation rejected the role of experts entirely, when many actually sought to combine direct democracy with professional administration by making experts ultimately accountable to the public.
* Students may incorrectly assume that Progressives' positions on government participation corresponded neatly with their political affiliations, when in reality these governance perspectives often crossed party lines and varied based on specific issues and contexts.
* Students may mistakenly view the Progressive division over government participation as primarily theoretical, overlooking how these competing approaches manifested in concrete reforms such as the establishment of regulatory commissions, the implementation of direct primaries, and the creation of city manager systems.
* Students might believe that Progressives who advocated for professional and technical expertise were fundamentally opposed to democratic principles, when many viewed expert administration as a way to achieve democratic outcomes by protecting governance from corruption and special interests.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2450.0
Standard ID: Unit 7: Learning Objective D
Standard Description: Compare the goals and effects of the Progressive reform movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.4
Cluster Name: 3. The Progressives
Lesson Name: *None specified*
Lesson Order: 2480.0
Standard ID: Unit 7: Learning Objective E
Standard Description: Compare attitudes toward the use of natural resources from 1890 to 1945.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2490.0
Standard ID: KC-7.3.II.A
Standard Description: After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson's call for the defense of humanitarian and democratic principles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2491.0
Standard ID: KC-7.3.II.A+1
Standard Description: Explain how, after initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson's call for the defense of humanitarian and democratic principles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze Woodrow Wilson's justification for U.S. involvement in World War I, focusing on the defense of humanitarian and democratic principles.
* Compare the U.S. foreign policy stance before and during World War I to highlight changes in national priorities and objectives.
* Evaluate the impact of Woodrow Wilson's speeches and political rhetoric on public and congressional support for the war.
* Explain how U.S. entry into World War I marked a departure from its tradition of noninvolvement in European conflicts, including an assessment of the policy's broader implications.
* Identify the specific factors leading to the U.S. decision to enter World War I, including unrestricted submarine warfare, the Lusitania sinking, the Zimmermann Telegram, and resulting shifts in foreign policy in response to these events.
* Interpret data from government publications of the time to understand how economic factors influenced the decision to enter the war.
* Use primary source documents and political cartoons from the World War I era to assess public sentiment toward U.S. involvement in the war.

Assessment Boundaries:
* Assessments based on this standard should focus on the gradual transition from U.S. neutrality to involvement in World War I, including specific triggering events (Lusitania sinking, unrestricted submarine warfare, Zimmermann Telegram) and Woodrow Wilson's justifications based on humanitarian and democratic principles. Students should analyze Wilson's speeches, including the Fourteen Points, to understand his ideological rationale, while also examining the domestic debates and opposition to war involvement. Assessments should address how this decision represented a departure from traditional U.S. foreign policy of noninvolvement in European affairs.

Assessments should not include statistical data on U.S. economic involvement, long-term consequences of the war, or detailed analysis of the Treaty of Versailles negotiations and Senate rejection. Questions about the development of international organizations, comparative military contributions, or the war's influence on future conflicts should be avoided. Detailed examination of American Expeditionary Forces' combat operations is outside the scope of this standard.

Common Misconceptions:
* Some students may believe that Wilson's Fourteen Points represented his initial justification for entering the war, rather than understanding them as his 1918 vision for post-war peace that emerged after the U.S. had already joined the conflict.
* Some students may view the shift from U.S. neutrality to war involvement as a sudden decision, rather than understanding it as a gradual evolution influenced by a series of events between 1914-1917, including the Lusitania sinking (1915) and escalating submarine warfare.
* Students might believe that the U.S. entered World War I solely in response to immediate security threats like the Zimmermann Telegram and submarine warfare, without recognizing Wilson's emphasis on broader humanitarian and democratic principles as significant motivating factors.
* Students might incorrectly assume that public and congressional support for entering World War I was widespread and immediate, overlooking the significant domestic debates, opposition movements, and Wilson's extensive efforts to build support for his position.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2500.0
Standard ID: KC-7.3.II.B
Standard Description: Although the American Expeditionary Forces played a relatively limited role in combat, the United States' entry helped to tip the balance of the conflict in favor of the Allies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2501.0
Standard ID: KC-7.3.II.B+1
Standard Description: Explain how, although the American Expeditionary Forces played a relatively limited role in combat, the United States' entry helped to tip the balance of the conflict in favor of the Allies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to describe the impact of U.S. economic and military support in bolstering the Allied war effort.
* Assess the long-term international repercussions of U.S. involvement in World War I on future military alliances and diplomatic relations.
* Compare the status of the conflict before and after the United States entered World War I to determine how U.S. involvement acted as a tipping point.
* Evaluate the significance of U.S. entry into World War I by analyzing political cartoons or propaganda from the period that reflects this shift in balance.
* Explain how the American Expeditionary Forces under General Pershing's leadership, despite their relatively limited role in combat, contributed to the overall effectiveness of the Allied military strategy while maintaining American operational independence.
* Identify the strategic impacts of the United States' entry into World War I that helped tilt the balance of power in favor of the Allies.
* Use statistical data, such as troop numbers, financial support, or industrial output, to explain the transformative role of the United States in World War I.

Assessment Boundaries:
* Assessments based on this standard should focus on how the American Expeditionary Forces (AEF) affected the outcome of World War I despite their limited combat role. Questions should address the strategic impact of US entry on Allied morale and German strategic calculations, the AEF's contributions to specific battles like the Meuse-Argonne Offensive, General Pershing's leadership philosophy of maintaining American operational independence, and analysis of period sources reflecting reactions to US involvement. Students should be able to compare the war's status before and after US entry to explain its role as a tipping point.

Assessments should not include statistical data about US financial contributions, production figures, or detailed troop deployment numbers. Questions about long-term consequences of US involvement (including effects on interwar relations, the Treaty of Versailles' contribution to later conflicts, or the development of international organizations) fall outside the scope of this standard and should be avoided. Technical military details beyond the strategic significance of key battles should also be excluded.

Common Misconceptions:
* Some students might believe that the American Expeditionary Forces fought throughout most of World War I, not recognizing that US troops only participated in significant combat operations during the final months of the conflict in 1918.
* Some students might not recognize that General Pershing insisted on maintaining the AEF as an independent fighting force rather than integrating American troops into existing Allied units, which influenced both the timing and nature of American military contributions.
* Students may incorrectly assume that the numerical strength of American forces alone tipped the balance in favor of the Allies, overlooking how the psychological impact of US entry affected both Allied morale and German strategic calculations.
* Students may misunderstand the relationship between US entry and the war's conclusion, potentially thinking that Germany surrendered immediately after US involvement rather than recognizing that the AEF's contributions helped break the stalemate on the Western Front through participation in specific offensive operations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2510.0
Standard ID: KC-7.3.II.C
Standard Description: Despite Wilson's deep involvement in postwar negotiations, the U.S. Senate refused to ratify the Treaty of Versailles or join the League of Nations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2511.0
Standard ID: KC-7.3.II.C+1
Standard Description: Explain why, despite Wilson's deep involvement in postwar negotiations, the U.S. Senate refused to ratify the Treaty of Versailles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the arguments made by key senators in opposition to the Treaty of Versailles and the League of Nations, distinguishing between 'Reservationists' who sought amendments and 'Irreconcilables' who rejected the treaty outright.
* Compare the goals of Wilson's 14 Points with the reservations held by the Senate regarding the Treaty of Versailles.
* Evaluate the historical significance of the Treaty of Versailles' punitive terms against Germany (disarmament, colonial losses, war guilt clause, reparations) and the U.S. decision not to ratify it on subsequent international relations.
* Explain how political, ideological, and regional factors influenced Senate's rejection of the Treaty of Versailles.
* Identify the evidence used by senators to argue against joining the League of Nations.
* Identify the main reasons the U.S. Senate opposed the ratification of the Treaty of Versailles despite Wilson's advocacy.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing the specific objections raised by U.S. senators to the Treaty of Versailles, including concerns about Article X of the League of Nations covenant, issues of national sovereignty, and constitutional questions about treaty powers. Students should demonstrate understanding of the different positions held by the 'Reservationists' versus 'Irreconcilables' in the Senate debate, Wilson's negotiation approach and campaign for ratification, and how his Fourteen Points vision compared to the final treaty provisions contested by senators.

Assessments should not include long-term consequences of the Senate's rejection of the Treaty, economic or statistical data about U.S. involvement in WWI, connections to the rise of fascism, or discussions about how the treaty contributed to future international conflicts or organizations. Questions about the treaty's punitive measures against Germany should be limited to how they factored into Senate objections rather than their subsequent historical impact.

Common Misconceptions:
* Some students might mistakenly interpret Wilson's refusal to accept Senate reservations as evidence that he made no compromises or efforts to achieve ratification, overlooking his extensive national speaking tour and diplomatic negotiations.
* Some students might think that isolationism was the only factor driving Senate opposition to the Treaty of Versailles, overlooking constitutional concerns about sovereignty, partisan political dynamics, and specific objections to Article X of the League of Nations covenant.
* Students may believe that all Senate opposition focused on rejecting the League of Nations entirely, when many 'Reservationist' senators actually supported joining the League with specific amendments to protect American sovereignty and decision-making autonomy.
* Students might incorrectly assume that Senate opposition represented a unified bloc with consistent objections, rather than understanding the spectrum of views ranging from those seeking modifications to protect U.S. interests to those fundamentally opposed to international entanglements regardless of treaty terms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2512.0
Standard ID: KC-7.3.II.C+2
Standard Description: Explain why, despite Wilson's deep involvement in postwar negotiations, the U.S. Senate refused to join the League of Nations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source excerpts from Senate debates to understand the differing viewpoints on the League of Nations.
* Analyze the impact of isolationist sentiments in American society on the Senate's rejection of the League of Nations.
* Compare the arguments presented by proponents and opponents of the League of Nations in the U.S. Senate.
* Evaluate the long-term consequences of the U.S. decision not to join the League of Nations on international relations during the interwar period.
* Explain how Woodrow Wilson's approach to the League of Nations and internationalism, including his national speaking tour and refusal to accept Senate reservations to the treaty, was received and critiqued within the U.S. Senate.
* Explain the significance of domestic political considerations that influenced the Senate's decision not to join the League of Nations.
* Identify the key reasons cited by U.S. Senators for opposing the ratification of the Treaty of Versailles and joining the League of Nations, with particular attention to concerns about Article X's collective security obligations.

Assessment Boundaries:
* Assessment should focus on analyzing the specific reasons the U.S. Senate refused to join the League of Nations, including concerns about Article X's collective security obligations, American sovereignty, and entanglement in foreign conflicts. Students should demonstrate understanding of the Senate debate between 'Reservationists' and 'Irreconcilables,' Wilson's refusal to accept Senate reservations to the treaty, and his unsuccessful national speaking tour aimed at building public support for the League. The assessment should emphasize the political dynamics between Wilson and Senate leaders, particularly Henry Cabot Lodge.

Assessments should not include hypothetical scenarios about the League's potential effectiveness had the U.S. joined, nor the long-term consequences of America's non-participation on interwar international relations. Questions should avoid Wilson's broader foreign policy beyond League negotiations, detailed economic or military statistics related to U.S. involvement in WWI, and complex interpersonal political conflicts unrelated directly to the League debate.

Common Misconceptions:
* Some learners might attribute the Senate's rejection primarily to personal animosity between Wilson and Senate leaders, particularly Henry Cabot Lodge, while underestimating the genuine constitutional and policy concerns many senators had about the treaty provisions.
* Some students might think that the U.S. Senate's refusal to join the League of Nations was solely a matter of isolationism, not recognizing the specific concerns about sovereignty, Article X's collective security obligations, and domestic political considerations that played significant roles in the debate.
* Students may incorrectly view the Senate opposition as a unified bloc, without understanding the distinction between 'Reservationists' who would have accepted membership with amendments protecting American interests and 'Irreconcilables' who opposed any form of League membership.
* Students might believe that Wilson's approach to treaty ratification was flexible and open to compromise, when in fact his refusal to accept Senate reservations to the treaty and his deteriorating health following his stroke significantly limited his ability to negotiate effectively with Senate opposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.5
Cluster Name: 4. World War I: Military and Diplomacy
Lesson Name: *None specified*
Lesson Order: 2490.0
Standard ID: Unit 7: Learning Objective F
Standard Description: Explain the causes and consequences of U.S. involvement in World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2520.0
Standard ID: KC-7.2.I.C
Standard Description: Official restrictions on freedom of speech grew during World War I, as increased anxiety about radicalism led to a Red Scare and attacks on labor activism and immigrant culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2521.0
Standard ID: KC-7.2.I.C+1
Standard Description: Explain the growth of official restrictions on freedom of speech during World War I, as increased anxiety about radicalism led to a Red Scare.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the perception of radicalism led to the Red Scare and its impact on American society, including the Palmer Raids that resulted in thousands of arrests without due process and hundreds of deportations.
* Analyze primary source documents produced by the Committee on Public Information (established 1917) and other government agencies to understand how propaganda was used to promote national unity, support for the war effort, and justify restrictions on speech.
* Describe the types of official restrictions on freedom of speech that were enacted during World War I.
* Evaluate the historical significance of the Sedition Act of 1918 and the Supreme Court ruling in Schenck v. United States (1919), which established the 'clear and present danger' test for limiting First Amendment rights during wartime.
* Explain the reasons behind the increased anxiety about radicalism during World War I.
* Identify and explain key government actions, including the creation of the War Industries Board, Food Administration, and Railroad Administration, that expanded federal power and economic control during World War I.
* Use statistical data to assess the impact of these restrictions on specific groups, such as immigrants and labor activists, during the Red Scare.

Assessment Boundaries:
* Assessments based on this standard should focus on specific official restrictions on freedom of speech during World War I, including the Espionage Act of 1917, the Sedition Act of 1918, and the Supreme Court's 'clear and present danger' test established in Schenck v. United States (1919). Students should demonstrate understanding of how these restrictions developed in response to fears of radicalism, particularly following the Russian Revolution, and how they were implemented through actions such as the Palmer Raids and the propaganda efforts of the Committee on Public Information. The assessment should emphasize the connection between wartime anxieties and the curtailment of civil liberties during the Red Scare period (1919-1920).

Assessments should not include detailed statistical data on arrests or deportations during the Red Scare, comparative effects on different immigrant groups, or varying historical interpretations of speech restrictions. Questions about expanded government economic control during WWI (such as the War Industries Board) should be limited to how they relate directly to restrictions on speech. Immigration quotas, nativist campaigns, and the Great Migration should not be assessed within this standard.

Common Misconceptions:
* Some students might misinterpret the 'clear and present danger' test established in Schenck v. United States, believing it provided strong protections for free speech when it actually gave the government significant latitude to restrict speech during wartime.
* Students may incorrectly think that the Espionage and Sedition Acts were the only measures taken to restrict free speech, overlooking other forms of censorship and societal pressures that stifled dissent during World War I.
* Students may not recognize how the Russian Revolution of 1917 specifically fueled anti-radical sentiment in the United States, instead viewing the Red Scare as arising primarily from domestic concerns rather than international events.
* There is a common misunderstanding that the Red Scare primarily targeted communists, whereas it also affected labor unions, socialists, anarchists, and various groups labeled as 'radicals.'

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2522.0
Standard ID: KC-7.2.I.C+2
Standard Description: Explain the growth of official restrictions on freedom of speech during World War I, as increased anxiety about radicalism led to attacks on labor activism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze secondary sources to compare differing historical interpretations of the impacts of free speech restrictions on American society during WWI.
* Analyze the relationship between the Red Scare and the curtailment of civil liberties, including freedom of speech, during and after World War I.
* Describe the effects of public sentiment and government policy on freedom of speech and labor activism during World War I, including the case of Socialist leader Eugene V. Debs, who was sentenced to 10 years in prison under the Espionage Act for an anti-war speech.
* Evaluate both the impact of attacks on labor activism and the creation of the National War Labor Board, which promoted labor rights by setting standards for wages, hours, and working conditions in exchange for no-strike pledges.
* Explain how wartime propaganda and government communication strategies contributed to the enforcement of speech restrictions during WWI.
* Explain the causes of increased anxiety about radicalism during World War I and how this anxiety led to the implementation of speech restrictions.
* Identify and describe key official restrictions on freedom of speech implemented during World War I, such as the Espionage and Sedition Acts.
* Utilize primary source documents from the WWI era to identify government rhetoric concerning free speech restrictions and labor movements.

Assessment Boundaries:
* Assessments based on this standard should focus on specific legislation restricting freedom of speech during World War I (Espionage and Sedition Acts), the Supreme Court's 'clear and present danger' test established in Schenck v. United States, and how these restrictions were used to target labor activists and dissenters like Eugene V. Debs. Students should demonstrate understanding of how fear of radicalism following the Russian Revolution contributed to these restrictions, and how government propaganda through the Committee on Public Information shaped public opinion about dissenters and labor movements. Assessments should also include the role of the National War Labor Board in mediating labor relations during wartime.

Assessments should not include statistical data on arrests or deportations during the Red Scare, comparative effects of speech restrictions on different immigrant groups, or varying historical interpretations of these restrictions. Additionally, content related to immigration quotas, the Great Migration, anti-Asian sentiment, or European immigration settlement patterns falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may not recognize the connection between international events like the Russian Revolution and domestic fears of radicalism that fueled support for restricting civil liberties and targeting labor organizations in the United States.
* Some students may think that labor activism during this period was primarily motivated by communist ideology, when many labor activists were actually seeking practical improvements in wages, hours, working conditions, and collective bargaining rights.
* Students might assume that the enforcement of speech restrictions during World War I was applied equally to all Americans, when in reality enforcement often varied based on factors like political influence, socioeconomic status, and the specific content of dissenting speech.
* Students might believe that restrictions on freedom of speech during World War I were motivated primarily by legitimate national security concerns, without recognizing how public fear, anti-radical sentiment, and government propaganda contributed to these restrictions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2523.0
Standard ID: KC-7.2.I.C+3
Standard Description: Explain the growth of official restrictions on freedom of speech during World War I, as increased anxiety about radicalism led to attacks on immigrant culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how World War I era restrictions on speech affected immigrant communities and their cultural expressions.
* Compare and contrast the impacts of World War I speech restrictions on different immigrant groups within the U.S. during that time.
* Evaluate the historical significance of the Red Scare during and after World War I, its implications for civil liberties, and the concurrent impact of the 1918 influenza pandemic, which killed approximately 500,000 to 675,000 Americans.
* Explain how these restrictions on freedom of speech were influenced by societal anxiety about radicalism and how this led to targeting of immigrant cultures.
* Identify the key legislative acts or government measures taken during World War I that restricted freedom of speech, such as the Espionage and Sedition Acts.
* Use primary source documents such as political cartoons or newspaper articles from the World War I era to analyze perspectives on restrictions of speech and their effects on immigrant cultures.

Assessment Boundaries:
* Assessments based on this standard should focus on specific legislation and government actions that restricted freedom of speech during World War I, including the Espionage Act of 1917, the Sedition Act of 1918, and the Supreme Court ruling in Schenck v. United States. Students should demonstrate understanding of how wartime anxiety about radicalism motivated these restrictions, led to the Red Scare and Palmer Raids, and resulted in targeting of immigrant communities and labor activists like Eugene V. Debs. Assessments may include the role of the Committee on Public Information in shaping public opinion against certain immigrant groups.

Assessments should not include statistical data on arrests and deportations during the Red Scare, detailed information about immigration quotas and restrictions, or specific details about nativist campaigns targeting particular immigrant groups. Questions about the Great Migration, Asian exclusion policies, and European immigration settlement patterns should be avoided unless directly connected to speech restrictions. The 1918 influenza pandemic may only be referenced in the context of how it contributed to the social anxiety of the period.

Common Misconceptions:
* Some students might perceive the targeting of immigrant cultures during this period as primarily spontaneous public reactions, overlooking the systematic government-sponsored efforts like the Committee on Public Information's propaganda campaigns that deliberately fostered anti-immigrant sentiment, particularly against German-Americans.
* Students may misunderstand the Supreme Court's 'clear and present danger' test established in Schenck v. United States, not recognizing how it justified significant limitations on First Amendment protections during wartime based on perceived threats to national security.
* Students might incorrectly assume that restrictions on free speech during World War I were temporary emergency measures that ended with the war, rather than recognizing how these precedents extended into the Red Scare of 1919-1920 and established patterns for limiting civil liberties during later periods of national anxiety.
* Students might view the Espionage and Sedition Acts as narrowly targeting only active spies or saboteurs, rather than recognizing how these laws were broadly applied to suppress dissenting political speech and cultural expressions in immigrant communities perceived as disloyal or radical.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2530.0
Standard ID: KC-7.2.II.A.i
Standard Description: Immigration from Europe reached its peak in the years before World War I. During World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2531.0
Standard ID: KC-7.2.II.A.i+1
Standard Description: Explain the peak of immigration from Europe in the years before World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to determine the push and pull factors that led to the peak of European immigration during this period.
* Compare regional differences in the destinations of European immigrants within the United States during this period using maps and demographic data.
* Describe the socio-economic and political conditions in Europe that motivated large-scale emigration to the United States before World War I.
* Evaluate the impact of European immigration on American society and economy during this period.
* Explain how U.S. immigration policies affected European immigration patterns before World War I.
* Explain the role of technological innovations, such as steamships, in facilitating the peak of European immigration to the United States.
* Identify key factors that contributed to the peak of European immigration to the United States in the years preceding World War I.
* Utilize statistical data and immigration records from the period to illustrate the scale of European immigration before World War I.

Assessment Boundaries:
* Assessments should focus on the factors driving peak European immigration before World War I, including economic opportunities in industrializing America and socio-economic/political pressures in Europe (particularly Southern and Eastern Europe). Questions should address the general scale and changing demographics of European immigration, basic pre-WWI U.S. immigration policies, and how transportation and communication advances facilitated migration. Students should demonstrate understanding of the chronology of this migration peak and its relationship to American industrial development.

Assessments should exclude detailed settlement patterns of European immigrants, comprehensive analysis of post-WWI quota systems, specific nativist campaigns targeting particular ethnic groups, and technological details about transportation developments. Questions should not address the comparative experiences of Asian immigrants, the Great Migration, or detailed impacts of the Red Scare on immigrant communities.

Common Misconceptions:
* Some students might believe that the peak of European immigration occurred after American industrialization was complete, rather than understanding how immigration patterns were closely tied to ongoing industrial development and labor demands.
* Some students might think that immigration from all European regions followed the same patterns, not recognizing the shift from predominantly Northern and Western European immigration to Southern and Eastern European immigration before World War I.
* Students might assume that pre-WWI immigration policies were non-existent or minimal, not understanding that various restrictions and processing systems (such as Ellis Island) were already in place before more comprehensive quota systems developed later.
* Students might incorrectly believe that economic factors were the only significant motivators for European immigration, overlooking political instability, religious persecution, and military conscription as important push factors from European countries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2532.0
Standard ID: KC-7.2.II.A.i+2
Standard Description: Explain the nativist campaigns during World War I against some ethnic groups that led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from the era to extract and explain arguments in favor of immigration restrictions, identifying the biases and purposes behind these sources.
* Compare narratives from different groups or regions discussing the perceived threat of immigration to American society and how these narratives supported nativist policies.
* Corroborate primary source analyses with secondary sources, assessing how contemporary historians view the effectiveness and motivations of nativist campaigns during World War I.
* Evaluate the broader societal impact of nativist campaigns on American culture and demographics during and after World War I.
* Explain how nativist sentiments during World War I influenced public policy leading to the implementation of immigration quotas, detailing the impact on specific ethnic communities.
* Identify and describe major nativist campaigns during World War I that targeted specific ethnic groups, particularly those from southern and eastern Europe.
* Use statistical data from the period to identify patterns in immigration flows pre- and post-quota implementation, explaining the effects on immigrant populations.

Assessment Boundaries:
* Assessment should focus on students' understanding of the general causes and consequences of nativist campaigns during World War I and how these campaigns contributed to the passage of immigration quotas. Students should be able to explain how wartime fears, propaganda, and xenophobia influenced public sentiment toward immigrants, particularly those from southern and eastern Europe, and connect these attitudes to subsequent immigration restriction policies. Assessment should emphasize the relationship between wartime nationalism, the Red Scare, and growing anti-immigrant sentiment.

Assessment should not include specific details about nativist campaigns, comprehensive data on immigration quotas, or detailed legislation provisions (like the specific mechanisms of the 1921/1924 Acts). Questions about settlement patterns of European immigrants, statistical impacts of quotas by country of origin, or detailed comparisons of treatment between different immigrant groups should be avoided. The assessment should also refrain from exploring Asian immigration restrictions beyond general acknowledgment of their existence.

Common Misconceptions:
* Some students might assume that nativist sentiment during this period focused exclusively on Germans as enemy aliens, not recognizing that southern and eastern Europeans were increasingly targeted due to perceived connections to radical political ideologies.
* Some students might think that nativist campaigns during World War I emerged solely from economic concerns about job competition, overlooking how wartime fears, anti-radical sentiment, and propaganda significantly fueled anti-immigrant attitudes.
* Students may incorrectly believe that immigration quotas were an immediate wartime measure, rather than understanding that nativist campaigns during WWI created momentum for quota legislation that passed in the years following the war.
* Students might mistakenly view nativist campaigns as disconnected from broader social movements of the era, overlooking how the Red Scare, restrictions on free speech, and government propaganda efforts collectively contributed to anti-immigrant sentiment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2533.0
Standard ID: KC-7.2.II.A.i+3
Standard Description: Explain the nativist campaigns during World War I against some ethnic groups that led to the passage of quotas that increased barriers to Asian immigration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of nativist policies on Asian immigrant communities during World War I.
* Compare the legislative responses to Asian and European immigration while also examining the increased Mexican immigration to the United States as workers moved to fill labor shortages in the Southwest and Midwest during World War I.
* Corroborate the long-term effects of the World War I-era immigration quotas on Asian American communities using secondary historical analyses.
* Evaluate primary sources from the World War I era to determine the influence of public opinion on anti-Asian immigration policies.
* Explain how nativist sentiments contributed to legislative actions such as immigration quotas, focusing particularly on barriers to Asian immigration.
* Identify significant nativist campaigns and the ethnic groups targeted by these campaigns during World War I.
* Identify the main arguments used by nativist groups to justify increased immigration restrictions against Asians.
* Utilize visual stimuli, such as political cartoons or propaganda posters from the period, to analyze public sentiment towards Asian immigrants during World War I.

Assessment Boundaries:
* Assessments based on this standard should focus on the general causes, nature, and consequences of nativist campaigns during World War I that specifically led to increased barriers to Asian immigration. Questions should address the broad patterns of immigration restriction, the relationship between wartime xenophobia and anti-Asian policies, and comparisons with patterns of European restriction and Mexican immigration during this period. Students should be able to explain how these campaigns reflected ongoing prejudices while relating to wartime concerns.

Assessments should avoid specific details about legislation (such as the explicit provisions of the Asiatic Barred Zone or 1917 Immigration Act), comprehensive statistical data on quotas, detailed impacts on specific Asian communities, or visual propaganda examples. Additionally, detailed information about the Great Migration, Red Scare arrests/deportations, or European immigration settlement patterns falls outside the scope of this standard.

Common Misconceptions:
* Some students might incorrectly associate the immigration quotas of this period primarily with numerical increases in Asian immigration, rather than understanding that 'quotas' in this context typically represented severe restrictions or outright bans on immigration from Asian countries.
* Some students might think that nativist campaigns during World War I emerged suddenly due to wartime concerns, rather than recognizing they represented an intensification of pre-existing prejudices and exclusionary policies toward Asian immigrants that had been developing since the late 19th century.
* Students may believe that labor shortages during World War I generally led to more welcoming immigration policies for all groups, not recognizing that restrictions against Asian immigrants actually increased during this period despite the demand for workers.
* Students might assume that Mexican immigration faced the same restrictive barriers as Asian immigration during World War I, not recognizing that Mexican workers were often actively recruited to fill labor shortages in the Southwest and Midwest while Asian immigration faced increasing restrictions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2540.0
Standard ID: KC-7.2.II.B.i
Standard Description: The increased demand for war production and labor during World War I led many Americans to migrate to urban centers in search of economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2541.0
Standard ID: KC-7.2.II.B.i+1
Standard Description: Explain how the increased demand for war production and labor during World War I led many Americans to migrate to urban centers in search of economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-economic impacts of migration to urban areas during World War I, including women's unprecedented entry into industrial work and how this contributed to changing gender roles and support for women's suffrage.
* Describe the relationship between war production demands and shifts in internal migration patterns.
* Evaluate the significance of World War I as a catalyst for internal migration in the United States.
* Explain the role of urban centers in attracting migrants during World War I due to economic opportunities.
* Identify the key factors that led to the increased demand for labor during World War I.
* Utilize maps and data trends to illustrate migration patterns to urban centers during World War I.

Assessment Boundaries:
* Assessments based on this standard should focus on the economic factors that drove internal migration to urban centers during World War I, including labor shortages caused by the draft and decreased European immigration, the expansion of industrial production for war needs, and the specific employment opportunities these conditions created. Students should be able to connect the war's economic demands to demographic shifts, including women's entry into industrial work and the movement of diverse populations (white Americans, African Americans, and Mexican immigrants) to areas of economic opportunity.

Assessments should not include detailed information about the Great Migration's push factors (Jim Crow laws, racial violence, etc.), specific settlement patterns and community impacts in Northern cities, or comprehensive information about immigration restrictions and quotas. Additionally, content related to the Red Scare, nativist campaigns, anti-Asian sentiment, and post-migration living conditions falls outside the scope of this standard's assessment.

Common Misconceptions:
* Some students might assume that labor shortages during World War I resulted solely from American men joining the military, not recognizing how reduced European immigration also significantly contributed to these shortages.
* Some students might think that the migration to urban centers during World War I was driven primarily by cultural or social attractions of cities, rather than recognizing the economic opportunities created specifically by war production demands and labor shortages.
* Students might believe that women's entry into industrial work during World War I had minimal impact on migration patterns, overlooking how approximately one million women entered the workforce for the first time with eight million moving to industrial jobs.
* Students might incorrectly believe that internal migration during World War I was limited to certain demographic groups, not recognizing that various populations including white Americans from rural areas, African Americans from the South, and Mexican immigrants all participated in this migration to fill labor needs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2550.0
Standard ID: KC-7.2.II.C
Standard Description: In the Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2551.0
Standard ID: KC-7.2.II.C+1
Standard Description: Explain the Great Migration during and after World War I, through which African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how African American culture was transformed and expressed through migration to urban centers in the North and West.
* Describe the social, economic, and political conditions that African Americans faced in the South and how these contributed to the Great Migration.
* Evaluate the role of racial discrimination both in the regions they left and the new regions they settled in during the Great Migration.
* Explain how the Great Migration shifted demographic patterns in Northern and Western cities and discuss its impacts on urban development.
* Identify the push and pull factors that contributed to the Great Migration of African Americans during and after World War I.
* Use maps to trace the migration routes of African Americans during the Great Migration and identify key cities of settlement.

Assessment Boundaries:
* Assessments based on this standard should focus on the general causes of the Great Migration during and after World War I, including the role of labor shortages and increased industrial demand created by the war. Questions should address African Americans' movement from the South to both Northern and Western regions, the general opportunities they found (such as industrial employment), and the continued discrimination they faced in their new locations. Assessments may include general knowledge about racial tensions that developed in Northern cities as a result of demographic changes.

Assessments should not include detailed information about Jim Crow laws, specific incidents of racial violence in the South, or comprehensive data about settlement patterns in Northern/Western cities. Questions about the Harlem Renaissance, specific migration routes, housing challenges, or community institutions are outside the scope of this standard. Additionally, assessments should avoid content related to the broader Civil Rights Movement, which occurs later in the historical timeline.

Common Misconceptions:
* Some students might believe that the Great Migration was disconnected from World War I, not recognizing how the war created labor shortages and industrial demand that provided new employment opportunities for African Americans in Northern and Western cities.
* Some students might incorrectly assume that the Great Migration was primarily to Northern cities only, without recognizing that many African Americans also moved to Western states in search of opportunities.
* Students may mistakenly think that African Americans who migrated North and West escaped discrimination entirely, rather than understanding that they often encountered different forms of racial prejudice, including tensions that sometimes erupted into race riots in their new communities.
* Students might believe that economic factors alone drove the Great Migration, overlooking how the desire to escape segregation and racial violence in the South was equally important in motivating African Americans to relocate.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2552.0
Standard ID: KC-7.2.II.C+2
Standard Description: Explain how African Americans escaping segregation, racial violence, and limited economic opportunity in the South by moving to the North and West still encountered discrimination.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social challenges African Americans faced upon migrating to the North and West, comparing them to the challenges they encountered in the South.
* Evaluate the effectiveness of the strategies used by African Americans to combat discrimination in northern and western cities during the Great Migration.
* Examine primary source materials, such as newspaper articles or personal narratives, to assess public attitudes towards African American migrants in the North and West.
* Explain how segregation laws and social norms in the North and West differed from those in the South, yet still perpetuated racial inequality.
* Identify and describe specific race riots that occurred due to increased racial tensions during the Great Migration, including the East St. Louis riot of 1917 and the Chicago Race Riot of 1919, which collectively affected over 25 cities.
* Identify the various forms of discrimination and violence African Americans faced during this period, including the 1921 Tulsa Race Massacre that destroyed the prosperous Greenwood district known as 'Black Wall Street.'

Assessment Boundaries:
* Assessments based on this standard should focus on the discrimination African Americans encountered after migrating to the North and West, including racial violence (specifically the East St. Louis riot of 1917, Chicago Race Riot of 1919, and Tulsa Race Massacre of 1921), employment discrimination, housing segregation through practices like redlining, and social exclusion. Students should analyze how these forms of discrimination differed from but also paralleled Southern discrimination, and evaluate African Americans' responses and strategies for combating discrimination in their new communities.

Assessments should not include detailed information about Jim Crow segregation in the South as push factors for migration, comprehensive demographic data about settlement patterns and geographical routes of migration, or broader cultural developments like the Harlem Renaissance. Additionally, connections to the later Civil Rights Movement fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may believe that African American migrants responded uniformly to discrimination, overlooking the diverse strategies employed, including community building, establishing businesses like those in Tulsa's Greenwood district, labor organizing, and political activism.
* Some students may think that discrimination in the North and West was identical to Jim Crow segregation in the South, failing to recognize how northern discrimination often operated through informal practices, housing restrictions, and employment barriers rather than explicit legal segregation.
* Students might assume that economic opportunities for African American migrants in northern and western cities were consistently better than in the South, not recognizing how discrimination in hiring, workplace advancement, and labor unions often limited economic mobility.
* Students might incorrectly believe that African Americans who migrated to the North and West escaped racial violence entirely, overlooking significant incidents like the East St. Louis riot of 1917, Chicago Race Riot of 1919, and the destruction of Tulsa's 'Black Wall Street' in 1921.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.6
Cluster Name: 5. World War I: Home Front
Lesson Name: *None specified*
Lesson Order: 2520.0
Standard ID: Unit 7: Learning Objective G
Standard Description: Explain the causes and effects of international and internal migration patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2560.0
Standard ID: KC-7.1.I.A
Standard Description: New technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living, greater personal mobility, and better communications systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2561.0
Standard ID: KC-7.1.I.A+1
Standard Description: Explain how new technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the focus on consumer goods production influenced personal mobility during this time, including how the auto industry stimulated growth in related sectors such as steel, petroleum, rubber, and glass manufacturing.
* Analyze visual sources such as advertisements to explain how modern advertising used psychological appeals to shape consumer desires and connect products to personal identity, influencing the consumer culture of the period.
* Evaluate the impact of better communications systems on American society and economy due to technological innovations.
* Explain how technological and manufacturing advancements contributed to improved living standards during this period, including how price reductions made consumer goods like automobiles increasingly affordable to average Americans.
* Identify key technologies and manufacturing techniques that drove the U.S. economy towards consumer goods production, including Ford's moving assembly line and its revolutionary impact on production efficiency.
* Interpret statistical data demonstrating the rise in standards of living resulting from technological and manufacturing advances.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and explain specific technological innovations and manufacturing techniques from the early 20th century that contributed to consumer goods production and improved living standards. Questions should address Henry Ford's assembly line, automobile affordability, household appliances, radio and cinema as communication technologies, modern advertising techniques, consumer credit expansion, and welfare capitalism as economic factors. Assessments should emphasize how these innovations collectively transformed American society through increased personal mobility, changed domestic life, and expanded consumer culture.

Assessments should not include detailed information about the geographic distribution of communication technologies, specific technological specifications of radio or cinema equipment, or statistical analysis of adoption rates across regions. Questions about specific radio programs or films, regional cultural elements disseminated through media, or the creation and interpretation of complex visual data representations are outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners might attribute the shift toward consumer goods production exclusively to technological innovations, without recognizing how marketing strategies, consumer credit systems, and business practices like welfare capitalism also played significant roles in this economic transformation.
* Some students may believe that improved standards of living resulting from new technologies spread evenly across different socioeconomic groups and geographic regions, overlooking how access to consumer goods, automobiles, and new media varied significantly among different populations.
* Students might incorrectly assume that technological advancements like the assembly line primarily benefited manufacturers rather than recognizing how these innovations made consumer goods more affordable and accessible to average Americans.
* Students might perceive the improvements in living standards from new technologies and manufacturing as immediate rather than understanding that adoption was gradual, with complex social and economic adjustments including labor disputes, changing workforce demands, and evolving consumer behaviors occurring over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2562.0
Standard ID: KC-7.1.I.A+2
Standard Description: Explain how new technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to greater personal mobility.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between technological innovations and the expansion of consumer goods production, including how widespread automobile ownership fueled suburban development and transformed residential patterns.
* Evaluate the impact of consumer credit expansion and installment buying on social mobility and standards of living in the U.S., allowing consumers to purchase expensive items through monthly payments rather than upfront costs.
* Explain how technological advancements contributed to greater personal mobility in the U.S. economy.
* Identify the new technologies and manufacturing techniques that focused the U.S. economy on consumer goods.
* Interpret statistical data to identify trends in consumer goods production and personal mobility during the period.
* Utilize economic graphs and charts to explain the growth of consumer goods and their role in personal mobility.

Assessment Boundaries:
* Assessments based on this standard should focus on specific technological innovations and manufacturing techniques that directly influenced consumer goods production and personal mobility during the early 20th century. Questions should address the impact of assembly line manufacturing on automobile affordability, how increased automobile ownership transformed personal mobility and suburban development, the role of consumer credit and installment buying in expanding access to expensive consumer goods, and how household technologies changed American lifestyles. The relationship between these innovations and broader economic and social changes should be evaluated within the context of consumer culture development.

Assessments should not include detailed analysis of radio and cinema technologies or their specific cultural impacts on regional representation. Statistical data and visual representations specifically related to communication technologies distribution should be avoided. Additionally, broader economic impacts beyond those directly related to consumer goods production and personal mobility fall outside the assessment scope.

Common Misconceptions:
* Learners might misunderstand the role of consumer credit and installment buying, potentially viewing these financial innovations as minor factors rather than essential components that enabled middle-class Americans to purchase automobiles and other expensive consumer goods.
* Some students may believe that assembly line manufacturing led to immediate and universal automobile ownership, without recognizing the gradual adoption process and persistent socioeconomic barriers that limited access to cars despite their decreasing prices.
* Students may incorrectly assume that personal mobility refers only to physical transportation, rather than understanding it also encompasses social mobility, lifestyle changes, and the freedom to participate more fully in consumer culture and suburban living.
* Students might think that the automobile was the only significant consumer good that enhanced personal mobility, overlooking how household appliances, telephones, and other consumer technologies collectively transformed American lifestyles and mobility patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2563.0
Standard ID: KC-7.1.I.A+3
Standard Description: Explain how new technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to better communications systems.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological advancements on consumer goods' production and its effects on communication systems.
* Evaluate the historical significance of technological innovations in transforming the U.S. economy and communication infrastructures.
* Explain the role of new manufacturing techniques in improving communication systems within the United States.
* Identify key technologies and manufacturing techniques that influenced the production of consumer goods in the U.S. economy.
* Interpret statistical data and graphs to assess the growth of communication systems driven by technological innovations.
* Use primary source materials to explain how welfare capitalism provided worker benefits like healthcare and housing to prevent unionization while maintaining corporate control over communications and workplace conditions.

Assessment Boundaries:
* Assessments based on this standard should focus on how manufacturing innovations (particularly assembly line production) enabled mass production of consumer goods and contributed to improved communication systems in the United States. Students should demonstrate understanding of how specific manufacturing techniques lowered costs and increased accessibility of consumer goods like automobiles and household technologies, and explain how mass media (particularly radio and cinema) emerged as national communication systems. Questions may address the relationship between manufacturing efficiency, consumer purchasing power, and the development of advertising and consumer credit systems.

Assessments should not include statistical data or visual representations showing geographic distribution of communication technologies, nor specific technical details about radio or cinema engineering. Questions about regional cultural elements disseminated through mass media, analysis of specific primary source materials (radio programs or films), or detailed metrics about technology adoption rates should be avoided. Additionally, assessments should not require students to create or interpret data visualizations related to communication technology growth patterns.

Common Misconceptions:
* Some students might think that manufacturing techniques and technological advances during this period were primarily developed in America, potentially overlooking significant global influences and technological exchanges that shaped U.S. manufacturing and communication systems.
* Students may perceive the rise of consumer goods production as having predominantly positive economic impacts, without considering related challenges such as economic disparities, environmental consequences, and significant changes in labor markets and working conditions.
* Students might believe that technological advancements led to immediate widespread improvements in communication, without recognizing the gradual integration process that required infrastructure development and changes in consumer behavior over time.
* Students might misunderstand welfare capitalism as primarily benefiting workers, rather than recognizing how companies used benefits programs strategically to maintain control over workplace conditions and prevent unionization while expanding communication systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2570.0
Standard ID: KC-7.2.I.A
Standard Description: New forms of mass media, such as radio and cinema, contributed to the spread of national culture as well as greater awareness of regional cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2571.0
Standard ID: KC-7.2.I.A+1
Standard Description: Explain how new forms of mass media contributed to the spread of national culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how mass media innovations contributed to homogenized cultural expressions while also reflecting regional cultural diversity.
* Evaluate how mass media reduced cultural isolation and fostered a sense of shared identity and values among diverse American demographics.
* Examine primary sources such as radio broadcasts and film clips to assess how these media were used to promote national cultural themes.
* Explain the role of radio and cinema in disseminating cultural norms and values across different regions of the United States, including Hollywood's emergence as a global center of film production that influenced both national and international culture.
* Identify the new forms of mass media that emerged during this period and contributed to the creation of a shared national culture in the United States.
* Utilize historical maps or graphs showing radio station spread or cinema attendance to analyze their impact on national culture dissemination.

Assessment Boundaries:
* Assessment should focus on how radio networks (like NBC and CBS) and cinema (particularly Hollywood) functioned as mass media in the 1920s to create shared national experiences while also acknowledging regional cultural diversity. Students should be able to explain how these media forms reached millions of Americans, created common cultural touchpoints, and contributed to both the homogenization of American culture and awareness of diverse regional expressions. Assessment should emphasize the social and cultural impacts of these media rather than their technological aspects.

Assessment should not include detailed statistical data about media distribution patterns, specific technological innovations that enabled radio and cinema development, or analysis of specific primary source examples of radio programs or films. Geographic distribution patterns of media adoption, detailed methodology for analyzing media impact, and specific regional cultural elements portrayed in media are outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might assume that mass media primarily transmitted cultural elements from urban centers to rural areas, not recognizing the complex bidirectional exchange where regional cultural expressions from various parts of the country also found their way into national media.
* Some students may believe that most Americans had similar access to new forms of mass media, overlooking how economic circumstances, geographic location, and social factors created disparities in who could regularly engage with radio broadcasts and cinema.
* Students might incorrectly assume that radio and cinema quickly erased regional cultural differences, not recognizing that while these media contributed to shared national experiences, many distinctive regional and local cultural expressions continued to thrive alongside national culture.
* Students might perceive the influence of mass media as predominantly serving entertainment purposes, underestimating how radio and cinema also communicated news, political information, and social values that shaped national cultural understanding.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2572.0
Standard ID: KC-7.2.I.A+2
Standard Description: Explain how new forms of mass media contributed to the awareness of regional cultures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of radio broadcasts or cinema in the dissemination of regional cultural elements, supported by examples from specific geographical areas.
* Evaluate the extent to which mass media were effective tools in revealing regional variations to the broader United States audience during the period under review.
* Explain the processes through which new forms of mass media contributed to the awareness and understanding of regional cultural characteristics.
* Identify the different forms of mass media that emerged and played a role in spreading awareness of regional cultures.
* Use radio programs or films from the era as primary sources to identify how regional dialects, music, or traditions were portrayed and perceived nationally.

Assessment Boundaries:
* Assessments based on this standard should focus on how radio and cinema contributed to both national cultural unity and regional cultural awareness during the early-to-mid 20th century. Students should be able to explain general processes through which these mass media forms highlighted regional dialects, music, stories, and traditions, as well as analyze how these portrayals affected public awareness of cultural diversity within the United States. The assessment should emphasize the dual nature of mass media in simultaneously promoting national shared experiences while showcasing regional distinctions.

Assessments should not include detailed statistical data about media distribution patterns, technological specifications of broadcasting equipment, or in-depth analysis of specific radio programs or films as primary sources. Additionally, assessment should avoid requiring students to identify geographical origins of specific cultural elements or create/interpret visual representations of media adoption patterns, as these aspects extend beyond the scope of this standard.

Common Misconceptions:
* Students might assume that regional cultures were passive recipients of mass media content, not recognizing how communities sometimes adapted, reinterpreted, or even resisted national media content to maintain regional cultural identities.
* Students might believe that regional cultural awareness through mass media developed evenly across all American regions, when in reality some distinctive regional characteristics received more attention and representation than others.
* Students might conclude that mass media's portrayal of regional cultures was consistently authentic and respectful, not considering how some representations might have involved stereotyping, simplification, or commercialization of regional differences for entertainment purposes.
* Students might incorrectly view mass media of the early-to-mid 20th century as primarily homogenizing forces, overlooking how radio and cinema often highlighted regional accents, music styles, and cultural traditions that increased awareness of regional differences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.7
Cluster Name: 6. 1920s: Innovations in Communication and Technology
Lesson Name: *None specified*
Lesson Order: 2560.0
Standard ID: Unit 7: Learning Objective H
Standard Description: Explain the causes and effects of the innovations in communication and technology in the United States over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2580.0
Standard ID: KC-7.1.I.B
Standard Description: By 1920, a majority of the U.S. population lived in urban centers, which offered new economic opportunities for women, international migrants, and internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2582.0
Standard ID: KC-7.1.I.B+2
Standard Description: Explain how living in urban centers offered new economic opportunities for women.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data on employment rates to assess the growth of women's employment in urban centers and discuss its implications on broader economic opportunities.
* Analyze the impact of technological innovations and industrial growth in urban areas on women's participation in the workforce.
* Describe the changes in women's economic status and opportunities due to legislative reforms or societal shifts in urban centers.
* Evaluate the influence of cultural and social changes in urban centers on the acceptance and integration of women into various professions and industries.
* Explain how differing urban environments influenced the types of economic opportunities available to women and how this shaped their career paths.
* Explain how the migration of women to urban centers in the early 20th century influenced their economic roles and career prospects.
* Identify key economic sectors in urban centers during the early 20th century and describe how they provided new job opportunities for women.
* Use primary sources such as newspaper articles, advertisements, or personal letters to identify and describe the experiences of women working in urban environments during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and explain general categories of economic opportunities that became available to women in urban centers by the early 20th century, such as work in clerical, retail, manufacturing, and service sectors. Students should demonstrate understanding of how urbanization created these opportunities and how they differed from traditional women's economic roles. Assessments may include analysis of how cultural shifts in urban environments affected women's workforce participation and how these opportunities varied across different groups of women.

Assessments should not include detailed statistical data about women's workforce participation rates, wage information, or comprehensive analysis of specific jobs within industries. Questions requiring knowledge of specific feminist organizations, leaders, or detailed policy reforms affecting women's economic status should be avoided. Additionally, analyses of media portrayals of working women and detailed comparisons of urban versus rural economic structures fall outside the scope of this standard.

Common Misconceptions:
* Learners may believe that economic opportunities in urban centers were equally accessible to all women, whereas factors such as race, ethnicity, social class, and educational background significantly influenced the types and quality of opportunities available.
* Some students might think that new urban economic roles for women represented a complete break from traditional gender expectations, when in reality, many workplace environments still maintained gender hierarchies and restrictions on women's roles and advancement.
* Students might incorrectly assume that economic opportunities for women in urban centers were primarily high-paying professional positions, when many were entry-level positions in clerical work, retail, manufacturing, and service industries with limited advancement opportunities.
* Students might mistakenly interpret women's increased presence in urban workplaces as broadly accepted by society, overlooking the significant social tensions and debates about women's changing economic roles and the appropriateness of their participation in certain sectors of the workforce.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2583.0
Standard ID: KC-7.1.I.B+3
Standard Description: Explain how living in urban centers offered new economic opportunities for international migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to describe the experiences of international migrants pursuing economic opportunities in urban centers.
* Analyze the factors that made urban centers attractive to international migrants seeking economic opportunities.
* Evaluate the impact of international migrants on the economic landscape of urban centers in the early 20th century.
* Explain how urban centers facilitated new economic roles and contributions by international migrants during the early 20th century.
* Identify the economic opportunities available to international migrants in urban centers of the United States by 1920.
* Use statistical data to analyze the employment trends of international migrants in urban areas in this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the general types of economic opportunities urban centers provided to international migrants by 1920, including manufacturing, service sectors, and ethnic entrepreneurship within immigrant neighborhoods. Students should be able to explain how urban environments facilitated these opportunities and why they were attractive to international migrants compared to rural settings. Assessment may include how discrimination or immigration policies affected access to economic opportunities.

Assessments should not include detailed statistical data about migrants' economic contributions, comprehensive comparisons of urban-rural economic structures, or specific examples of jobs and industries. Questions about cultural integration, social discrimination, or community formation should be avoided unless directly connected to economic opportunity access. Additionally, specific arguments from pro/anti-immigration groups and detailed media analysis fall outside the scope of this standard.

Common Misconceptions:
* Students might assume that immigration restrictions like the National Origins Act of 1924 had minimal impact on urban economic opportunities, when these policies significantly altered which migrant groups could access urban economies and what types of work they could pursue.
* Students might believe that economic factors were the only consideration for international migrants settling in urban centers, when community networks, cultural support systems, and transportation access also influenced migration patterns and economic success.
* Students might incorrectly believe that economic opportunities were equally accessible to migrants from different regions, overlooking how nativist sentiments and discrimination created varying levels of economic access for migrants from southern and eastern Europe compared to those from northern and western Europe.
* Students might think that economic opportunities in urban centers were primarily limited to factory work, overlooking the diverse range of employment options in service industries, trade, and entrepreneurship within ethnic enclaves that were available to international migrants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2584.0
Standard ID: KC-7.1.I.B+4
Standard Description: Explain how living in urban centers offered new economic opportunities for internal migrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the economic structure of urban centers differed from rural areas and how this affected internal migrants.
* Analyze primary and secondary sources describing the experiences of internal migrants in urban areas to identify economic opportunities and obstacles they encountered.
* Evaluate the historical impact of internal migration on urban economic development by 1920.
* Explain the factors that contributed to internal migration towards urban centers in the early 20th century.
* Identify specific economic opportunities available to internal migrants in urban centers by 1920.
* Use maps of urban migration patterns to identify key destinations for internal migrants and analyze why these areas attracted newcomers.

Assessment Boundaries:
* Assessments based on this standard should focus on the general types of economic opportunities available to internal migrants in urban centers by 1920, including industrial jobs, service sector employment, and opportunities created by urban infrastructure development. Questions may address key internal migration patterns such as the Great Migration, basic push-pull factors that motivated migration to urban centers, and how urban economies provided different types of work compared to rural areas. Students should be able to identify economic challenges and opportunities internal migrants typically encountered.

Assessments should not include detailed statistical data about migration patterns, comprehensive comparisons of urban and rural economic structures, or specific information about how technological and industrial changes facilitated employment for particular demographic groups. Questions about international migrants' economic contributions, detailed analysis of specific industries, or comprehensive data about demographic changes in urban centers should also be excluded.

Common Misconceptions:
* Some learners may incorrectly assume that economic opportunities were similarly accessible to internal migrants across different urban centers, when in fact local economic conditions, industrial specialization, and regional development created varying employment landscapes.
* Some students might think that internal migrants to urban centers primarily found factory work, overlooking the diverse economic opportunities in retail, transportation, construction, domestic service, and emerging service industries that were also available by 1920.
* Students might believe that internal migrants generally experienced immediate economic improvement upon arriving in urban centers, not recognizing the challenges many faced including job competition, housing discrimination, and periods of unemployment or underemployment.
* Students might think that the Great Migration was primarily motivated by cultural factors, rather than understanding that economic opportunities such as industrial jobs, higher wages, and greater occupational variety were significant drivers of African American migration from the rural South to Northern cities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2600.0
Standard ID: KC-7.2.I.B
Standard Description: Migration gave rise to new forms of art and literature that expressed ethnic and regional identities, such as the Harlem Renaissance movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2601.0
Standard ID: KC-7.2.I.B+1
Standard Description: Explain how migration gave rise to new forms of art and literature that expressed ethnic and regional identities, such as the Harlem Renaissance movement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Great Migration of African Americans from the rural South to Northern cities—which tripled New York's Black population—contributed to the cultural diversity of urban centers and its reflection in literature and art.
* Compare the artistic and literary contributions of the Harlem Renaissance to those of other regional movements that arose due to migration.
* Describe the role of internal migration in shaping regional artistic and literary identities beyond the Harlem Renaissance, identifying examples from other ethnic groups.
* Evaluate primary sources such as poems, visual art, or narratives from the Harlem Renaissance to understand the expression of ethnic identity.
* Explain the influence of migration on the development of the Harlem Renaissance movement and its expression of African American identity through literature, visual arts, and new musical forms like ragtime, jazz, and blues that combined African rhythms with European instruments.
* Identify key characteristics of new forms of art and literature in the United States that developed due to migration patterns, with a focus on ethnic and regional identities.
* Use maps to examine the Great Migration's impact on the geographic distribution of African American communities and associated cultural developments.

Assessment Boundaries:
* Assessments based on this standard should focus on how the Great Migration influenced the development of the Harlem Renaissance and its expressions of African American identity through literature, visual arts, and musical forms such as jazz, blues, and ragtime. Students should be able to analyze primary sources from the Harlem Renaissance, identify key figures like Langston Hughes and Zora Neale Hurston, and explain how migration patterns contributed to new forms of cultural expression in urban centers, particularly Harlem, New York.

Assessments should not include comprehensive geographic data about migration patterns, detailed statistics about demographic changes, or examples of regional artistic movements beyond the Harlem Renaissance. Additionally, analysis of government policies affecting racial debates, specific economic impacts of migration, and detailed information about other ethnic groups' artistic contributions falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners might believe that the artistic and literary works of the Harlem Renaissance were primarily created for aesthetic purposes, not recognizing how these cultural expressions often contained social commentary challenging racial stereotypes and helped define new concepts of African American identity.
* Some students might incorrectly view the Harlem Renaissance as solely a literary movement, overlooking how migration influenced the development of visual arts and musical forms like jazz, blues, and ragtime that were central to expressing African American identity.
* Students may misunderstand the Harlem Renaissance as an isolated cultural phenomenon, rather than recognizing how it emerged from broader migration patterns and urbanization that created conditions for new forms of artistic expression.
* Students might assume that the Harlem Renaissance developed immediately after the Great Migration began, rather than understanding it as a cultural movement that evolved over time as African American communities established themselves in northern urban centers like Harlem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2610.0
Standard ID: KC-7.2.I.D
Standard Description: In the 1920s, cultural and political controversies emerged as Americans debated gender roles, modernism, science, religion, and issues related to race and immigration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2611.0
Standard ID: KC-7.2.I.D+1
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated gender roles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze advertisements, cultural artifacts, and social phenomena from the 1920s, such as the flapper who wore short skirts, used makeup, and embraced jazz culture, to determine how they reflected and influenced views on gender roles.
* Analyze various viewpoints expressed during the 1920s regarding traditional versus modern gender roles, using primary source excerpts.
* Describe the influence of the feminist movement on the debates around gender roles in the 1920s.
* Evaluate the role that media and technology played in shaping public perceptions of gender roles during the 1920s.
* Explain the impact of the 19th Amendment on gender roles and political controversies in the 1920s.
* Explain the relationship between economic changes during the 1920s and shifts in gender roles, using economic data.
* Identify key cultural and political figures who influenced the debates over gender roles in the 1920s.
* Use statistical data to explain changes in women's participation in the workforce during the 1920s and the societal reactions to these changes.

Assessment Boundaries:
* Assessments should focus on cultural and political controversies surrounding gender roles in the 1920s, including the flapper phenomenon, impacts of women's suffrage, and the tension between modernist and traditional viewpoints. Questions may address key figures in gender role debates, primary source analysis of contemporary viewpoints, cultural artifacts reflecting changing gender norms, and how urban growth and economic shifts influenced women's roles without requiring specific statistical data.

Assessments should not include detailed statistical analysis of women's economic participation, comprehensive information about feminist organizations and leaders, or specific examples from advertisements and media beyond general trends. Questions should avoid exploring long-term influences beyond the 1920s, detailed religious fundamentalist positions on issues unrelated to gender, or aspects of 1920s culture not directly connected to gender role debates.

Common Misconceptions:
* Some students might believe that the flapper represented the typical American woman of the 1920s, rather than recognizing that while flappers were culturally significant, they represented primarily urban, younger women, with many Americans continuing to adhere to more traditional gender expectations.
* Some students might view the 1920s debates over gender roles as primarily focused on women's behavior and appearance, overlooking how changing expectations for masculinity and male roles in family and society were also contested during this period.
* Students may incorrectly assume that the passage of the 19th Amendment resolved debates over women's roles in society, rather than understanding that voting rights were just one aspect of broader and ongoing controversies about appropriate gender roles in political, economic, and social spheres.
* Students may misinterpret the urban-rural divide in the 1920s, potentially assuming that new gender norms were embraced or rejected based solely on geography, rather than recognizing how factors such as religious beliefs, economic circumstances, education, and family background influenced individual and community responses to changing gender expectations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2612.0
Standard ID: KC-7.2.I.D+2
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated modernism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of modernism in shifting American cultural and political norms during the 1920s.
* Analyze visual or textual primary sources to identify representations of modernism and its associated controversies during the 1920s.
* Evaluate the historical significance of modernism debates and Republican leadership policies (including those of Presidents Harding, Coolidge, and Hoover) in shaping American cultural, economic, and political landscapes of the 1920s.
* Explain how the advent of modernism contributed to cultural and political controversies in the 1920s.
* Identify and describe a claim or argument regarding modernism from primary or secondary sources of the 1920s.
* Identify key modernism debates and literary movements that emerged in the United States during the 1920s, including the Lost Generation writers like F. Scott Fitzgerald and Ernest Hemingway who criticized American materialism and expressed post-war disillusionment.

Assessment Boundaries:
* Assessments based on this standard should focus on how modernism sparked cultural and political controversies in 1920s America through specific examples including the Scopes Trial, shifting gender norms (flappers), literary movements (Lost Generation writers, Harlem Renaissance), and tensions between religious fundamentalism and modern scientific/cultural ideas. Students should analyze primary sources reflecting these debates and understand how Republican leadership policies of Harding, Coolidge, and Hoover intersected with modernism controversies, along with how urbanization and nativist sentiments contributed to cultural divides.

Assessments should not include long-term influences of modernism debates beyond the 1920s, detailed statistical data about demographic changes, or comprehensive analysis of economic structures. Questions should avoid specific arguments from immigration restriction debates, detailed feminist movement information, and in-depth analysis of how media and advertising shaped gender perceptions beyond basic understanding of the period's cultural tensions.

Common Misconceptions:
* Some students might incorrectly assume that cultural expressions like the flapper image or Lost Generation literature represented the experiences and viewpoints of most Americans, rather than understanding these as notable but contested symbols within broader modernism debates.
* Some students might think modernism debates were primarily about artistic styles and literary movements, overlooking how these controversies extended into religious practices, scientific understanding, gender norms, and political discourse across American society.
* Students may believe modernism was enthusiastically embraced in cities while being uniformly rejected in rural areas, not recognizing how acceptance or resistance varied significantly within both urban and rural communities based on factors like religious beliefs, education, and socioeconomic status.
* Students might view the Scopes Trial solely as a conflict about teaching evolution, missing how it represented a broader clash between traditional religious fundamentalism and modernist approaches to religion, education, and cultural values in 1920s America.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2613.0
Standard ID: KC-7.2.I.D+3
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated science.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of scientific debates of the 1920s on American society, particularly in terms of educational policy and cultural values.
* Compare the arguments of different groups involved in the 1920s scientific debates.
* Explain how the debate over science, typified by events like the Scopes Monkey Trial, reflected broader cultural tensions during the 1920s.
* Identify major scientific debates of the 1920s, such as the Scopes Monkey Trial, and their role in cultural and political controversies.
* Utilize primary source documents from the 1920s, such as trial transcripts or contemporary media accounts, to assess the influence of scientific controversies on public opinion and policy.

Assessment Boundaries:
* Assessments based on this standard should focus on key scientific debates of the 1920s, particularly the Scopes 'Monkey' Trial and the conflict between modernist and traditionalist perspectives regarding evolution. Questions should address how these scientific controversies reflected broader cultural tensions, different arguments presented by various groups involved, and how primary sources reveal public reactions to these debates. Emphasis should be placed on understanding the immediate cultural context surrounding these scientific controversies.

Assessments should not include long-term influences of these debates beyond the 1920s, detailed information about scientific controversies other than evolution, or comprehensive analysis of religious fundamentalism's influence on political positions beyond the teaching of evolution. Questions should avoid statistical data about demographic changes and detailed information about media's role in shaping immigration policies during this period.

Common Misconceptions:
* Some students may believe that the Scopes Trial resulted in a clear legal victory for evolution advocates, when in fact Scopes was found guilty (though later acquitted on a technicality), and the trial's greatest impact was in the court of public opinion rather than through legal precedent.
* Some students may think that scientific and religious perspectives in the 1920s represented two completely unified and opposing viewpoints, overlooking the diversity of opinions within both scientific and religious communities regarding evolution.
* Students might believe that the Scopes Trial was primarily about proving or disproving evolution scientifically, rather than about legal restrictions on teaching evolution in public schools and the broader cultural conflict between modernist and traditionalist values.
* Students might perceive the debate over evolution as separate from other cultural conflicts of the 1920s, rather than seeing it as part of broader tensions between modernism and traditionalism that characterized the decade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2614.0
Standard ID: KC-7.2.I.D+4
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to assess the role of religious debates in shaping political landscapes in the 1920s.
* Analyze the impact of religious debates during the 1920s on American society, particularly regarding issues of science and religion.
* Describe the significance of the Scopes Monkey Trial as a manifestation of religious debates and their impact on cultural controversies.
* Evaluate the influence of religious debates and moral reform movements such as Prohibition (enacted by the 18th Amendment) on the broader cultural controversies of the 1920s, including the rise of organized crime.
* Explain how religious debates in the 1920s contributed to political controversies in the United States.
* Identify the key religious debates that caused cultural controversies in the 1920s.

Assessment Boundaries:
* Assessments based on this standard should focus on the key religious debates between fundamentalism and modernism in the 1920s, including the Scopes Trial, religiously-motivated moral reform movements like Prohibition, and their impacts on American cultural and political landscapes. Questions may address how religious perspectives shaped responses to scientific advances (particularly evolution), the tension between traditional and modern religious interpretations, and specific events that exemplified these controversies.

Assessments should not include detailed analysis of religious fundamentalism's influence on gender roles, immigration policies, or artistic movements beyond their general connection to religious debates. Questions should avoid comprehensive information about scientific debates beyond evolution, long-term influences of these religious controversies beyond the 1920s, or statistical data about demographic changes related to these debates.

Common Misconceptions:
* Some students might oversimplify the Scopes Trial as merely a debate about evolution versus religion, rather than recognizing it as part of broader tensions between religious fundamentalism and modernism regarding educational control, cultural authority, and responses to rapid social change.
* Some students might view Prohibition primarily as a political or social reform movement without recognizing its significant religious underpinnings and how it exemplified religious groups' attempts to legislate morality during a period of perceived moral decline.
* Students may incorrectly assume that religious views in the 1920s fell into two clearly defined camps of fundamentalism and modernism, overlooking the diverse spectrum of religious perspectives that included many who sought to reconcile traditional faith with scientific understanding.
* Students may misinterpret the modernist-fundamentalist divide as strictly urban versus rural, when in reality these religious tensions existed across geographic settings, influenced by factors including education, denomination, social class, and exposure to mass media.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2615.0
Standard ID: KC-7.2.I.D+5
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated issues related to race.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Great Migration on racial dynamics and tensions in northern cities during the 1920s.
* Compare perspectives on race relations during the 1920s, using primary source documents such as speeches or writings from prominent figures in the African American civil rights movement and proponents of racial segregation.
* Describe how legislation and government policies during the 1920s, such as immigration quotas and anti-lynching campaigns, affected racial debates and controversies.
* Evaluate the role of media, including the 1915 film 'The Birth of a Nation,' in shaping public perceptions of race, fueling white resistance to the Great Migration, contributing to the KKK's nationwide revival, and influencing political controversies during the 1920s.
* Explain how racial issues during the 1920s were influenced by cultural changes, such as the Harlem Renaissance and the resurgence of the Ku Klux Klan, which grew to approximately 5 million members and targeted African Americans, immigrants, Catholics, and Jews through intimidation and violence.
* Identify key events and figures in the 1920s that contributed to racial controversies and debates within the United States.
* Use statistical data to assess demographic changes and migration patterns during the period and explain their significance in the context of racial controversies.

Assessment Boundaries:
* Assessment should focus on specific racial controversies and debates that emerged in the 1920s, including the resurgence of the Ku Klux Klan, the cultural significance of the Harlem Renaissance, racial tensions following the Great Migration, and the impact of immigration restriction laws like the National Origins Act of 1924. Students should be able to identify key events, figures, and media influences (such as 'The Birth of a Nation') that shaped public perceptions of race during this decade, and explain basic demographic shifts without requiring detailed statistical analysis.

Assessment should not include comprehensive statistical data on migration patterns, detailed arguments from specific civil rights leaders or segregationists, or events occurring outside the 1920s timeframe (such as the Chicago Race Riot of 1919). Questions should avoid requiring analysis of how these racial controversies influenced subsequent decades or detailed comparisons of different immigrant groups' economic contributions to urban centers.

Common Misconceptions:
* Some students might incorrectly view immigration restriction laws like the National Origins Act of 1924 as separate from racial controversies, rather than understanding how these laws reflected racial attitudes toward certain ethnic groups.
* Some students might think that racial controversies in the 1920s were limited to Southern states, overlooking how the Great Migration transformed racial dynamics in Northern cities and how the Ku Klux Klan expanded nationally during this period.
* Students may confuse the Harlem Renaissance as primarily a political movement, rather than recognizing it as a cultural movement where African American artists, writers, and musicians celebrated Black identity through various art forms.
* Students might underestimate how media, particularly the film 'The Birth of a Nation,' contributed to racial tensions and the resurgence of organizations like the Ku Klux Klan, which grew to approximately 5 million members in the 1920s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2616.0
Standard ID: KC-7.2.I.D+6
Standard Description: Explain the emergence of cultural and political controversies in the 1920s as Americans debated issues related to immigration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the 1920s to identify differing perspectives on immigrants and immigration policy.
* Analyze the ways in which cultural and political controversies surrounding immigration during the 1920s reflected broader social tensions and conflicts of the decade.
* Compare the arguments and rhetoric used by different groups advocating for and against immigration restrictions in the 1920s.
* Evaluate the role of media, including political cartoons and propaganda posters, in shaping public opinion about immigration during the 1920s.
* Explain how the debates over immigration in the 1920s contributed to the rise of nativism and influenced national policies.
* Identify the key immigration policies enacted during the 1920s and explain their impact on American society.

Assessment Boundaries:
* Assessments based on this standard should focus on key immigration policies of the 1920s (such as the Immigration Act of 1924), the influence of nativism on immigration debates, and how groups like the Ku Klux Klan shaped national discourse on immigration. Students should demonstrate understanding of how World War I influenced anti-immigration sentiments and how cultural and political controversies surrounding immigration reflected broader social tensions of the decade. Assessment may include analysis of primary sources that illustrate different perspectives on immigration policy.

Assessments should not include detailed statistical data about demographic changes, comprehensive analysis of specific arguments made by pro-restriction and anti-restriction groups, or in-depth analysis of how media shaped perceptions of immigrant groups. Topics not directly related to immigration controversies, such as Prohibition, the Scopes Trial, or broader cultural movements like the Harlem Renaissance, should be excluded unless specifically connected to immigration debates.

Common Misconceptions:
* Some students might assume that anti-immigration sentiments emerged suddenly in the 1920s, not recognizing how World War I intensified existing nativist attitudes and suspicions toward German-Americans and other immigrant groups, laying groundwork for the restrictive policies that followed.
* Some students might believe that immigration controversies in the 1920s were primarily driven by economic concerns, overlooking how racial, religious, and cultural biases significantly influenced nativist sentiments and policies like the National Origins Act of 1924.
* Students may mistakenly think that immigration laws of the 1920s, such as the Quota Act and the National Origins Act, were designed to maintain demographic diversity, rather than understanding how these policies intentionally restricted immigration from specific regions, particularly Southern and Eastern Europe and Asia.
* Students might incorrectly believe that anti-immigration movements primarily focused on European immigrants, not realizing that restrictive policies and social hostility also significantly targeted Asian immigrants, Catholics, Jews, and other groups deemed 'undesirable' by nativist organizations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2590.0
Standard ID: KC-7.2.II.A.ii
Standard Description: After World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2591.0
Standard ID: KC-7.2.II.A.ii+1
Standard Description: Explain the nativist campaigns after World War I against some ethnic groups that led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the broader impact of these immigration restrictions on American society, culture, and economy during the interwar period.
* Analyze the socio-political context that fueled nativist sentiments leading to the immigration quotas, and explain how these sentiments manifested in legislation.
* Compare and contrast primary sources depicting nativist rhetoric from the post-World War I era with official government policies on immigration.
* Evaluate the role of media and propaganda in shaping public perceptions and policies towards immigrants from southern and eastern Europe during nativist campaigns.
* Explain the impact of specific legislation like the National Origins Act of 1924, which used the 1890 census to establish quotas that restricted immigration patterns from southern and eastern Europe, using statistical data and graphs to support your analysis.
* Identify and describe key nativist campaigns in the United States after World War I that targeted ethnic groups, particularly those from southern and eastern Europe.

Assessment Boundaries:
* Assessment should focus on the specific nativist campaigns after World War I and the resulting immigration legislation, particularly the Emergency Quota Act of 1921 and the National Origins Act of 1924. Students should be able to explain how these laws established quotas using the 1890 census, their discriminatory impact on southern and eastern European and Asian immigrants, and the role of organizations like the KKK in promoting nativist sentiment. Basic analysis of how these restrictions changed immigration patterns and their immediate social impact during the 1920s should be included.

Assessment should not include detailed arguments made by pro-restriction and anti-restriction groups, comprehensive statistical data on demographic changes, or analysis of propaganda techniques used to shape public opinion. Additionally, broader impacts beyond the interwar period, the intersection of nativism with other social movements unrelated to immigration, and detailed economic contributions of immigrant groups are outside the scope of this standard.

Common Misconceptions:
* Some students may incorrectly think that the quota system established by the immigration laws of the 1920s affected all European countries similarly, when in fact the system was deliberately designed to favor immigrants from northern and western Europe while restricting those from southern and eastern Europe.
* Some students may overlook how World War I intensified suspicion toward certain immigrant groups, particularly German-Americans, contributing to the broader nativist sentiment that eventually led to the restrictive immigration legislation of the 1920s.
* Students might believe that nativist campaigns after World War I were primarily motivated by economic concerns, when cultural anxieties, xenophobia, and racial biases were significant driving factors behind the support for immigration restrictions.
* Students might not recognize that the use of the 1890 census (rather than a more recent census) as the basis for immigration quotas was an intentional choice to limit the number of immigrants from groups that had arrived in larger numbers after 1890, particularly southern and eastern Europeans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2592.0
Standard ID: KC-7.2.II.A.ii+2
Standard Description: Explain the nativist campaigns after World War I against some ethnic groups that led to the passage of quotas that increased barriers to Asian immigration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons or propaganda from the time to illustrate the public sentiment toward Asian immigrants influenced by nativist ideologies.
* Analyze the socio-political impact of the nativist movement on legislation aimed at restricting Asian immigration following World War I.
* Compare primary source documents from the period to understand the arguments used in nativist campaigns against Asian immigration.
* Evaluate the historical significance of the quota systems established after World War I in altering U.S. immigration patterns, particularly concerning Asian immigrants.
* Explain how nativist campaigns specifically targeted ethnic groups leading to legislative actions such as immigration quotas.
* Identify and describe specific legislative acts that were passed as a result of nativist influence and their effects on Asian communities in America.
* Identify the key factors that contributed to the rise of nativist sentiment in the United States after World War I.
* Use statistical data from the era to assess changes in immigration patterns due to policies influenced by nativist campaigns.

Assessment Boundaries:
* Assessments based on this standard should focus on post-World War I nativist campaigns that specifically targeted Asian immigrants, the key legislation that implemented quota systems (such as the Immigration Act of 1924/National Origins Act), and the resulting barriers to Asian immigration. Students should be able to identify factors that contributed to anti-Asian sentiment, analyze how these sentiments influenced immigration legislation, and evaluate the impacts of these policies on Asian immigration patterns and communities in the United States during the 1920s.

Assessments should not include detailed analysis of nativist impacts on non-Asian immigrant groups, comprehensive statistical data on broader demographic changes, or immigration policies beyond the 1920s. Additionally, specific arguments from advocacy groups, detailed media analysis techniques, and the long-term evolution of nativist ideology beyond the immediate post-war period fall outside the scope of this standard.

Common Misconceptions:
* Some students might believe that economic factors and fear of radicalism played minor roles in anti-Asian sentiment compared to racial prejudice, when these motivations were deeply interconnected in the nativist campaigns of the 1920s.
* Some students might misunderstand the relationship between the resurgence of organizations like the Ku Klux Klan and anti-Asian sentiment, failing to recognize how these movements amplified existing prejudices against various immigrant groups including Asians.
* Students may incorrectly assume that the quota system established by the Immigration Act of 1924 affected all Asian immigrant groups equally, when in reality it had varying impacts on different Asian nationalities and built upon existing exclusionary policies.
* Students might think that nativist campaigns against Asian immigrants after World War I emerged suddenly without precedent, when in fact they built upon earlier anti-Asian sentiments and legislation such as the Chinese Exclusion Act of 1882.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2580.0
Standard ID: Unit 7: Learning Objective G
Standard Description: Explain the causes and effects of international and internal migration patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.8
Cluster Name: 7. 1920s: Cultural and Political Controversies
Lesson Name: *None specified*
Lesson Order: 2600.0
Standard ID: Unit 7: Learning Objective I
Standard Description: Explain the causes and effects of developments in popular culture in the United States over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2620.0
Standard ID: KC-7.1.I
Standard Description: The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2621.0
Standard ID: KC-7.1.I+1+J
Standard Description: Explain how the United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare and contrast the experiences of rural workers who migrated to urban areas with those of established urban workers.
* Analyze the impact of economic policies and practices, such as monopolies and trusts, on the development of large companies in urban industrial centers.
* Evaluate the social changes that occurred as a result of the shift from an agricultural to an industrial economy, including the rise of urban slums and the settlement house movement.
* Explain how this economic transformation led to new political and environmental challenges, including the rise of political machines and the beginning of environmental conservation movements.
* Explain the role of technological innovations, such as the Bessemer Process, in the industrialization of the American economy.
* Identify and explain the role of specific industries and leading business figures, like the 'Captains of Industry,' in shaping the American industrial economy.
* Identify the key factors that facilitated the transition of the United States from a rural, agricultural economy to an urban, industrial economy during this period, including the challenges facing the agricultural sector in the 1920s.
* Use statistical data on urbanization and industrialization from the period to explain how economic growth led to increased urbanization.

Assessment Boundaries:
* Assessment should focus on the broad economic patterns and factors that characterize the transition from rural/agricultural to urban/industrial economy in the United States, with emphasis on agricultural sector challenges of the 1920s including overproduction, falling crop prices, postwar debt, and European competition. Students should demonstrate understanding of the general relationship between economic growth and urbanization, recognizing regional variations in this transition and the gradual nature of economic change.

Assessment should not include specific technological innovations, business leaders, corporate organizations, or detailed case studies of individual companies or industries. Questions about specific social and demographic changes, environmental impacts, labor movements, political responses, or detailed urbanization statistics are outside the scope of this standard. Additionally, comprehensive analysis of worker experiences or social reform movements should be avoided.

Common Misconceptions:
* Some students may believe that agricultural challenges in the 1920s were primarily caused by drought or natural disasters, rather than recognizing economic factors like overproduction, falling crop prices, postwar debt, and international competition.
* Some students might misinterpret the relationship between economic growth and urbanization, assuming a simple cause-effect relationship rather than understanding the complex interplay of factors including market access, resource availability, financing, and population shifts.
* Students might incorrectly assume that urbanization was purely a result of industrial job opportunities, without considering other factors such as changing agricultural practices, transportation developments, and migration patterns.
* Students might think that the transition from rural to urban economies happened at the same pace across all regions of the United States, overlooking significant regional variations in timing, scale, and character of industrial development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2630.0
Standard ID: KC-7.1.I.C
Standard Description: Episodes of credit and market instability in the early 20th century, in particular the Great Depression, led to calls for a stronger financial regulatory system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2631.0
Standard ID: KC-7.1.I.C+1
Standard Description: Explain how episodes of credit and market instability in the early 20th century, particularly the Great Depression, led to calls for a stronger financial regulatory system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that call for stronger financial regulations in response to the Great Depression.
* Analyze the relationship between credit and market instability during the early 20th century and the resulting calls for regulatory reform, examining factors such as income inequality, excessive speculation, consumer debt, and agricultural sector weaknesses.
* Discuss the role of financial crises and economic policies, including the Hawley-Smoot Tariff of 1930, in prompting changes to U.S. financial regulatory approaches during the Great Depression.
* Evaluate the impact of early 20th-century financial crises on subsequent regulatory reforms, including early interventions like the Reconstruction Finance Corporation (RFC), using charts and data to support your argument.
* Explain how widespread bank failures and the Federal Reserve's monetary policies during the Great Depression highlighted the need for stronger financial regulations in the United States.
* Identify the episodes of credit and market instability in the early 20th century that led to the Great Depression, including speculative practices like 'buying on margin' that contributed to the stock market crash.

Assessment Boundaries:
* Assessments based on this standard should focus on specific episodes of financial instability in the early 20th century, including the 1929 stock market crash, bank failures of 1930-31, and Federal Reserve monetary policies during the Great Depression. Students should analyze how these events led to calls for regulatory reforms, including the Glass-Steagall Act, the Securities and Exchange Commission, and the Reconstruction Finance Corporation, while explaining the relationships between economic practices (such as buying on margin, consumer debt) and the resulting financial regulations. The assessment should examine both domestic and international dimensions of financial instability and regulation.

Assessments should not include broader industrial development topics such as technological innovations, business leaders, monopolies, or social impacts of industrialization. Questions about political machines, environmental consequences, settlement houses, or specific 'Captains of Industry' fall outside the scope of this standard and should be avoided. Additionally, assessments should not require detailed knowledge of New Deal programs beyond those directly related to financial regulation.

Common Misconceptions:
* Some students may believe that financial regulatory reforms following the Great Depression were implemented as a single comprehensive package, rather than understanding that reforms evolved gradually, beginning with limited measures like the Reconstruction Finance Corporation (1932) and developing into more extensive regulations like the Glass-Steagall Act.
* Some students may misunderstand the international dimension of financial instability, potentially assuming that calls for stronger financial regulations were solely an American phenomenon, without recognizing how policies like the Hawley-Smoot Tariff transformed domestic economic problems into a global depression that prompted regulatory reforms worldwide.
* Students might incorrectly view the Federal Reserve as a strong regulatory response to the Depression, rather than understanding that its pre-existing monetary policies (focused on preserving the gold standard) actually contributed to bank failures and subsequently highlighted the need for additional financial regulations.
* Students might think that the stock market crash of 1929 was the primary or only cause of the Great Depression, without recognizing contributing factors such as bank failures, Federal Reserve monetary policies, uneven income distribution, and agricultural sector weaknesses that also influenced calls for financial regulation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2640.0
Standard ID: KC-7.1.III
Standard Description: During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2641.0
Standard ID: KC-7.1.III+1+J
Standard Description: Explain why, during the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources detailing the public response to new welfare policies during the 1930s, including the disproportionate impact of the Depression on African Americans and other minority groups.
* Describe the relationship between mass unemployment and social upheavals during the Great Depression, including the Bonus Army march of 1932 and the emergence of 'Hoovervilles,' and their influence on the development of welfare state policies.
* Evaluate the impact of the Great Depression on American political ideology and the adoption of welfare policies, including its global dimensions and effects on international economic relations.
* Explain the economic and social factors that led policymakers to transform the U.S. into a limited welfare state during the Great Depression, contrasting with Herbert Hoover's initial emphasis on voluntary action and individual responsibility.
* Identify key legislative and policy measures that shifted the U.S. towards a limited welfare state during the 1930s.
* Utilize economic data from the 1930s to explain the need for welfare reforms and the government's response, including statistics on national income decline, GDP contraction, unemployment rates, and business/bank failures.

Assessment Boundaries:
* Assessments should focus on students' ability to explain the economic conditions of the Great Depression (unemployment rates, income decline, business failures) and social upheavals (Bonus Army, Hoovervilles) that led to welfare state development. Students should demonstrate understanding of the shift from Hoover's emphasis on voluntary action to specific New Deal policies like Social Security, unemployment insurance, and the Reconstruction Finance Corporation, and how these policies redefined modern American liberalism during the 1930s.

Assessments should not include the long-term evolution of welfare programs beyond the 1930s or detailed coverage of industrialization processes that preceded the Depression. Questions about economic organization (monopolies, trusts), social demographic changes from industrialization, or environmental consequences of industrial development should be avoided as these fall outside the scope of this standard.

Common Misconceptions:
* Some students may believe that New Deal welfare policies benefited all Americans equally, overlooking how African Americans and other minority groups often experienced limited access to certain benefits or faced discrimination in program implementation.
* Some students may misinterpret Herbert Hoover's response to the Depression as complete government inaction, rather than understanding his emphasis on voluntary action and limited government intervention that proved insufficient to address the crisis's scale.
* Students might focus exclusively on the stock market crash as the reason for welfare state development, missing how structural economic issues like income inequality, agricultural distress, and widespread bank failures contributed to the need for systemic reform.
* Students might think that the transformation into a limited welfare state happened quickly after the 1929 crash, rather than recognizing it as a gradual, contested process with multiple policy phases throughout the 1930s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2642.0
Standard ID: KC-7.1.III+2+J
Standard Description: Explain why, during the 1930s, policymakers' transformation of the U.S. into a limited welfare state redefined the goals and ideas of modern American liberalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between New Deal policies and the evolution of modern American liberalism in the context of the 1930s economic and social challenges.
* Assess the significance of federal government actions during the 1930s in reshaping American liberal ideals through stimulus-based primary and secondary sources.
* Describe how the New Deal's focus on relief, recovery, and reform contributed to redefining the economic and social roles of the federal government.
* Evaluate the impact of the transformation into a limited welfare state on the goals and ideals of modern American liberalism in the 1930s.
* Explain how the New Deal policies redefined modern American liberalism by addressing economic instability and social upheaval during the Great Depression.
* Identify the key New Deal policies that contributed to the transformation of the U.S. into a limited welfare state during the 1930s.

Assessment Boundaries:
* Assessments based on this standard should focus on specific New Deal policies that transformed the U.S. into a limited welfare state during the 1930s, including programs like Social Security, WPA, and other relief, recovery, and reform initiatives. Questions should evaluate students' understanding of how these policies redefined modern American liberalism by expanding the federal government's role in ensuring economic security and addressing social welfare. Assessments may include analysis of primary and secondary sources that demonstrate the ideological shift from classical liberalism to modern American liberalism in response to the Great Depression.

Assessments should not include questions about industrial development prior to the 1930s, corporate business practices, or demographic changes resulting from industrialization that are not directly related to the redefinition of liberalism. Additionally, assessments should avoid detailed analysis of long-term effects on racial equality, international relations, or environmental policies that extend beyond the immediate transformation of liberal ideology during the New Deal era.

Common Misconceptions:
* Some students might believe that the New Deal's transformation of the U.S. into a limited welfare state was merely an extension of previous government policies, rather than recognizing it as a significant ideological shift that fundamentally redefined modern American liberalism.
* Some students might mistakenly attribute the redefinition of American liberalism primarily to Roosevelt's personal vision, rather than understanding it as a broader response to the economic crisis and changing public expectations about government's responsibility to ensure economic security.
* Students may incorrectly assume that the limited welfare state created during the 1930s represented a comprehensive government takeover of the economy, rather than understanding that New Deal programs maintained many aspects of the free market while establishing specific protections and supports.
* Students might misinterpret the goals of modern American liberalism during this period, focusing exclusively on immediate economic relief rather than recognizing how New Deal policies fundamentally redefined the relationship between citizens, government, and the economy for decades to come.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 7
Unit Name: Period 7: 1890-1945
Cluster ID: AP USH Topic 7.9
Cluster Name: 8. The Great Depression
Lesson Name: *None specified*
Lesson Order: 2620.0
Standard ID: Unit 7: Learning Objective J
Standard Description: Explain the causes of the Great Depression and its effects on the economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2860.0
Standard ID: KC-8.1.I
Standard Description: United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2861.0
Standard ID: KC-8.1.I+1+A
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the historical significance of U.S. efforts to limit Communist ideological influence on international relations.
* Compare arguments made by different U.S. policymakers on the necessity of engaging in the Cold War with the Soviet Union.
* Describe how the cultural and political climate of the Cold War influenced U.S. policymaking decisions.
* Evaluate how U.S. efforts to contain Communist influence were reflected in domestic and international policies.
* Explain how United States policymakers' perception of Communist military power led to specific foreign policy strategies during the Cold War.
* Identify the key reasons United States policymakers viewed the Soviet Union as a threat during the Cold War era.
* Utilize primary sources to identify justifications made by U.S. policymakers for Cold War strategies against the Soviet Union.

Assessment Boundaries:
* Focus the assessment on exploring the motivations and strategies of U.S. policymakers to counteract Communist military expansions and ideological spread during the Cold War period. This includes examining specific policies such as containment strategies and key events like the Berlin Airlift. Avoid addressing extensive details about unrelated geopolitical dynamics or post-1980 events.

Common Misconceptions:
* Many students incorrectly assume that the Soviet Union was the sole aggressor and that the United States was purely defensive in its Cold War actions, without recognizing the complex motivations on both sides.
* Students often believe that the Cold War was solely about military conflict, not understanding the ideological battle for global influence that sought to limit Communist power and spread American values.
* There is a misconception that the Cold War had uniform effects on all international relationships, ignoring the nuanced strategies such as economic aid and military alliances that varied by region and situation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2862.0
Standard ID: KC-8.1.I+2+A
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to create a free-market global economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic policies designed to establish a free-market global economy influenced U.S.-Soviet relations.
* Analyze political cartoons and propaganda from the Cold War era to interpret how the free-market ideology was portrayed to the public and allied nations.
* Evaluate the effectiveness of U.S. strategies in fostering a free-market global economy and their implications for international relations during the Cold War.
* Explain the rationale behind U.S. policymakers' preference for a free-market global economy in the context of the Cold War.
* Identify the key initiatives and policies implemented by U.S. policymakers to promote a free-market global economy during the Cold War.
* Use statistical data to correlate U.S. economic aid and trade policies with growth indicators in recipient countries during the Cold War period.

Assessment Boundaries:
* Assessments should concentrate on evaluating students' understanding of the rationale behind U.S. policymakers' interactions with the Soviet Union aiming for the creation of a free-market global economy. Focus on analyzing significant policies or initiatives implemented to achieve these economic goals, such as the Marshall Plan or the establishment of international financial institutions like the World Bank and International Monetary Fund during the Cold War period. Avoid extending into unrelated or later developments in global economic policy not directly tied to the Cold War era efforts.

Common Misconceptions:
* A common misconception is that the establishment of a free-market global economy was achieved easily and without significant challenges, overlooking the complexities and varied geopolitical strategies employed by the U.S. to counter Soviet influence.
* Some students might misinterpret the relationship between foreign policy and domestic economic interests, not realizing how U.S. policymakers used Cold War tensions to justify policies that also supported domestic economic growth through global trade.
* Students might believe that the Cold War was solely driven by military concerns, not understanding the extent to which economic strategies, like promoting a free-market global economy, played a critical role in U.S. policies against the Soviet Union.
* There is often a misunderstanding that U.S. Cold War policies were universally altruistic, with students failing to recognize the economic motivations behind promoting capitalism as a means to open markets for U.S. goods and prevent the spread of communism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2863.0
Standard ID: KC-8.1.I+3+A
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the threat of Communist military power and ideological influence influenced American policymakers' strategies in building a global security framework.
* Assess the significance of specific Cold War events, such as the Cuban Missile Crisis or the Berlin Airlift, in reinforcing the U.S. commitment to international security.
* Compare and analyze primary and secondary sources that reflect on the U.S. justification for Cold War policies directed at fostering international cooperation and security.
* Describe the impact of Cold War ideology on United States foreign policy decisions aimed at creating a secure international environment.
* Evaluate the effectiveness of United States policies in limiting Communist expansion as part of their efforts to enhance global security.
* Explain the role of the Cold War in prompting the United States to develop alliances such as NATO for international security.
* Explore the relationship between domestic policy climate and international security strategies formed during the Cold War, utilizing political speeches or documents of the era.
* Identify the key motivations for United States policymakers to engage with the Soviet Union during the Cold War to establish an international security system.
* Use statistical data to illustrate trends in military alliances and security agreements formed by the United States during the Cold War era.

Assessment Boundaries:
* Assessments should emphasize the motivations behind U.S. policies aiming to construct an international security system during the Cold War era. Focus should be on understanding the geopolitical strategies implemented to prevent the spread of communism and how these influenced alliances, military agreements, and international relations. Avoid broader topics, such as domestic political debates or unrelated international conflicts, which can stray from the key focus on building security during the Cold War.

Common Misconceptions:
* Many students incorrectly believe that the Cold War was primarily about military competition, rather than understanding the broader goal of establishing a stable international security system.
* Some students think the United States engaged in the Cold War solely for economic reasons, overlooking the strategic and ideological motivations for creating a security network.
* Students often misunderstand the complexity of alliances during the Cold War, assuming they were simple or one-sided rather than understanding the nuanced diplomatic efforts aimed at building a broader international security framework.
* There is a common misconception that the Cold War strategies were universally accepted within the U.S., when in fact there were significant differences in opinion regarding the involvement in international alliances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2870.0
Standard ID: KC-8.1.II
Standard Description: Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2871.0
Standard ID: KC-8.1.II+1+A
Standard Description: Explain why Cold War policies led to public debates over the power of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to determine public sentiment and criticisms regarding federal actions and policies during the Cold War period.
* Compare public debates over governmental power during the 1950s Red Scare with those in other periods of American history.
* Evaluate the significance of particular Cold War events and policies in shaping public discourse on civil liberties and federal authority.
* Explain how the policies enacted during the Cold War era influenced domestic perceptions of governmental authority and its reach.
* Explain the relationship between specific Cold War incidents, such as the Red Scare and McCarthyism, and public debates over civil liberties.
* Identify the Cold War policies that elicited public debate concerning federal government power in the United States.
* Use political cartoons and propaganda posters from the Cold War era to identify and describe public opinions about government actions and authority.

Assessment Boundaries:
* Assessment should focus on analyzing specific Cold War policies that were contentious, leading to debates over the extent of federal power. Examples include containment and McCarthyism, which raised concerns over civil liberties and executive powers. Avoid broader issues outside these policies, such as post-Cold War tensions or the Vietnam War's later developments that are not directly linked to federal power debates in this context.

Common Misconceptions:
* A frequent misconception is assuming that debates over federal power primarily stemmed from partisan divides, not recognizing that concerns were also from non-partisan perspectives, addressing constitutional and civil rights issues.
* Many students might think that the debates solely concerned military expenditures, ignoring that they also encompassed issues like civil liberties and governmental transparency.
* Some students could mistakenly believe that the Cold War only influenced foreign policy debates, not realizing it also provoked domestic discussions about government surveillance and individual freedoms.
* There is a common belief that the federal government's actions were unanimously supported, disregarding significant public opposition and political dissent regarding these Cold War policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2872.0
Standard ID: KC-8.1.II+2+A
Standard Description: Explain why Cold War policies led to public debates over acceptable means for pursuing international and domestic goals while protecting civil liberties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data or statistics related to public opinion on civil liberties during the Cold War to explain shifts in public sentiment.
* Analyze the arguments made by different groups regarding the limits of government power during the Cold War period.
* Evaluate the historical significance of public debates concerning civil liberties in the context of Cold War policies.
* Explain how the perceived threats during the Cold War era contributed to public debates over the balance between national security and civil liberties.
* Identify and describe a claim or argument from a primary source related to public debates on civil liberties during the Cold War.
* Identify specific Cold War policies that directly influenced public debates over civil liberties.

Assessment Boundaries:
* Assessment should focus on the specific Cold War policies that led to the debates concerning civil liberties, including the impact of McCarthyism and the Red Scare, as well as legislative acts like the Internal Security Act and the implications of surveillance measures. Assess how these policies specifically incited public discourse on the balance between security and individual rights. Avoid broader explorations of Cold War strategies not directly linked to civil liberties, such as military engagements or economic policies unrelated to domestic impacts.

Common Misconceptions:
* A common misconception is that the measures taken during the Cold War, such as surveillance and loyalty programs, were explicitly accepted without controversy or critique regarding their impact on civil liberties.
* Students may believe that Cold War policies had overwhelming public support, not realizing the significant debate about civil liberties and government power which they spurred.
* Students might think that the debates over Cold War policies were limited to foreign policy disputes, missing how deeply they were connected with domestic issues like civil rights and political dissension.
* There is often a misunderstanding that criticisms of Cold War policies were uniformly seen as unpatriotic, not appreciating the nuanced debates about the balance between national security and civil liberties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2880.0
Standard ID: KC-8.2.I
Standard Description: Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2881.0
Standard ID: KC-8.2.I+1+A
Standard Description: Explain how, seeking to fulfill Reconstruction-era promises, civil rights leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how specific legislative acts, like the Civil Rights Act of 1964 and the Voting Rights Act of 1965, contributed to ending segregation.
* Analyze statistical data to determine the socio-economic impacts that slow progress towards racial equality had during this era.
* Assess the role of federal government actions and policies in the successes and limitations of the civil rights movement's efforts to eliminate segregation.
* Evaluate the effectiveness of different civil rights strategies employed to achieve legal successes, including nonviolent protests and legal challenges.
* Explain the impact of Supreme Court decisions, such as Brown v. Board of Education, on the desegregation movement and their limitations during the civil rights era.
* Identify key legal and political achievements by civil rights leaders that aimed to end segregation during the period from 1945 to 1980.
* Use primary and secondary sources to compare the perspectives of civil rights leaders on the progress and challenges faced in achieving racial equality.

Assessment Boundaries:
* Assessment should focus on illustrating specific legal and political successes achieved by civil rights leaders between 1945 and 1980, such as the Brown v. Board of Education decision, Civil Rights Act of 1964, and Voting Rights Act of 1965. Avoid a broader assessment of civil rights history or cultural impacts not directly linked to these achievements in this period.

Common Misconceptions:
* Some learners might believe the Civil Rights Movement's victories were solely due to the efforts of well-known leaders, overlooking grassroots activism and the involvement of lesser-known individuals and organizations.
* Students may think that the end of legal segregation immediately equated to societal equality, ignoring the continued social, economic, and political challenges faced by minorities.
* Students might assume that the slow progress toward racial equality indicates a failure of the movement, rather than understanding the complexity of systemic changes required to achieve genuine equality.
* There can be a misunderstanding that the Civil Rights Movement was uniformly supported throughout the United States, not recognizing significant resistance and opposition in many areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2882.0
Standard ID: KC-8.2.I+2+A
Standard Description: Explain how, seeking to fulfill Reconstruction-era promises, political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of landmark legislation such as the Civil Rights Act of 1964 and the Voting Rights Act of 1965 on the progress toward ending segregation.
* Compare the different political and cultural responses to government-led desegregation efforts and evaluate their impact on slowing or supporting progress toward racial equality.
* Evaluate the role of the federal government, including executive actions and Supreme Court decisions, in supporting the desegregation efforts during this period.
* Explain the legal strategies used by political leaders to advance civil rights and reduce segregation between 1945 and 1980.
* Identify key political leaders and their contributions to achieving legal successes in the fight to end segregation.
* Use primary sources to assess the conditions that resulted in slow progress toward racial equality despite the legal successes achieved in ending segregation.

Assessment Boundaries:
* Focus assessment on key legislative and political actions taken by political leaders to end segregation during this period. Specific examples should include important legislation like the Civil Rights Act of 1964, and the Voting Rights Act of 1965. Assess the political strategies, compromises, and the slow progress these actions brought towards achieving racial equality. Avoid a broader evaluation of the civil rights movement as a whole or other social movements that emerged concurrently without direct linkage to political leadership roles in desegregation.

Common Misconceptions:
* Some students might incorrectly believe that all political leaders of the era were committed to civil rights reforms, not recognizing that there were significant divisions and opposition within the government itself that limited the extent of reforms.
* Students may also misunderstand the role of political leaders, crediting them solely for civil rights achievements while underestimating the influence and pressure from grassroots civil rights activists who were crucial in prompting legislative and political changes.
* Students might assume that the slow progress toward racial equality was due solely to the resistance of the southern states, overlooking the complex national political dynamics and the federal government's varying commitment to enforcement.
* There is often a misconception that legal successes such as the Civil Rights Act of 1964 immediately ended segregation and inequality, ignoring the slow, ongoing nature of societal change and the continued resistance at local and state levels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2890.0
Standard ID: KC-8.2.II
Standard Description: Responding to social conditions and the African American civil rights movement, a variety of movements emerged that focused on issues of identity, social justice, and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2891.0
Standard ID: KC-8.2.II+1+A
Standard Description: Explain the emergence of movements focused on issues of identity in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social conditions that led to the emergence of movements focused on identity issues from 1945 to 1980.
* Compare the objectives and methods of the African American civil rights movement with those of other concurrent movements focused on identity.
* Describe how these movements impacted American society and culture during the period of 1945 to 1980.
* Evaluate the long-term impacts of these identity-focused movements on contemporary social justice efforts.
* Explain how the African American civil rights movement influenced the development of other identity-focused movements during this period.
* Identify key movements that focused on issues of identity, which emerged in response to the African American civil rights movement between 1945 and 1980.

Assessment Boundaries:
* Assessment should concentrate on the detailed examination of particular identity movements that arose during this period, specifically focusing on groups such as feminist movements and Latino, American Indian, and Asian American movements. The assessment should address how these movements were influenced by the context of social conditions and the African American civil rights movement. Consider evaluating the specific challenges faced and the strategies employed by these groups. Avoid delving into broader social justice or environmental causes.

Common Misconceptions:
* A common error is to assume that these movements only began in the late 1960s and 1970s, not appreciating the earlier, foundational work of activists and organizers who laid the groundwork for these movements long before they became more visible or mainstream.
* Some students might not understand that movements focused on issues of identity, such as feminism and LGBTQ rights, were directly influenced and inspired by the African American civil rights movement, thinking that these arose independently without acknowledging the interconnectedness of rights movements.
* Students might misconceive that identity movements operated with the same goals and methods as the African American civil rights movement, not recognizing the unique challenges and strategies tailored to their specific issues and communities.
* There might be a misunderstanding that these identity movements were uniform in their approach and goals, failing to realize the diversity within movements, such as different branches within feminist or LGBTQ activism, which had varied priorities and methods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2892.0
Standard ID: KC-8.2.II+2+A
Standard Description: Explain the emergence of movements focused on issues of social justice in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of social conditions on the emergence and development of social justice movements from 1945 to 1980.
* Evaluate the role of media and cultural narratives in shaping public perception of social justice movements.
* Explain how specific social justice movements were influenced by the African American civil rights movement.
* Explain the relationship between the rise of social justice movements and changes in domestic policies during this period.
* Identify the key social justice movements that emerged during this period and their primary goals and leaders.
* Utilize primary and secondary sources to analyze the messages and platforms of social justice movements.

Assessment Boundaries:
* Assessment should focus on analyzing specific movements that arose in response to social conditions and the African American civil rights movement, such as the Chicano Movement, American Indian Movement, and the Women's Liberation Movement. Evaluate how these movements addressed issues of social justice, their key leaders, strategies, and impacts on society. Avoid broader global comparisons or post-1980 developments outside these movements.

Common Misconceptions:
* Some might mistakenly believe that the movements for social justice were universally accepted and embraced, ignoring the significant resistance and backlash from conservative groups and institutions at the time.
* Students might oversimplify these movements as being only about racial equality, failing to appreciate the broader scope which included gender rights, economic equality, and environmental concerns.
* Students often think that all social justice movements were directly inspired or modeled after the African American civil rights movement, neglecting the unique cultural and social factors that gave rise to distinct movements for different groups.
* There is a misconception that all social justice movements emerged simultaneously, rather than understanding that they developed over a span of decades, each responding to specific social and political conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2893.0
Standard ID: KC-8.2.II+3+A
Standard Description: Explain the emergence of movements focused on issues of the environment in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the African American civil rights movement influenced the environmental movements of the time.
* Describe patterns of continuity and change over time in the emergence of environmental movements in this period.
* Evaluate the impact of environmental movements on American society between 1945 and 1980.
* Explain the social conditions that led to the rise of environmental movements during this period.
* Identify the key environmental movements that emerged in response to social conditions and the African American civil rights movement.
* Use primary sources to identify the influences of civil rights ideologies on environmental activism.

Assessment Boundaries:
* Focus on the examination of specific environmental movements that arose during the period, such as Earth Day, the founding of the Environmental Protection Agency (EPA), or the environmental legislation like the Clean Air Act and Clean Water Act. Assessments should consider how these movements and policies were influenced by the awareness and activism triggered by the African American civil rights movement, acknowledging the role of public campaigns and political advocacy in advancing environmental issues. Avoid evaluating later developments outside of 1945-1980, such as those related to global climate change initiatives.

Common Misconceptions:
* A common misconception is that the environmental movements were entirely isolated from other social movements of the era, failing to see the interconnectedness and influence with other movements such as civil rights and social justice.
* Some students might incorrectly assume that the environmental movement was universally embraced and free of opposition, not realizing the varied political and economic interests that opposed new regulations and policies.
* Students may believe that the emergence of environmental movements was solely a response to industrial pollution, without recognizing the broader societal and cultural shifts influenced by the civil rights movement.
* There is a common misunderstanding that environmental movements during this period were homogenous and unified in their goals, overlooking the diverse agendas and focuses, such as conservation, pollution control, and sustainable development, present within the movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2900.0
Standard ID: KC-8.2.III
Standard Description: Liberalism influenced postwar politics and court decisions, but it came under increasing attack from the left as well as from a resurgent conservative movement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2901.0
Standard ID: KC-8.2.III+1+A
Standard Description: Explain how liberalism influenced postwar politics.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a speech from a key political figure during the postwar period to identify how liberalism shaped their policy proposals.
* Analyze the role of the Warren Court in shaping liberal policies and their impact on American society during the postwar era.
* Evaluate the response of conservative movements to the liberal policies implemented from 1945 to 1980.
* Explain how the Great Society programs expanded federal government influence in the United States and assess the societal reactions to these changes.
* Identify the main tenets of liberalism that influenced postwar politics in the United States.

Assessment Boundaries:
* Focus the assessment on the analysis of how liberalism influenced specific postwar political developments. Students should be able to discuss policies and political movements such as the New Deal legacy, the Fair Deal, and the Great Society programs, highlighting liberal goals such as expanding civil rights, economic opportunity, and welfare. Avoid extending into topics of liberal influence on court decisions or conservative counter-reactions of the period which are covered separately.

Common Misconceptions:
* Some students mistakenly think that liberalism's influence on politics ended with the Vietnam War, not recognizing its lasting impact through the 1970s, including in areas like environmental regulation and consumer protection.
* Students might assume that only the Democratic Party embodied liberal ideals, without acknowledging that certain liberal policies were also embraced by moderate Republicans.
* Students often incorrectly believe that postwar liberalism was solely about economic policies, not understanding that it also encompassed civil rights and social justice initiatives.
* There is a misconception that liberalism was uniformly accepted and unchallenged during this period, overlooking the significant resistance and alternative movements, both from conservative elements and left-wing radicals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2902.0
Standard ID: KC-8.2.III+2+A
Standard Description: Explain how liberalism influenced postwar court decisions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Warren Court in expanding civil rights and liberties, exemplifying liberal judicial activism.
* Compare liberal-influenced court rulings with conservative dissents to understand differing legal philosophies.
* Evaluate the impact of liberal ideologies on judicial decisions concerning the rights of the accused.
* Explain how liberalism shaped the outcomes of significant court cases, such as those impacting civil rights and individual liberties.
* Identify key Supreme Court decisions influenced by liberal principles during the postwar period.
* Use primary source excerpts from court opinions to explain the influence of liberal thought on judicial reasoning.

Assessment Boundaries:
* Focus the assessment on key court decisions such as Brown v. Board of Education (1954), Miranda v. Arizona (1966), and Roe v. Wade (1973) that showcase the influence of liberalism in expanding civil rights and individual liberties. Assessments should explore how these decisions reflect liberal values and their impact on society. Avoid topics not specifically related to court decisions, such as broader political movements or subsequent conservative reactions after 1980.

Common Misconceptions:
* A common misconception is that postwar court decisions driven by liberalism always aligned with public opinion, whereas many of these decisions were controversial and challenged dominant social norms.
* Students might incorrectly believe that the influence of liberalism in court decisions was consistent throughout the entire postwar period, not recognizing that shifts in political climates led to fluctuating liberal impacts on judiciary outcomes.
* Students often mistakenly assume that liberalism solely impacted major socioeconomic policies, overlooking its profound influence on key legal issues such as civil rights and personal freedoms which were upheld in landmark court cases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2903.0
Standard ID: KC-8.2.III+3+A
Standard Description: Explain how liberalism came under increasing attack from the left.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of leftist critiques on liberal policies and programs implemented during this era.
* Evaluate the effectiveness of leftist critiques in altering or challenging liberal policies and social programs.
* Explain the reasons leftist movements criticized liberal approaches to issues such as social justice and economic inequality from 1945 to 1980.
* Identify evidence of leftist critiques of liberalism in primary and secondary sources, and describe how these critiques influenced public perceptions of liberal policies.
* Identify key ideological differences between liberalism and its leftist critics during this period.
* Utilize political manifestos, pamphlets, or speeches to analyze the critical perspective of the left towards liberalism and present a balanced assessment.

Assessment Boundaries:
* Assessment should focus on specific critiques of 1960s liberalism from leftist movements such as the New Left, which criticized liberal approaches for not addressing racial and economic inequalities adequately. Examine specific events or speeches that highlight these critiques, such as criticisms from Students for a Democratic Society (SDS) or the impact of events like the Vietnam War on liberal policies. Avoid including responses from conservative movements or discussions of broader Cold War impacts unrelated to the left's standpoint.

Common Misconceptions:
* Students may incorrectly believe that attacks on liberalism from the left were based solely on a desire for more rapid progress, failing to recognize ideological differences such as calls for more radical systemic changes or criticisms of foreign policy.
* Students often assume that all critiques from the left were purely domestic in nature, not acknowledging the significant opposition to liberal foreign policies, such as those related to the Vietnam War.
* There is a misconception that the left's criticisms of liberalism during this period were marginal or insignificant, without understanding the substantial influence these critiques had on shaping political discourse and policy debates.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2904.0
Standard ID: KC-8.2.III+4+A
Standard Description: Explain how liberalism came under increasing attack from from a resurgent conservative movement

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how shifts in the political climate influenced the strategies and priorities of resurgent conservative movements.
* Compare the arguments made by conservative and liberal movements regarding the size and role of government in postwar America.
* Explain how conservative critiques during this period targeted existing liberal policies and programs.
* Explain the historical context that contributed to the rise of conservative critiques and how this critique evolved over time.
* Identify key conservative figures and events that contributed to the critique of liberalism during the period 1945-1980.
* Utilize passages from political speeches and writings to explain criticisms against liberal policies.

Assessment Boundaries:
* Assessments should concentrate on specific examples and key figures that epitomize the conservative challenge to liberalism from 1945 to 1980, such as the rise of Barry Goldwater and the influence of Ronald Reagan. Students should be able to identify policies or political campaigns that signify this resurgence, like the opposition to the Great Society programs or the embrace of conservative values in the 1980 election. Avoid broader time periods or unrelated ideological clashes.

Common Misconceptions:
* Another misconception is that liberalism was uniformly unpopular, leading directly to conservative gains, rather than understanding the nuance that liberal policies led to positive changes but also controversies.
* Some students might wrongly assume that the conservative movement was purely a reaction to economic issues, ignoring its roots in cultural and social concerns such as traditional values and perceptions of moral decline.
* There may be a belief that the conservative movement only acted in opposition to liberal policies without acknowledging that it also had its own proactive and articulated agenda, such as reducing the size of government and promoting free-market policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2910.0
Standard ID: KC-8.3.I
Standard Description: Rapid economic and social changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2911.0
Standard ID: KC-8.3.I+1+A
Standard Description: Explain why rapid economic changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources such as advertisements and political speeches from the postwar era to understand the portrayal of economic prosperity and optimism.
* Analyze the role of government policies, such as the GI Bill and infrastructure projects, in promoting economic growth and optimism in postwar American society.
* Compare and contrast the economic optimism of the postwar years with another period of significant economic growth in American history, assessing their causes and impacts on societal outlooks.
* Evaluate how the increase in consumerism and the rise of the middle class in the postwar period were seen as indicators of economic prosperity and national optimism.
* Explain how technological advancements and increased productivity after World War II contributed to economic growth and societal optimism.
* Identify and describe how demographic shifts, including suburbanization and the baby boom, were perceived as positive economic changes contributing to societal optimism.
* Identify key economic developments in the United States during the postwar years and how these contributed to a sense of optimism.
* Use statistical data to assess the growth of the American economy from 1945 to 1980 and explain how these figures fostered a widespread sense of optimism.

Assessment Boundaries:
* Assessment should focus on analyzing how economic factors such as technological advancements, increased consumer spending, and expansion of industries after World War II led to optimism. Emphasize specific patterns such as suburbanization, consumption of new goods, and rising living standards. Avoid broader discussions about social changes unless they directly relate to economic growth and optimism during this period.

Common Misconceptions:
* A common misunderstanding is that the optimism was solely due to domestic economic policies, overlooking the influence of international trade and geopolitical factors that also contributed to economic prosperity.
* Many students may incorrectly believe that technological advancements and consumerism were perceived only positively, without recognizing the emerging critiques about materialism and environmental impact during the period.
* Students often misconstrue the period's rapid economic changes as benefiting all Americans equally, when in reality, the prosperity was uneven, with persistent racial and gender inequalities in economic opportunities.
* There is a misconception that the government's economic policies were universally beneficial and without criticism or long-term negative consequences, ignoring that some policies favored certain industries or economic sectors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2912.0
Standard ID: KC-8.3.I+2+A
Standard Description: Explain why social changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the rise of consumer culture in the postwar era contributed to optimism among Americans.
* Describe the key social changes in American society during the postwar years that contributed to a sense of optimism.
* Explain how the expansion of the middle class in the postwar years fostered a sense of optimism in American society.
* Identify and explain the influence of suburbanization on the sense of optimism in postwar America.
* Interpret statistical data related to postwar economic growth and demographic shifts to assess their role in fostering societal optimism.
* Utilize primary sources from the postwar era to identify societal changes that promoted optimism and explain their impact.

Assessment Boundaries:
* Assessments should focus on the exploration of specific social changes such as the rise of the middle class, suburbanization, and increased educational opportunities that contributed to the feeling of optimism in postwar American society. Limit discussions to direct impacts, such as greater access to consumer goods and new lifestyle choices, rather than broader geopolitical implications of the period.

Common Misconceptions:
* Some students might incorrectly assume that the social changes of this time period were straightforward and universally accepted, without understanding the complexities and resistances that existed, and how overcoming such challenges fostered optimism.
* Students may erroneously believe that postwar prosperity and optimism were experienced uniformly across all demographics in the United States, ignoring economic and social inequalities that persisted, particularly affecting racial minorities and women.
* Students often fail to appreciate the role of cultural phenomena, such as the rise of television and popular music, in creating a sense of optimism and a shared national identity during this period.
* There is a misconception that optimism was solely based on economic prosperity without recognizing the influence of social changes such as civil rights advancements, increased educational opportunities, and suburbanization which also contributed to a sense of optimism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2920.0
Standard ID: KC-8.3.II
Standard Description: New demographic and social developments, along with anxieties over the Cold War, changed U.S. culture and led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2921.0
Standard ID: KC-8.3.II+1+A
Standard Description: Explain how new demographic and social developments changed U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and compare the cultural impact of different demographic groups emerging during this era.
* Analyze primary sources including news articles, photographs, and advertisements to evaluate cultural changes due to demographic developments.
* Explain how social movements during this period influenced changes in U.S. cultural norms.
* Explain the role of mass media in reflecting and shaping cultural changes due to demographic shifts.
* Identify and explain the relationship between economic prosperity and demographic shifts in shaping cultural trends.
* Identify key demographic developments in the U.S. from 1945 to 1980 and describe their cultural impacts.

Assessment Boundaries:
* Focus the assessment on students analyzing specific demographic and social changes, such as the Baby Boom, suburban growth, and the counterculture movement, and their impact on U.S. cultural norms, values, and conflicts. Emphasize how these transformations influenced societal attitudes and behaviors in areas like family dynamics, educational opportunities, and popular culture. Avoid over-extending to political or economic structures, which are covered in related standards.

Common Misconceptions:
* Some students believe that technological advances alone drove cultural change, without considering the significant roles played by social movements and demographic shifts, such as the civil rights movement and the influx of immigrants.
* Students may mistakenly think that postwar demographic changes, like suburbanization and the "baby boom," led to a uniform cultural shift across the United States, rather than recognizing the diverse and regional cultural developments that occurred.
* Students might assume that rising political and moral debates were solely reactions against new social developments, without appreciating how these debates were also fueled by ongoing Cold War anxieties and generational divides.
* There is often a misconception that the entire counterculture movement of the 1960s was antagonistic toward all traditional values, not understanding the nuances and specific values that were targeted, such as conservative dress codes or gender roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2922.0
Standard ID: KC-8.3.II+2+A
Standard Description: Explain how new demographic and social developments led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how social movements like the Civil Rights Movement and Women's Rights Movement led to political and moral debates, reflecting or influencing demographic changes.
* Analyze primary sources from the period to identify arguments presented in political debates related to demographic changes.
* Describe the relationship between increasing diversity in society and emerging political and moral debates regarding civil liberties and equality.
* Evaluate how anxieties related to the Cold War, such as fears of communism, intersected with demographic and social developments to generate political and moral debates.
* Explain how demographic changes such as the baby boom and suburbanization influenced American political and moral debates.
* Identify key demographic changes in the United States from 1945 to 1980, including population migration patterns and changes in family structure.
* Utilize maps and statistical data to illustrate population migration trends and their impact on urban and rural areas, informing political and moral debates.

Assessment Boundaries:
* Focus the assessment on understanding specific demographic and social changes post-1945, such as suburbanization, the baby boom, and the rise of evangelical Christianity, as catalysts for political and moral debates. Examine how these developments drove key political and moral issues like civil rights, gender roles, and religious influences in political activism. Avoid assessing unrelated cultural trends and changes outside the 1945-1980 timeframe.

Common Misconceptions:
* Some students might assume that demographic changes, such as immigration and urbanization, were the sole causes of political tensions, without considering other factors like economic shifts and the Civil Rights Movement.
* Students may incorrectly believe that all demographic and social changes were widely accepted across the nation, not understanding the significant resistance and debate they often provoked.
* Students often overlook the fact that new social movements generated political backlash and moral debates, assuming instead that they progressed without significant opposition.
* There is a misconception that the demographic and social changes of this period led to immediate and uniform progress, disregarding the deep political and moral divisions that arose.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2923.0
Standard ID: KC-8.3.II+3+A
Standard Description: Explain how anxieties over the Cold War changed U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the nuclear arms race on American cultural expressions and public sentiment.
* Describe the effects of Cold War tensions on American education and scientific priorities during the 1950s and 1960s.
* Evaluate the role of government policies and propaganda in shaping public perceptions and cultural norms during the Cold War era.
* Explain how the Red Scare and McCarthyism reflect cultural anxieties caused by the Cold War.
* Identify key cultural changes in the United States that were influenced by Cold War anxieties.
* Utilize primary source documents such as speeches and governmental reports to analyze the cultural impact of Cold War tensions.

Assessment Boundaries:
* Assessment should focus on analyzing the specific cultural changes in the United States that were influenced by Cold War anxieties from 1945-1980. This includes examining the impact of the Red Scare, McCarthyism, and civil defense measures on American culture, such as the influence on media, education, and public perception. Ensure to address the fears of nuclear warfare and the social climate created by espionage concerns. Avoid broader international political or military strategies not directly linked to cultural changes in the U.S.

Common Misconceptions:
* Many students might incorrectly assume that the Cold War only influenced politics and military strategies, without recognizing its profound impact on American culture, including the rise of consumerism and suburbanization as cultural responses.
* Some students may believe that the Red Scare and McCarthyism were the only cultural impacts of the Cold War, overlooking other significant cultural changes influenced by Cold War anxieties, such as changes in education, media, and family life.
* Students might think that the cultural impacts of the Cold War were predominantly negative, not understanding how these pressures also led to positive cultural shifts, such as the civil rights movements and greater emphasis on education.
* There is a common misconception that anti-communism was uniformly accepted across American society, failing to acknowledge the diversity of opinion and significant opposition from certain social and political groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2924.0
Standard ID: KC-8.3.II+4+A
Standard Description: Explain how anxieties over the Cold War led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how differing public opinions on the Vietnam War reflected larger Cold War tensions in the United States.
* Analyze primary sources from the Cold War period to understand public sentiment towards U.S. foreign policy.
* Evaluate the impact of Cold War-era protests on U.S. domestic policies and government actions.
* Explain how McCarthyism exemplified the moral debates about liberty and security during the Cold War.
* Explain how the Second Red Scare influenced American political and cultural institutions during the 1950s and 1960s.
* Identify the specific political debates during the Cold War period in the United States that reflected public anxieties over communism.
* Use political cartoons from the Cold War era to interpret national sentiments about communism and democracy.

Assessment Boundaries:
* Focus the assessment on specific instances and historical examples where Cold War anxieties directly influenced political and moral debates within the United States from 1945 to 1980. Encourage analysis of significant events such as McCarthyism, debates over nuclear policies and the arms race, and national security concerns that highlight the divisiveness. Avoid assessing broader or global Cold War impacts not directly tied to domestic political and moral debates.

Common Misconceptions:
* Some students mistakenly believe that the Cold War unified the nation against a common enemy, not understanding the internal conflicts and opposition to government policies it incited.
* Students may incorrectly assume that the political and moral debates only happened at the government level, ignoring the widespread public involvement and influence of individual citizens in these debates.
* Students often think that the Cold War only influenced diplomatic and military actions, failing to realize its profound impact on U.S. cultural and moral debates, which led to domestic divisions.
* There is a common misconception that the fear of nuclear annihilation was the sole cause of political and moral debates, overlooking other contributing factors like espionage fears, McCarthyism, and ideological conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.1
Cluster Name: Contextualizing Period 8
Lesson Name: *None specified*
Lesson Order: 2860.0
Standard ID: Unit 8: Learning Objective A
Standard Description: Explain the context for societal change from 1945 to 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3130.0
Standard ID: KC-8.2.I.A
Standard Description: During and after World War II, civil rights activists and leaders, most notably Martin Luther King Jr., combated racial discrimination utilizing a variety of strategies, including legal challenges, direct action, and nonviolent protest tactics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3131.0
Standard ID: KC-8.2.I.A+1
Standard Description: Explain how, during and after World War II, civil rights activists and leaders combated racial discrimination by utilizing legal challenges.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of landmark legal decisions, such as Brown v. Board of Education overturning the 'separate but equal' doctrine established in Plessy v. Ferguson, on the civil rights movement.
* Assess how the judicial outcomes of these legal challenges influenced public perception and policy related to civil rights.
* Evaluate the effectiveness of legal challenges in advancing civil rights and combating racial discrimination.
* Explain the legal strategies used by civil rights leaders to combat racial discrimination during this period.
* Identify key legal cases and challenges brought by civil rights activists against racial discrimination during and after World War II.
* Utilize primary or secondary sources to identify and describe the arguments presented in significant civil rights court cases.

Assessment Boundaries:
* Assessments based on this standard should focus on key legal challenges brought by civil rights activists against racial discrimination during and after World War II, including landmark Supreme Court cases such as Brown v. Board of Education (1954) and its reversal of Plessy v. Ferguson's 'separate but equal' doctrine. Students should demonstrate understanding of the legal strategies employed by civil rights leaders and organizations, the arguments presented in significant court cases, and the impact of judicial decisions on advancing civil rights. Assessments may include analysis of primary or secondary sources related to these legal challenges and evaluation of their effectiveness in combating racial discrimination.

Assessments should not include the Civil Rights Act of 1964, its provisions, enforcement mechanisms, or impact on racial equality. Additionally, direct action tactics such as sit-ins and Freedom Rides, organized resistance to desegregation, and specific court cases interpreting the Civil Rights Act of 1964 fall outside the scope of this standard's assessment. Questions should focus specifically on legal challenges rather than broader civil rights movement strategies.

Common Misconceptions:
* Some students may believe that the Supreme Court consistently supported civil rights advancement during this period, not recognizing that the Court issued varying decisions and that the Warren Court's approach represented a significant shift in judicial interpretation regarding racial discrimination.
* Some students may misunderstand the strategic nature of legal challenges, believing they were random or opportunistic rather than carefully selected test cases designed to build precedent and dismantle segregation systematically.
* Students might incorrectly believe that legal victories like Brown v. Board of Education resulted in immediate implementation of desegregation, not recognizing the gap between court decisions and actual changes in schools and communities.
* Students might wrongly assume that legal strategies were developed independently from community activism, missing how local civil rights organizations often identified potential plaintiffs and issues for litigation while providing crucial support throughout legal proceedings.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3132.0
Standard ID: KC-8.2.I.A+2
Standard Description: Explain how, during and after World War II, civil rights activists and leaders combated racial discrimination by utilizing direct action.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of nonviolent direct actions, such as sit-ins and freedom rides, in challenging racial segregation and discrimination.
* Compare the use and outcomes of direct action tactics in different regions of the United States to understand varying levels of resistance and success.
* Describe the leadership role of figures like Martin Luther King Jr. within direct action initiatives during this period.
* Evaluate the impact of media coverage on the success and limitations of direct action campaigns during the civil rights movement.
* Explain how direct action tactics were essential in shifting public opinion and gaining support for the civil rights movement.
* Identify specific examples of direct action tactics used by civil rights activists to address racial discrimination during and after World War II, including the 1963 March on Washington for Jobs and Freedom.
* Interpret graphs or data sets showing the changes in civil rights legislation and public opinion following major direct action campaigns.
* Utilize primary source material, such as photographs or news articles, to assess the immediate outcomes of specific direct action campaigns.

Assessment Boundaries:
* Assessments based on this standard should focus on students' identification and understanding of specific direct action tactics employed during and after World War II to combat racial discrimination, such as the Montgomery Bus Boycott, the 1963 March on Washington for Jobs and Freedom, sit-ins, and Freedom Rides. Students should demonstrate knowledge of the basic principles, goals, and implementation of these tactics, as well as the leadership role of key figures like Martin Luther King Jr. in organizing and guiding these direct action initiatives.

Assessments should not include detailed analysis of regional variations in the implementation of direct action tactics, their media coverage, or methodologies for analyzing primary sources documenting these events. Additionally, specific court cases interpreting the Civil Rights Act of 1964, provisions and impacts of civil rights legislation, and organized resistance to desegregation fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners may believe that direct action was separate from other civil rights strategies, rather than understanding it as part of a coordinated approach that worked alongside legal challenges, voter registration drives, and political advocacy to address multiple aspects of racial discrimination.
* Some students may incorrectly assume that direct action emerged spontaneously rather than being carefully planned and organized efforts that required significant leadership, community mobilization, and strategic thinking.
* Students might believe that direct action during the civil rights movement was primarily characterized by violent tactics, not recognizing that leaders like Martin Luther King Jr. deliberately employed nonviolent methods such as sit-ins, boycotts, and peaceful marches as strategic forms of protest.
* Students might think that direct action tactics remained static throughout the civil rights movement, not recognizing how these approaches evolved in response to both successes and setbacks experienced by activists between the post-WWII period and the late 1960s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3133.0
Standard ID: KC-8.2.I.A+3
Standard Description: Explain how, during and after World War II, civil rights activists and leaders combated racial discrimination by utilizing nonviolent protest tactics.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents detailing nonviolent protests, such as King's 'Letter from Birmingham Jail,' to understand their outcomes and influence.
* Analyze the impact of nonviolent protest tactics on the effectiveness of the Civil Rights Movement.
* Compare the different nonviolent strategies employed by various leaders and organizations within the Civil Rights Movement.
* Evaluate the historical significance of specific nonviolent protests during this era in shaping public policy and opinion.
* Explain how nonviolent protest tactics were used strategically to combat racial discrimination.
* Identify key nonviolent protest tactics utilized by civil rights activists during and after World War II, including the 1955 Montgomery Bus Boycott initiated by Rosa Parks's refusal to give up her seat.
* Use photographs and visual records of nonviolent protests to explain their significance in the history of the Civil Rights Movement.

Assessment Boundaries:
* Assessments based on this standard should focus on the philosophy, strategies, and historical impact of nonviolent protest tactics employed during and after World War II to combat racial discrimination. Students should analyze key events such as the Montgomery Bus Boycott, the March on Washington, and the philosophical foundations of civil disobedience as articulated in primary sources like 'Letter from Birmingham Jail.' The assessment should emphasize how these tactics were strategically employed, their effectiveness in challenging segregation, and the diverse leadership within the movement.

Assessments should not include detailed analysis of the Civil Rights Act of 1964, specific court cases interpreting civil rights legislation, or the organized political resistance to desegregation. Additionally, in-depth examination of the regional variations, media coverage, and methodologies for analyzing primary sources documenting direct action tactics falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that nonviolent protest represented a unified strategy embraced by all civil rights activists, rather than recognizing the ongoing debates about tactics, particularly after 1965, when some activists began questioning the effectiveness of nonviolence.
* Some students might think that nonviolent protest tactics emerged spontaneously rather than through careful strategic planning and organization by civil rights leaders and grassroots activists.
* Students may believe that nonviolent protests were immediately effective in achieving their goals, rather than understanding that they often required persistent effort in the face of violent opposition and that change typically came gradually.
* There's a possibility that students could view Martin Luther King Jr. as the sole architect of nonviolent protest tactics, overlooking the contributions of many other leaders, organizations, and everyday citizens who participated in and shaped these movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3150.0
Standard ID: KC-8.2.I.B.ii
Standard Description: The three branches of the federal government used measures including the Civil Rights Act of 1964 to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3151.0
Standard ID: KC-8.2.I.B.ii+1
Standard Description: Explain the executive branch's use of measures, including the Civil Rights Act of 1964, to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of presidential leadership in advancing the objectives of the Civil Rights Act of 1964.
* Compare the strategies employed by different presidential administrations to further the goals of the Civil Rights Act of 1964 using secondary sources.
* Evaluate the effectiveness of executive orders and initiatives in supporting the enforcement of racial equality legislation.
* Explain how the executive branch used its powers to enforce the Civil Rights Act of 1964 and promote racial equality.
* Identify the key actions taken by the executive branch to implement the Civil Rights Act of 1964 and their impact on racial equality.
* Utilize primary sources, such as presidential speeches or executive orders, to examine how the executive branch addressed racial equality through the Civil Rights Act of 1964.

Assessment Boundaries:
* Assessments should focus on how presidents and executive agencies used their authority to implement and promote the Civil Rights Act of 1964, including presidential leadership by Kennedy and Johnson, specific executive orders, creation or empowerment of enforcement agencies, and public statements supporting racial equality. Students should analyze primary sources such as presidential speeches or executive orders related to the Act and compare approaches across different administrations in addressing racial discrimination through executive action.

Assessments should not include detailed legal analysis of court cases interpreting the Civil Rights Act, comprehensive analysis of the Act's provisions and enforcement mechanisms, or specifics about organized resistance movements and their tactics. Questions about direct action tactics of civil rights activists, detailed legislative history of the Act, or technical legal interpretations fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners may not recognize the differences in how various presidential administrations approached implementation of the Civil Rights Act of 1964, sometimes assuming a consistent executive approach rather than understanding how enforcement priorities and methods evolved across different presidencies.
* Some students may think that presidential signing of the Civil Rights Act of 1964 automatically resulted in immediate implementation and enforcement, overlooking the ongoing executive actions, orders, and agency directives needed to give practical effect to the legislation over time.
* Students might believe that the Civil Rights Act of 1964 was primarily conceived and driven by the executive branch, when in reality it emerged from a complex interplay between civil rights activism, congressional initiative, and presidential leadership from Kennedy and Johnson.
* Students might misunderstand the scope of executive authority in civil rights enforcement, potentially overestimating the president's ability to implement the Civil Rights Act of 1964 without cooperation from other government branches and state authorities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3153.0
Standard ID: KC-8.2.I.B.ii+3
Standard Description: Explain the legislative branch's use of measures, including the Civil Rights Act of 1964, to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the legislative branch's actions, through measures like the Civil Rights Act of 1964, impacted racial equality in the United States.
* Corroborate different historical interpretations of the impact of the Civil Rights Act of 1964 using diverse sources for evidence-based conclusions.
* Evaluate the effectiveness of legislative measures such as the Civil Rights Act of 1964 in achieving racial equality objectives.
* Explain the legislative process and context that led to the adoption of significant measures like the Civil Rights Act of 1964, for racial equality.
* Identify and describe the legislative measures enacted by the federal government, including the Civil Rights Act of 1964 and the Voting Rights Act of 1965, to promote racial equality.
* Identify key arguments from primary and secondary sources about the legislative process of the Civil Rights Act of 1964.

Assessment Boundaries:
* Assessments should focus on the legislative branch's role in creating and passing civil rights legislation, specifically the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Questions should address the legislative process, key congressional debates, voting patterns, and the historical context that influenced these legislative measures. Assessments may also include the identification and analysis of arguments from primary and secondary sources specifically about the legislative process and congressional deliberations.

Assessments should not include detailed analysis of court cases interpreting these acts, specific provisions and enforcement mechanisms, implementation outcomes, or statistical data showing changes in racial equality. Questions should avoid focusing on organized resistance movements, direct action tactics like sit-ins and Freedom Rides, or detailed analysis of advocacy groups' strategies that fall outside the legislative process itself.

Common Misconceptions:
* Some students might incorrectly attribute equal support for civil rights legislation across political parties and regions, not understanding the complex political landscape and voting patterns that influenced the legislative process.
* Some students might think the Civil Rights Act of 1964 was the only significant legislative measure promoting racial equality during this period, overlooking other important laws like the Voting Rights Act of 1965 that addressed different aspects of racial discrimination.
* Students may believe that the legislative process for civil rights legislation was relatively straightforward and uncontested, not recognizing the extensive debates, filibusters, and political maneuvering that characterized the passage of these acts in Congress.
* Students may confuse the distinct roles of government branches regarding civil rights legislation, potentially misunderstanding that while Congress created these laws, implementation and enforcement involved the executive branch, with interpretation falling to the judicial branch.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3140.0
Standard ID: KC-8.2.I.C
Standard Description: Continuing resistance slowed efforts at desegregation, sparking social and political unrest across the nation. Debates among civil rights activists over the efficacy of nonviolence increased after 1965.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3141.0
Standard ID: KC-8.2.I.C+1
Standard Description: Explain why continuing resistance slowed efforts at desegregation, sparking social and political unrest across the nation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify the arguments used to justify continued resistance to desegregation and their impact on national sentiments.
* Compare and contrast the approaches of non-violent and militant civil rights organizations in responding to resistance against desegregation.
* Explain the role of political figures and organizations in resisting desegregation and how they influenced public perception.
* Explain the significance of pivotal events and legislation, such as the Southern Manifesto and reactions to the Brown v. Board of Education ruling, in perpetuating resistance to desegregation within the context of the Jim Crow system of racial segregation.
* Identify key resistance efforts that slowed desegregation in the United States and analyze how they contributed to social unrest.
* Use graphs or tables to study and describe the patterns of desegregation efforts across different states and the varying responses to them.

Assessment Boundaries:
* Assessments based on this standard should focus on the various manifestations of resistance to desegregation efforts, the resulting social and political unrest, and how this resistance affected the pace of change. Students should analyze historical examples showing resistance to desegregation (such as reactions to Brown v. Board of Education), regional patterns of resistance, and the evolving strategies of civil rights organizations in response to this opposition. Questions may address the social, economic, and political factors that influenced resistance and the consequences of this resistance on American society.

Assessments should not include detailed analyses of specific court interpretations of civil rights legislation, comprehensive evaluations of the Civil Rights Act of 1964, or in-depth examinations of segregationist organizations and their leadership. Detailed methodological analysis of direct action tactics, their media coverage, and technical approaches to analyzing primary sources about these events also fall outside the scope of this standard.

Common Misconceptions:
* Learners might incorrectly assume that patterns of resistance to desegregation were consistent across all regions, missing the significant variations in intensity, methods, and effectiveness that existed between different states and localities.
* Some students might misunderstand the relationship between resistance to desegregation and the development of different approaches within the civil rights movement, not recognizing how prolonged opposition influenced the shift from predominantly non-violent strategies to more militant approaches after 1965.
* Some students might think that resistance to desegregation occurred primarily through formal legal challenges, overlooking the various informal methods (such as economic pressure, social ostracism, and private school establishment) that significantly slowed integration efforts.
* Students may believe that resistance to desegregation ended after the passage of major civil rights legislation, rather than recognizing how it evolved and continued through different means even after legal segregation was officially dismantled.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3142.0
Standard ID: KC-8.2.I.C+2
Standard Description: Explain why debates among civil rights activists over the efficacy of nonviolence increased after 1965.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze secondary sources on the Civil Rights Movement to describe the changes in activist strategies and objectives after the significant events of 1965.
* Compare the nonviolent strategies of civil rights leaders to those advocating for Black Power, analyzing how these differing approaches influenced the movement's trajectory.
* Evaluate the social and political factors post-1965 that led some civil rights activists to question and debate the efficacy of nonviolent methods.
* Explain how the deaths of prominent leaders like Martin Luther King Jr. impacted the strategies and debates within the Civil Rights Movement regarding nonviolence.
* Identify key events and figures after 1965, including Malcolm X, that contributed to the radicalization of the Civil Rights Movement and increased the debate on the efficacy of nonviolence.
* Utilize primary source images or speeches from civil rights leaders to explain the shift in strategy debates within the movement after 1965.

Assessment Boundaries:
* Assessments based on this standard should focus on the key figures, events, and social conditions after 1965 that intensified debates about nonviolent strategies within the civil rights movement. Students should analyze how specific events (including King's assassination, urban uprisings, and continued violence against activists) influenced tactical debates between proponents of nonviolence and advocates of more militant approaches like Black Power. Assessments should emphasize the philosophical and strategic differences between leaders like Martin Luther King Jr., Stokely Carmichael, and organizations like the Black Panther Party.

Assessments should not include detailed analysis of specific nonviolent direct action tactics employed before 1965 (such as sit-ins and Freedom Rides), court cases related to the Civil Rights Act of 1964, or comprehensive examinations of white resistance to desegregation. Additionally, questions about technical legal provisions of civil rights legislation and their implementation fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students might assume that advocacy for Black Power and self-defense strategies represented a complete rejection of nonviolent principles, rather than recognizing how many activists viewed these approaches as complementary tactics or necessary adaptations to changing circumstances.
* Some students might incorrectly perceive the Black Panther Party primarily as a militant organization opposing King's nonviolent philosophy, overlooking their community service programs and how their approach represented a strategic response to specific urban conditions rather than simply rejecting nonviolence on philosophical grounds.
* Students may misinterpret the shift in civil rights strategies after 1965 as primarily resulting from internal ideological divisions, without recognizing how external factors such as persistent racism, economic inequality, and the Vietnam War influenced tactical debates within the movement.
* Students might incorrectly believe that debates over nonviolence emerged suddenly after 1965, rather than understanding that these discussions existed earlier but intensified due to specific events like urban uprisings, continued violence against activists, and political disappointments despite legislative victories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3160.0
Standard ID: KC-8.2.III.B.ii
Standard Description: A series of Supreme Court decisions expanded civil rights and individual liberties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3161.0
Standard ID: KC-8.2.III.B.ii+1
Standard Description: Explain how a series of Supreme Court decisions expanded civil rights and individual liberties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Supreme Court decisions in this period contributed to the broader civil rights movement.
* Discuss the reactions of various political and social groups to the Supreme Court decisions expanding civil rights and individual liberties.
* Evaluate the significance of Supreme Court decisions in shaping public perceptions of civil rights and individual liberties.
* Explain the impact of a specific Supreme Court decision on the expansion of civil rights and individual liberties.
* Identify key Supreme Court decisions, particularly from the Warren Court (1953-1969), that expanded civil rights and individual liberties during this period.
* Use primary source documents, such as court opinions or contemporary news articles, to analyze the ramifications of Supreme Court decisions on civil rights.

Assessment Boundaries:
* Assessments based on this standard should focus on specific Supreme Court decisions from the Warren Court era (1953-1969) such as Brown v. Board of Education, Miranda v. Arizona, and Loving v. Virginia that expanded civil rights and individual liberties. Students should analyze these cases' constitutional reasoning, immediate legal impacts, the challenges in their implementation, and how they contributed to the broader civil rights movement. Assessment items may include interpretation of primary source excerpts from court opinions and contemporary reactions to these decisions.

Assessments should not include detailed analysis of specific cases interpreting the Civil Rights Act of 1964, the provisions and enforcement mechanisms of civil rights legislation, or comprehensive reviews of judicial philosophies unrelated to civil rights expansion. Questions about organized resistance to desegregation (including the Southern Manifesto) or direct action tactics (like sit-ins and Freedom Rides) should be limited to general awareness rather than detailed analysis.

Common Misconceptions:
* Some learners might oversimplify the judicial decision-making process, thinking it was primarily based on established legal precedent without considering the political, social, and cultural contexts that influenced these landmark rulings.
* Some students may believe that Supreme Court decisions inherently resolve societal issues, misunderstanding that these decisions often require additional legislation, executive enforcement, and ongoing advocacy to create meaningful change.
* Students may believe that the expansion of civil rights through Supreme Court decisions represented steady, consistent progress, not recognizing that the Court sometimes limited rights in certain areas while expanding them in others.
* Students might incorrectly assume that Supreme Court decisions expanding civil rights were uniformly implemented across regions, overlooking significant variations in compliance and enforcement across different states and localities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3130.0
Standard ID: Unit 8: Learning Objective L
Standard Description: Explain how and why various groups responded to calls for the expansion of civil rights from 1960 to 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.10
Cluster Name: 9. The African American Civil Rights Movement (1960s)
Lesson Name: *None specified*
Lesson Order: 3150.0
Standard ID: Unit 8: Learning Objective M
Standard Description: Explain the various ways in which the federal government responded to the calls for the expansion of civil rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3180.0
Standard ID: KC-8.2.II.A
Standard Description: Feminist and gay and lesbian activists mobilized behind claims for legal, economic, and social equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3181.0
Standard ID: KC-8.2.II.A+1
Standard Description: Explain how and why feminist and gay and lesbian activists mobilized behind claims for legal equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of gay and lesbian activists in pursuing legal equality and the impact of significant events such as the Stonewall Riots.
* Compare the legal and social strategies employed by feminist and gay and lesbian movements in their fight for equality.
* Explain the significance of landmark legal cases and legislation that advanced feminist and gay rights, such as Title IX of 1972, and evaluate their impact on later civil rights legislation.
* Explain the strategies used by feminist activists to advance their claims for legal equality, highlighting key organizations and movements, including the National Organization for Women (NOW).
* Identify the main legal challenges faced by feminist and gay and lesbian activists during the period from 1960 to 1980.
* Using primary and secondary source materials, describe the connections between the feminist movement and the emerging gay rights movement during this period.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific legal challenges, strategies, and landmark achievements of feminist and gay/lesbian activists between 1960-1980. Questions should address key organizations (such as NOW), significant events (like the Stonewall riots and Women's Strike for Equality), and important legislation/legal cases (including Title IX, Equal Pay Act, and challenges to sodomy laws). Students should demonstrate understanding of how these movements mobilized through strategic approaches such as lobbying, litigation, organized protests, and publication of influential works like 'The Feminine Mystique.'

Assessments should not include detailed analysis of evolving sexual norms, broader cultural shifts, or the personal lives of movement leaders. Questions should avoid comparative analysis with other civil rights movements (Asian American, broader Latino movements), statistical demographic data, or in-depth exploration of primary source analysis methodologies. While social context may be referenced when directly tied to legal mobilization strategies, assessments should not delve into social reactions or cultural perception of these movements.

Common Misconceptions:
* Some students might believe that feminist and gay/lesbian movements achieved legal equality primarily through spontaneous protests rather than recognizing the strategic coordination through established organizations like NOW and the National Gay Task Force that included lobbying, litigation, and coalition-building.
* Some students might think that the Stonewall riots in 1969 directly resulted in immediate legal protections for gay and lesbian Americans, not recognizing the lengthy process of organizing and advocacy that followed to translate this pivotal moment into legal change.
* Students may incorrectly assume that the feminist movement focused exclusively on workplace equality, missing how activists pursued a comprehensive agenda including educational access (Title IX), reproductive rights, and challenging discriminatory laws across multiple domains.
* Students might mistakenly view feminist organizations like NOW and the women's liberation movement as having identical approaches, overlooking how these groups sometimes differed in their priorities, tactics, and perspectives on how legal equality should be achieved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3182.0
Standard ID: KC-8.2.II.A+2
Standard Description: Explain how and why feminist and gay and lesbian activists mobilized behind claims for economic equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of feminist and gay and lesbian activism on economic policies between 1960 and 1980, including the Equal Pay Act of 1963 and Title VII of the Civil Rights Act of 1964.
* Describe how feminist and gay and lesbian activists collaborated or differed in their approaches to achieving economic equality.
* Evaluate the significance of economic equality campaigns by feminist and gay and lesbian activists in the context of the broader civil rights movements.
* Explain the strategies used by feminist and gay and lesbian activists to address economic inequalities.
* Identify the key economic inequalities that feminist and gay and lesbian activists targeted in their mobilization efforts during this period.
* Use primary and secondary sources to identify and describe the goals of economic equality efforts by feminist and gay and lesbian activists.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific economic issues targeted by feminist and gay and lesbian activists between 1960-1980, including workplace discrimination, pay inequity, and limited access to education and economic opportunities. Students should demonstrate understanding of key legislation (Equal Pay Act of 1963, Title VII of Civil Rights Act of 1964, Title IX of 1972), significant organizations (NOW, National Gay Task Force), and the strategies employed to address economic inequality. Questions should examine how these movements advanced economic equality through legal challenges, policy advocacy, and public demonstrations.

Assessments should not include broader social or cultural aspects of these movements unrelated to economic equality, such as changing sexual norms or cultural recognition. Questions about Latino, Asian American, or American Indian movements, comparative analysis between movements, detailed statistical data, or developments beyond 1980 should be excluded. Additionally, analysis of primary source methodology falls outside the scope of this standard.

Common Misconceptions:
* Some students might believe that feminist and gay rights activists pursued economic equality through separate efforts with distinct goals, when in fact there was often strategic collaboration and shared advocacy for workplace protections and economic opportunity.
* Some students might think that economic equality was mainly pursued through public protests and demonstrations, not recognizing the significant role of legislative lobbying, legal challenges, policy development, and organizational coalition-building in advancing economic rights.
* Students may incorrectly assume that economic equality efforts primarily focused on wage disparities, overlooking how activists also addressed discrimination in hiring practices, promotion opportunities, access to credit, educational equality, and benefits.
* Students might mistakenly believe that economic equality initiatives achieved their goals quickly after legislation passed, when these movements faced ongoing resistance, limited enforcement of new laws, and the need for sustained activism to implement meaningful economic change.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3183.0
Standard ID: KC-8.2.II.A+3
Standard Description: Explain how and why feminist and gay and lesbian activists mobilized behind claims for social equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the challenges faced by feminist activists in achieving social equality.
* Analyze the challenges faced by gay and lesbian activists in achieving social equality.
* Compare the social equality strategies of feminist and gay and lesbian activists with other civil rights movements during the same period, addressing how intersectionality affected different groups experiencing overlapping forms of discrimination.
* Evaluate the impact of social equality campaigns by feminist and gay and lesbian activists on American society.
* Explain the methods used by feminist activists to mobilize support for social equality.
* Explain the methods used by gay and lesbian activists to mobilize support for social equality, including the formation of national organizations like the National Gay Task Force by 1975.
* Identify key social equality goals pursued by feminist and gay and lesbian activists.
* Interpret primary source materials related to the social equality movements of feminist and gay and lesbian activists.

Assessment Boundaries:
* Assessments based on this standard should focus on key organizations (NOW, Gay Liberation Front, National Gay Task Force), events (Stonewall Riots, Women's Strike for Equality), and figures (Betty Friedan, Gloria Steinem) central to feminist and gay/lesbian movements from 1960s-1980s. Questions should address mobilization strategies, specific social equality goals, legislative achievements (Equal Pay Act, Title IX), and how intersectionality affected experiences within these movements. Assessment items may include interpretation of relevant primary sources like excerpts from 'The Feminine Mystique' or Ms. Magazine.

Assessments should not include detailed analysis of primary source methodology, statistical data on social/economic conditions, or extensive comparative analysis with other civil rights movements beyond brief references to intersectionality. Items should avoid exploring evolution of sexual norms, detailed social/cultural contexts of how movements were perceived, or specific Asian American and Latino civil rights movements except where directly relevant to intersectionality within feminist or gay/lesbian activism.

Common Misconceptions:
* Learners might not recognize the significant role that publications and media played in mobilizing support, potentially underestimating how works like 'The Feminine Mystique' (1963) and Ms. Magazine (1972) helped articulate grievances and connect activists across geographic distances.
* Some students may believe that feminist and gay/lesbian movements represented unified fronts with single agendas, rather than recognizing the diverse and sometimes conflicting perspectives within these movements, such as differences between liberal feminists focused on workplace equality and more radical activists challenging deeper social structures.
* Students may not fully appreciate how organizations evolved from grassroots activism to more established institutions, such as the transition from spontaneous protests after Stonewall to the formation of national advocacy organizations like the National Gay Task Force by 1975, representing different strategies for achieving social equality.
* Students might incorrectly assume that feminist and gay/lesbian movements focused primarily on legal rights, overlooking how these movements also pursued broader social equality goals like cultural acceptance, representation in media, and changes in social attitudes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3170.0
Standard ID: KC-8.2.II.B
Standard Description: Latino, American Indian, and Asian American movements continued to demand social and economic equality and a redress of past injustices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3171.0
Standard ID: KC-8.2.II.B+1
Standard Description: Explain how and why Latino movements continued to demand social and economic equality and a redress of past injustices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-political factors that led Latino groups to demand redress of past injustices in the 1960s to 1980s.
* Compare the responses to the Latino civil rights movements by different political and cultural groups during the same period.
* Evaluate the impact of Latino movements on legislation and policy changes related to social and economic equality.
* Explain the significance of historical context in influencing the demands and outcomes of Latino movements for civil rights.
* Explain the strategies used by Latino movements to advocate for their civil rights during this period, including the nonviolent methods employed by Cesar Chavez and Dolores Huerta through the United Farm Workers (UFW).
* Identify the key Latino civil rights movements that emerged between 1960 and 1980 and their primary goals for social and economic equality, including how the Chicano movement embraced cultural identity as central to their activism.
* Use primary and secondary sources to illustrate the challenges and successes faced by Latino advocacy groups during their campaigns for civil rights.

Assessment Boundaries:
* Assessments based on this standard should focus on key Latino civil rights movements from 1960-1980, particularly the United Farm Workers (UFW) and Chicano Movement, including their goals for social and economic equality. Students should demonstrate understanding of the socio-political factors that motivated these movements, the strategies employed (such as UFW's nonviolent boycotts and protests), key figures (Cesar Chavez and Dolores Huerta), and the significance of cultural identity in Latino activism. Assessments should evaluate students' ability to explain how these movements addressed economic inequality, labor rights, and historical injustices.

Assessments should not include Latino civil rights movements beyond the UFW and Chicano Movement, comparative analysis with other civil rights movements, or broader immigration issues not directly related to social and economic equality demands. Statistical analysis of demographic data, detailed methods for analyzing primary sources, and the evolution of these movements beyond 1980 should be excluded from assessments.

Common Misconceptions:
* Some students might think that Latino civil rights movements primarily focused on legal and political reforms rather than understanding how economic equality (including labor rights, fair wages, and working conditions) formed a central component of their demands.
* Some students might underestimate how cultural identity and pride (particularly in the Chicano Movement) were integrated with economic and social demands rather than being separate aspects of Latino activism.
* Students may believe that Latino civil rights activism was relatively homogeneous, overlooking the diversity within Latino communities and how factors such as regional location, national origin, and specific historical experiences shaped different approaches to advocacy.
* Students might assume that nonviolent strategies used by groups like the UFW were simply borrowed from other movements, rather than understanding how these tactics were specifically adapted to address the unique challenges faced by farm workers and other Latino communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3172.0
Standard ID: KC-8.2.II.B+2
Standard Description: Explain how and why American Indian movements continued to demand social and economic equality and a redress of past injustices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the demands of the American Indian movements reflected broader trends in social justice in the United States during the 1960s to 1980s.
* Evaluate the impact of American Indian movements on federal policies during this period, including the passage of the Indian Self-Determination Act of 1975.
* Explain the historical context that led American Indian movements to demand redress of past injustices.
* Explain the significance of the American Indian Movement (AIM) in the struggle for American Indian rights and identity, including key protest actions such as the occupations of Alcatraz Island (1969-1971) and Wounded Knee (1973).
* Identify the key demands of the American Indian movements for social and economic equality from 1960 to 1980.
* Use primary source documents to identify the strategies employed by American Indian movements in their fight for equality.

Assessment Boundaries:
* Assessments based on this standard should focus on American Indian movements from 1960 to 1980, including key organizations like the American Indian Movement (AIM), significant protest actions (Alcatraz occupation, Wounded Knee, Trail of Broken Treaties), specific demands for social and economic equality, and policy outcomes such as the Indian Self-Determination Act of 1975. Students should demonstrate understanding of the historical context, including federal termination policies of the 1950s, that sparked these movements and their strategies for addressing injustices on both reservations and in urban areas.

Assessments should not include comparative analyses between American Indian movements and other contemporary civil rights movements, detailed analysis of primary source methodology, or statistical data about social and economic conditions. Questions about feminist movements, Asian American activism, or Latino civil rights beyond their general existence in the same time period should be avoided.

Common Misconceptions:
* Some students might incorrectly view American Indian activism as uniform across all tribes and regions, overlooking the diversity of approaches, priorities, and strategies employed by different groups while pursuing their aims for self-determination and equality.
* Students may misunderstand the historical context of American Indian activism, not recognizing how federal termination policies of the 1950s that threatened tribal sovereignty and forced assimilation directly contributed to the emergence of these movements in the 1960s and 1970s.
* Students might assume that legislation like the Indian Self-Determination Act of 1975 fully addressed the demands of American Indian movements, without appreciating the ongoing challenges, limited implementation, and continued activism necessary to secure meaningful rights and recognition.
* Students might believe that American Indian movements during this period primarily focused on cultural preservation rather than recognizing their significant demands for social and economic equality, land rights, sovereignty, and redress of specific historical injustices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3190.0
Standard ID: KC-8.3.II.B.i
Standard Description: Feminists who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation and advocated changes in sexual norms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3191.0
Standard ID: KC-8.3.II.B.i+1
Standard Description: Explain how and why feminists who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the arguments and evidence from primary feminist texts from the 1960s that advocated for changes in sexual norms.
* Compare and contrast the feminist perspectives from the 1960s counterculture with more traditional views held prior to this era.
* Evaluate the historical significance of the countercultural feminist movement on the broader civil rights movement during the 1960s.
* Examine the impact of specific feminist leaders or organizations from the 1960s in shaping public discourse on social, economic, and political values, including Betty Friedan's 'The Feminine Mystique' and its articulation of suburban women's dissatisfaction.
* Explain how feminist movements during the 1960s counterculture challenged traditional gender roles and family structures.
* Identify the key social, economic, and political values of the parents' generation that were rejected by feminists participating in the 1960s counterculture.
* Utilize visual sources such as political cartoons or posters from the 1960s to explain how feminists critiqued mainstream social and political attitudes.

Assessment Boundaries:
* Assessments based on this standard should focus on how feminists in the 1960s counterculture specifically rejected their parents' generation's social values (traditional gender roles, family structures), economic values (workplace discrimination, economic dependence), and political values (lack of representation, male-dominated institutions). Questions should address key organizations like NOW, influential works such as 'The Feminine Mystique,' and significant figures including Betty Friedan and Gloria Steinem who articulated feminist critiques within the counterculture context.

Assessments should not include the evolution of sexual norms beyond the 1960s, detailed statistical data on women's social and economic conditions, or comparative analyses between feminist movements and other civil rights movements of the era. Questions about Asian American or Latino civil rights movements, beyond their general relationship to feminist counterculture, should be avoided, as should analysis of primary source methodology.

Common Misconceptions:
* Some students might misinterpret Betty Friedan's 'The Feminine Mystique' as representing the experiences of most American women, rather than primarily addressing middle-class, educated, suburban women's dissatisfaction with limited domestic roles.
* Some students might think that feminists who participated in the counterculture rejected their parents' values primarily for personal reasons, rather than recognizing the systematic critique of gender inequality and broader societal transformation these rejections represented.
* Students may incorrectly believe that mainstream feminist organizations like NOW shared identical approaches and goals with more radical women's liberation groups, overlooking the diversity of methods and ideologies within the feminist counterculture of the 1960s.
* Students may not recognize that while feminists in the counterculture critiqued traditional economic structures, their rejections often focused on gender-based workplace discrimination and economic dependence on men, rather than opposing all aspects of the capitalist system.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3192.0
Standard ID: KC-8.3.II.B.i+2
Standard Description: Explain how and why feminists who participated in the counterculture of the 1960s advocated changes in sexual norms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how feminist thought during the 1960s counterculture period influenced broader societal changes in sexual norms.
* Compare primary source documents to assess how the goals of 1960s feminists were communicated to and perceived by their contemporaries.
* Describe the impact of significant legislative and judicial decisions on sexual norms during this period and how they aligned with feminist ideals.
* Evaluate the long-term effects of 1960s feminist advocacy on modern sexual norms and gender equality.
* Explain how the advocacy for changes in sexual norms by feminists during the counterculture period contributed to shifts in gender roles and expectations.
* Explain the social, economic, and political reasons feminists in the 1960s counterculture rejected their parents' generation's values and advocated for changes.
* Identify the key feminist leaders of the counterculture movement in the 1960s who advocated for changes in sexual norms.
* Utilize visual media from the 1960s, such as political cartoons or advertisements, to explain changing attitudes towards sexual norms as advocated by feminists in the counterculture.

Assessment Boundaries:
* Assessments based on this standard should focus on specific feminist figures (such as Betty Friedan and Gloria Steinem) and organizations (like NOW and women's liberation groups) who advocated for changes in sexual norms during the 1960s counterculture period. Questions should address the motivations behind feminist advocacy for sexual norm changes, including rejection of traditional family roles, and the specific strategies used such as literature, protests, and legislative initiatives like the Equal Pay Act, Title VII, and Title IX.

Assessments should not include broader cultural shifts unrelated to feminist advocacy, the evolution of sexual norms beyond the 1960s-early 1970s period, or the long-term impact of these changes on modern gender equality. Questions should avoid comparing feminist movements to other civil rights movements of the era or analyzing how feminist goals were perceived by different audiences outside the counterculture context.

Common Misconceptions:
* Some students may believe that changes in sexual norms during this period resulted primarily from feminist advocacy, overlooking other contributing factors such as broader social changes and parallel liberation movements.
* Students might assume that feminist advocacy for changes in sexual norms was widely embraced by all segments of the counterculture, when there were actually various tensions and conflicts even within counterculture groups.
* Students might think that feminists in the counterculture of the 1960s shared identical views on sexual norms, when in reality there was significant diversity of opinions and approaches within the movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.11
Cluster Name: 10. The Civil Rights Movement Expands
Lesson Name: *None specified*
Lesson Order: 3170.0
Standard ID: Unit 8: Learning Objective L
Standard Description: Explain how and why various groups responded to calls for the expansion of civil rights from 1960 to 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3200.0
Standard ID: KC-8.1.II.B
Standard Description: Although anti-communist foreign policy faced little domestic opposition in previous years, the Vietnam War inspired sizable and passionate anti-war protests that became more numerous as the war escalated and sometimes led to violence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3201.0
Standard ID: KC-8.1.II.B+1
Standard Description: Explain how, although anti-communist foreign policy faced little domestic opposition in previous years, the Vietnam War inspired sizable and passionate anti-war protests that became more numerous as the war escalated and sometimes led to violence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source accounts or political speeches that illustrate changing American attitudes towards the Vietnam War and anti-communist policy.
* Corroborate or refute claims about the effectiveness of anti-war protests during the Vietnam conflict through analysis of governmental policy changes or continuances.
* Describe the historical context that led to the initial widespread support for anti-communist policies during the early Cold War period and how the Vietnam War shifted public opinion.
* Evaluate how television's unprecedented real-time coverage of the Vietnam War, particularly during events like the 1968 Tet Offensive, shaped public opinion compared to media coverage of earlier conflicts, to understand shifts in public perception of U.S. foreign policy.
* Explain the reasons why the Vietnam War ignited passionate opposition and domestic protest movements, including resistance to the draft system criticized as discriminatory against poor and minority communities, that grew more intense as the war progressed.
* Identify the key events and figures involved in the anti-war protests during the Vietnam War era, including the 1968 Democratic National Convention protests and the 1970 Kent State and Jackson State shootings following Nixon's Cambodia expansion, that demonstrated a departure from previous support for anti-communist policy.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and analyze the growth of anti-war protests during the Vietnam War, including key events (Tet Offensive, 1968 DNC protests, Kent/Jackson State shootings), factors that fueled opposition (draft resistance, media coverage, military escalation), and perspectives of diverse participants (students, veterans, civil rights leaders). Students should explain how these protests represented a departure from previous support for anti-communist foreign policy and evaluate how television coverage influenced public opinion compared to earlier conflicts.

Assessments should not include detailed exploration of counterculture visual expressions, communication styles, or challenges to sexual norms. Questions about unrelated Civil Rights movements, broad opposition to all Cold War policies, or specific countercultural lifestyle elements (drug experimentation, communal living arrangements, music festival details) fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students may think that anti-war protests had minimal influence on U.S. policies, not recognizing how they contributed to shifting public opinion, political discourse, and eventually policy decisions regarding the war.
* Students might believe that anti-war protests during the Vietnam War shared similar ideological foundations, overlooking the diversity of motivations that included pacifism, anti-imperialism, concerns about racial and economic inequality, and opposition to the draft.
* Students might incorrectly assume that anti-war sentiment was primarily limited to college campuses and student activists, overlooking the participation of veterans, civil rights leaders, religious groups, and various segments of American society.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3210.0
Standard ID: KC-8.2.III.D
Standard Description: Some groups on the left also rejected liberal policies, arguing that political leaders did too little to transform the racial and economic status quo at home and pursued immoral policies abroad.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3211.0
Standard ID: KC-8.2.III.D+1
Standard Description: Explain how some groups on the left rejected liberal policies, arguing that political leaders did too little to transform the racial and economic status quo at home and pursued immoral policies abroad.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact and interconnections between leftist rejections of liberal policies and the broader civil rights movements in the United States, as exemplified by civil rights leaders like Martin Luther King Jr. who connected anti-war activism with domestic issues of poverty and racial inequality.
* Compare primary sources from political leaders, leftist groups, and Vietnam veterans who opposed the war to explain differing perspectives on U.S. domestic and foreign policy.
* Corroborate arguments using diverse primary and secondary sources to assess the historical significance of leftist movements and their influence on American politics and society.
* Explain how and why these leftist groups criticized U.S. foreign policy during the 20th century and evaluate their arguments about the morality of those policies.
* Identify key leftist groups in the 20th century that rejected liberal policies, including the Students for a Democratic Society (SDS) and their Port Huron Statement, and describe their main arguments against the racial and economic status quo.
* Use historical reasoning to evaluate the effectiveness of the leftist critique in bringing about policy changes in the U.S. government and explain how various social movements of the 1960s strained the traditional New Deal Democratic coalition.

Assessment Boundaries:
* Assessments based on this standard should focus on specific leftist groups (such as SDS and their Port Huron Statement, Black Panther Party) that rejected liberal policies from the early 1960s through the 1970s. Questions should examine these groups' critiques of insufficient domestic racial and economic reforms, their opposition to U.S. foreign policies (particularly regarding Vietnam), and how civil rights leaders connected anti-war activism with domestic inequality. Primary source analysis may include comparing perspectives from political leaders, leftist groups, and Vietnam veterans regarding both domestic and foreign policy critiques.

Assessments should not include details about counterculture visual expression (artwork, fashion, symbols), counterculture communication styles (slang, terminology, slogans), or challenges to sexual norms. Additionally, the broader hippie movement, Woodstock, Haight-Ashbury, and specific details about drug experimentation fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may focus primarily on leftist opposition to foreign policies (especially Vietnam), overlooking how many groups equally criticized the inadequacy of liberal domestic policies in addressing racial and economic inequality.
* Some students may not recognize how events like the 1968 Democratic Convention protests and the Kent State shootings reflected growing tensions between moderates and radicals within leftist movements, leading to fractures in the traditional New Deal Democratic coalition.
* Students might confuse the spectrum of leftist thought during this period, not recognizing that different leftist groups emphasized distinct critiques of liberal policies while sharing some common concerns about domestic inequality and foreign policy.
* Students might interpret leftist critiques as merely oppositional, missing how groups like SDS and civil rights leaders developed specific alternative visions and policy proposals grounded in concepts like participatory democracy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3220.0
Standard ID: KC-8.3.II.B.ii
Standard Description: Young people who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation, introduced greater informality into U.S. culture, and advocated changes in sexual norms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3221.0
Standard ID: KC-8.3.II.B.ii+1
Standard Description: Explain how and why young people who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of historical events, demographic factors like the Baby Boom generation, and cultural shifts on the perspectives of young people during the countercultural movement of the 1960s.
* Describe the connections between the 1960s counterculture rejection of prior values and the emergence of new cultural norms in America.
* Explain how the actions and expressions of the 1960s counterculture reflected their rejection of their parents' generation's values.
* Identify the key social, economic, and political values rejected by the 1960s counterculture and explain reasons for their rejection.
* Interpret visual media, such as photographs and artworks from the 1960s, to analyze the countercultural movement's stance on social, political, and economic issues.
* Utilize primary source documents from the 1960s to identify the values of the counterculture and explain how they contrast with those of the older generation.

Assessment Boundaries:
* Assessments based on this standard should focus on the social, economic, and political values rejected by counterculture participants in the 1960s and their motivations for this rejection. Questions may address the influence of the Vietnam War and anti-war protests, the demographic impact of the Baby Boom generation, organizations like Students for a Democratic Society (SDS), significant events like Woodstock and Kent State, and the development of alternative lifestyles that challenged mainstream values. Assessments may include analysis of primary source documents like the Port Huron Statement to contrast counterculture values with those of the older generation.

Assessments should not include detailed examination of counterculture visual expressions (artwork, fashion, symbols), distinctive language and communication styles, or comprehensive analysis of challenges to sexual norms. Additionally, questions should avoid requiring specific knowledge of song lyrics, poetry, or underground publications associated with the counterculture movement, while maintaining focus on the general themes and values rather than artistic specifics.

Common Misconceptions:
* Learners may incorrectly perceive the counterculture as a sudden phenomenon unique to the 1960s, rather than understanding how it emerged gradually in response to specific historical circumstances, including Cold War policies, civil rights struggles, and the demographic influence of the Baby Boom generation.
* Some students may misunderstand the counterculture as primarily a reaction against parental authority, rather than recognizing the complex motivations including opposition to the Vietnam War, criticism of consumer capitalism, and desire for more authentic forms of democracy and community.
* Students might incorrectly believe that most young people in the 1960s participated in the counterculture, when in fact many young adults maintained traditional values and supported mainstream political positions, as evidenced by organizations like Young Americans for Freedom.
* Students might mistakenly view the counterculture movement as focused mainly on social values while overlooking how participants challenged economic systems (rejecting materialism and consumer culture) and political structures (questioning traditional hierarchical authority).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3222.0
Standard ID: KC-8.3.II.B.ii+2
Standard Description: Explain how and why young people who participated in the counterculture of the 1960s introduced greater informality into U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the 1960s counterculture movement on traditional American social and political values, emphasizing the resulting changes in cultural norms.
* Assess the role of major events and figures within the counterculture movement, such as the Woodstock festival and the Haight-Ashbury hippie community, in promoting greater informality in U.S. culture and challenging traditional norms.
* Evaluate primary sources from the 1960s such as songs, photographs, or writings to understand the characteristics and motivations of the counterculture movement.
* Explain how the counterculture movement of the 1960s manifested in various forms of informal cultural expressions, with particular emphasis on how music from artists like Bob Dylan, Joan Baez, and The Beatles expressed anti-war sentiment and social protest, alongside changes in fashion and language.
* Identify the factors that led young people in the 1960s to reject the social norms of their parents’ generation and embrace greater informality.
* Utilize visual sources, like counterculture fashion and art from the 1960s, to identify new informal cultural trends.

Assessment Boundaries:
* Assessments should focus on explaining how young people in the 1960s counterculture movement introduced greater informality into U.S. culture and the social and political motivations behind these changes. Students should demonstrate understanding of the movement's connection to anti-war sentiment, particularly regarding Vietnam; the influence of music as a form of social protest; key events and locations like Woodstock and Haight-Ashbury; and the rejection of traditional social norms including formal dress, living arrangements, and authority structures.

Assessments should not include detailed analysis of specific visual expressions such as artwork, fashion elements, photographs, or underground publications. Questions about counterculture communication styles including specific slang, terminology, and slogans should be avoided. Additionally, comprehensive examination of challenges to sexual norms, including specific norms being challenged, should be excluded from assessment.

Common Misconceptions:
* Some students might believe the counterculture movement had consistent effects across American society, overlooking how various communities and demographics engaged differently with countercultural ideas, and how this created complex divisions even within the Baby Boom generation.
* Some students might think the counterculture's promotion of informality was primarily a stylistic choice rather than recognizing it as an expression of deeper political and social criticism of mainstream American values, including opposition to the Vietnam War and traditional authority structures.
* Students may misinterpret the relationship between the counterculture and anti-war activism, not recognizing how events like the Kent State shootings and media coverage of Vietnam intensified rejection of formal social conventions and fueled the counterculture movement.
* Students may underestimate the role of mass media and music in spreading countercultural values promoting informality, potentially overlooking how television coverage of protests and artists like Bob Dylan and Joan Baez helped normalize anti-establishment attitudes beyond direct participants in the movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3223.0
Standard ID: KC-8.3.II.B.ii+3
Standard Description: Explain how and why young people who participated in the counterculture of the 1960s advocated changes in sexual norms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how counterculture movements influenced public perception and acceptance of changed sexual norms.
* Compare the 1960s counterculture sexual norms to preceding generational norms and delineate key differences.
* Evaluate the impact of counterculture-driven changes in sexual norms on subsequent social policies and behaviors.
* Examine primary source documents, like speeches or flyers, from the 1960s to understand counterculture perspectives on sexual norms.
* Explain the motivations behind the 1960s counterculture advocacy for changes in sexual norms.
* Identify the social, economic, and political values rejected by 1960s counterculture advocates for changing sexual norms.

Assessment Boundaries:
* Assessments based on this standard should focus on how young people in the counterculture rejected traditional sexual values of previous generations, their motivations for advocating changes in sexual norms, and the relationship between these advocacy efforts and broader social movements of the 1960s. Students should demonstrate understanding of how communal living, music festivals like Woodstock, and the general questioning of authority influenced changes in attitudes toward sexuality. Assessment questions should explore connections between counterculture values and the evolution of public perception regarding sexual norms.

Assessments should not include detailed analysis of specific visual expressions of the counterculture, distinctive communication styles and terminology, or comprehensive examinations of specific sexual norms being challenged. Questions about explicit primary sources, detailed historical timelines of sexual liberation movements, or in-depth analysis of post-1970s impacts on specific social policies should be avoided as they exceed the scope of this standard.

Common Misconceptions:
* Some students might believe that advocacy for sexual norm changes represented a unified movement with consistent goals, not recognizing the diversity of perspectives and approaches within the counterculture regarding sexuality and relationships.
* Students may assume that changes in sexual norms during the 1960s stemmed exclusively from youth rebellion, overlooking the influence of technological developments like birth control, concurrent social movements like feminism, and broader civil rights activism that contributed to changing attitudes.
* Students might perceive the counterculture's advocacy for changes in sexual norms as primarily focused on promoting promiscuity, rather than understanding it as part of a broader rejection of traditional authority structures and exploration of alternative social arrangements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.12
Cluster Name: 11. Youth Culture of the 1960s
Lesson Name: *None specified*
Lesson Order: 3200.0
Standard ID: Unit 8: Learning Objective N
Standard Description: Explain how and why opposition to existing policies and values developed and changed over the course of the 20th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3230.0
Standard ID: KC-8.1.II.D
Standard Description: Ideological, military, and economic concerns shaped U.S. involvement in the Middle East, with several oil crises in the region eventually sparking attempts at creating a national energy policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3231.0
Standard ID: KC-8.1.II.D+1
Standard Description: Explain how and why ideological concerns shaped U.S. involvement in the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the different ideological perspectives that were involved in shaping U.S. involvement in the Middle East.
* Evaluate the historical significance of ideological concerns in determining the course of U.S. foreign policy in the Middle East.
* Explain how ideological concerns during the 1968-1980 period influenced U.S. policy decisions in the Middle East.
* Identify and analyze political speeches or documents from the period to explain the ideological motivations behind U.S. actions in the Middle East.
* Identify the ideological concerns that shaped U.S. involvement in the Middle East from 1968 to 1980.
* Utilize primary and secondary sources to compare the relationship between U.S. ideological concerns and policy actions in the Middle East.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific ideological factors that influenced U.S. involvement in the Middle East during 1968-1980, including anti-communism, promotion of democracy, support for allies like Israel, and responses to nationalist movements. Students should be able to explain how these ideological concerns translated into specific policy decisions and diplomatic stances, and analyze competing ideological perspectives that shaped U.S. actions in the region. The assessment should emphasize understanding the relationship between Cold War ideology and U.S. perceptions of Middle East geopolitical importance.

Assessments should not include detailed economic data on oil imports, specific military operations or deployments, or technical aspects of national energy policies. Questions requiring analysis of specific primary source government documents, statistical comparisons, or detailed evaluation of the effectiveness of U.S. policies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may incorrectly interpret U.S. support for Israel during the Yom Kippur War as being motivated mainly by strategic military considerations, rather than recognizing the ideological commitments and shared democratic values that underpinned this relationship.
* Students might mistakenly believe that ideological concerns consistently took precedence over pragmatic considerations in shaping U.S. Middle East policy during 1968-1980, not recognizing that different administrations balanced ideology and pragmatism in various ways.
* Students might view U.S. involvement in the Middle East during 1968-1980 as primarily motivated by economic interests, overlooking how Cold War ideological concerns about containing communism and supporting pro-Western governments significantly influenced policy decisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3232.0
Standard ID: KC-8.1.II.D+2
Standard Description: Explain how and why military concerns shaped U.S. involvement in the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the geopolitical military alliances and conflicts in the Middle East determined U.S. foreign policy decisions.
* Analyze the changing nature of military concerns in the U.S. Middle Eastern policy using statistical data, such as military expenditure and troop deployment.
* Compare U.S. military concerns and strategies in the Middle East with those in other global regions during the same period.
* Evaluate the significance of military engagements or concerns in shaping the long-term U.S. presence and policy in the Middle East.
* Explain the military strategies the United States employed in the Middle East during this timeframe and their objectives.
* Identify key military events and actions in the Middle East that influenced U.S. involvement in the region between 1968 and 1980.
* Utilize primary source documents, such as military plans or government statements, to explain the rationale behind the U.S. military actions in the Middle East.

Assessment Boundaries:
* Assessments based on this standard should focus on the broader patterns and motivations behind U.S. military concerns in the Middle East, including the Cold War context of containing Soviet influence, securing strategic allies, and maintaining regional stability. Students should be able to identify key historical developments that reflect military concerns, such as support for regional allies and responses to conflicts, while explaining how these shaped the general direction of U.S. foreign policy in the region.

Assessments should not include detailed information about specific military operations, deployments, or statistical data related to U.S. military involvement in the Middle East. Questions should avoid economic details about oil imports, energy policy specifics, and quantitative data about U.S.-Middle East trade relations. Primary source analysis of government documents about military strategy should also be excluded.

Common Misconceptions:
* Some students might believe that U.S. military concerns in the Middle East focused exclusively on oil access, overlooking other strategic interests such as containing Soviet influence during the Cold War and maintaining regional stability.
* Some students might incorrectly assume that U.S. military involvement had uniform impacts across Middle Eastern nations, without recognizing the varied regional responses including the development of anti-American sentiments in some areas.
* Students may not recognize that U.S. military policies in the Middle East often generated domestic debates and controversies, reflecting diverse perspectives on American foreign policy approaches in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3234.0
Standard ID: KC-8.1.II.D+4
Standard Description: Explain how and why several oil crises in the Middle East eventually sparked attempts at creating a national energy policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of international events in the Middle East on the United States' decision to establish a national energy policy.
* Evaluate the effectiveness of the national energy policies developed between 1968 and 1980 in mitigating energy crises.
* Explain the economic and political factors that contributed to the development of a national energy policy during the period of the oil crises, including President Carter's creation of the Department of Energy in 1977.
* Identify and describe the main challenges faced by policymakers in the U.S. during the oil crises and the formulation of energy policies.
* Identify key events of the oil crises from 1968 to 1980 and how they influenced U.S. energy policies.
* Use primary and secondary sources to assess the public response to the national energy policies introduced in the wake of the oil crises.

Assessment Boundaries:
* Assessment should focus on how specific Middle East oil crises between 1968-1980 (particularly the 1973 OPEC embargo and 1979 crisis) revealed U.S. energy vulnerabilities and directly led to the development of a national energy policy. Students should demonstrate understanding of key policy responses such as the creation of the Department of Energy in 1977, implementation of conservation measures like the 55-mph speed limit, and domestic production initiatives including the Alaska pipeline. Assessment should emphasize the economic and political challenges faced by U.S. policymakers in developing these responses.

Assessment should not include detailed statistics on oil imports, specifics of military involvement in the Middle East, or quantitative evaluations of policy effectiveness. Questions about primary government documents, environmental propaganda, or the technical details of energy infrastructure projects fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students might assume that U.S. policy responses to oil crises were developed and implemented rapidly, rather than recognizing the gradual, complex process of creating comprehensive energy policies amid political and economic constraints.
* Students may believe that national energy policy development focused exclusively on reducing foreign oil dependency, overlooking the dual emphasis on increasing domestic production and promoting conservation measures.
* Students may mistakenly attribute the creation of the Department of Energy in 1977 as the first federal response to energy concerns, overlooking earlier initiatives like the 55-mph speed limit and Alaska pipeline approval that preceded the department's formation.
* Students might incorrectly view the Middle East oil crises as isolated incidents rather than a series of related disruptions that collectively demonstrated U.S. energy vulnerability and prompted policy development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3240.0
Standard ID: KC-8.2.II.D
Standard Description: Environmental problems and accidents led to a growing environmental movement that aimed to use legislative and public efforts to combat pollution and protect natural resources. The federal government established new environmental programs and regulations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3241.0
Standard ID: KC-8.2.II.D+1
Standard Description: Explain how and why environmental problems led to a growing environmental movement that aimed to use legislative and public efforts to combat pollution and protect natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare public and political responses to significant environmental events.
* Analyze the relationship between public awareness campaigns and legislative efforts in the environmental movement during this period, including connections to the earlier conservation movement of the early 1900s.
* Evaluate the effectiveness of federal government programs and regulations established to address environmental issues between 1968 and 1980, including emerging opposition from industrial and conservative groups.
* Examine data sets showing trends in pollution levels and natural resource degradation to assess the impact of the environmental movement's legislative efforts.
* Explain how specific environmental accidents prompted legislative action and changes in policy to combat pollution and protect natural resources.
* Identify key environmental problems between 1968 and 1980 that contributed to the rise of the environmental movement AND influential earlier works like Rachel Carson's 'Silent Spring' (1962) that provided the foundation for the movement.

Assessment Boundaries:
* Assessment should focus on environmental problems from 1968-1980 that spurred the environmental movement, including formative influences like Rachel Carson's 'Silent Spring' (1962) and key events such as the Cuyahoga River fire and Love Canal disaster. Students should analyze how these problems led to legislative responses including the EPA's establishment and major laws (Clean Air Act, Clean Water Act, Superfund Act), as well as the relationship between public awareness campaigns and government action. Assessment should include evaluation of these laws' effectiveness and emerging opposition from industrial and conservative groups.

Assessment should not include detailed information on national energy policies beyond their direct connection to environmental protection, nor U.S. military involvement or economic relations with the Middle East. Climate change initiatives after 1980, detailed analysis of propaganda materials, and comprehensive evaluations of governmental environmental strategies beyond their relationship to specific environmental problems are outside the assessment scope.

Common Misconceptions:
* Some students might think that environmental legislation was primarily driven by a single factor, overlooking how specific high-profile incidents (like the Cuyahoga River fire), scientific research, media coverage, grassroots activism, and political leadership collectively contributed to policy changes.
* Some students might underestimate the transition from local to federal environmental regulation, not understanding that before 1970, environmental protection was primarily managed by state and local governments, leading to inconsistent standards across the country.
* Students may assume that the government consistently supported environmental protection efforts, not recognizing the tensions between environmental advocates and those concerned about economic impacts, which led to varying levels of support across different agencies and administrations.
* Students might believe that the environmental movement emerged suddenly in the late 1960s, not recognizing its roots in earlier conservation movements of the early 1900s and catalyzing works like Rachel Carson's 'Silent Spring' (1962).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3242.0
Standard ID: KC-8.2.II.D+2
Standard Description: Explain how and why environmental accidents led to a growing environmental movement that aimed to use legislative and public efforts to combat pollution and protect natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of significant environmental incidents on public policy and legislation aimed at protecting natural resources.
* Describe the role of media and public opinion in shaping the legislative response to environmental disasters.
* Evaluate the effectiveness of legislative and public efforts in addressing the environmental issues raised by accidents during this era.
* Explain how public awareness and legislative action were connected to environmental accidents during this period.
* Identify key environmental accidents that contributed to the growth of the environmental movement from 1968 to 1980, including the 1979 Three Mile Island nuclear accident and its impact on energy policy.
* Interpret graphs or data sets that show changes in environmental legislation effectiveness following major accidents.

Assessment Boundaries:
* Assessments based on this standard should focus on specific environmental accidents from 1968-1980 (including the Cuyahoga River fires, Love Canal incident, and Three Mile Island accident), how these events raised public awareness, and their direct influence on environmental legislation and regulatory developments such as the Clean Air Act, Clean Water Act, Superfund Act, and the creation of the EPA. Students should analyze the relationship between these accidents, public response, media coverage, and resulting legislative actions, as well as interpret data showing the effectiveness of environmental regulations in addressing pollution and resource protection during this period.

Assessments should not include detailed analysis of national energy policies, even when connected to environmental accidents like Three Mile Island, nor should they cover U.S.-Middle East relations or oil politics beyond acknowledging their existence. Questions about environmental propaganda, political cartoons, or primary government documents on environmental strategy should be avoided, as should discussions of environmental issues outside the 1968-1980 timeframe that aren't directly related to the growth of the environmental movement.

Common Misconceptions:
* Learners might assume that public response to environmental accidents was predominantly driven by media coverage of visible disasters, underestimating the role of scientific research, academic publications, and grassroots organizing in raising awareness about less visible threats like chemical contamination.
* Some students may believe that the environmental movement began solely in response to high-profile accidents of the late 1960s and 1970s, overlooking the important foundation laid by earlier conservation efforts and scientific research like Rachel Carson's 'Silent Spring.'
* Students may incorrectly believe that environmental legislation passed during this period received widespread support across all sectors of society, when in fact there was growing opposition from various industrial and conservative groups, particularly as regulations became more comprehensive.
* Students might think that environmental accidents were isolated incidents rather than part of broader patterns that revealed systemic environmental problems requiring comprehensive legislative solutions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3243.0
Standard ID: KC-8.2.II.D+3
Standard Description: Explain how the federal government established new environmental programs and regulations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze contemporary political cartoons or propaganda posters to understand public opinion and political debate about federal environmental actions during this period.
* Analyze the role of the environmental movement in shaping federal policies and the establishment of environmental programs.
* Evaluate the political and social factors that led to the development and implementation of new environmental legislation in the 1970s, including the shift from primarily local control to comprehensive federal regulation.
* Examine secondary source analyses to compare the effectiveness of federal environmental initiatives launched between 1968 and 1980.
* Explain how major environmental incidents in this period prompted legislative responses and the creation of new federal regulations, including the establishment of the Environmental Protection Agency (EPA) under President Nixon in 1970.
* Identify and describe a claim from a primary source regarding federal environmental initiatives during 1968-1980.
* Identify the key environmental issues in the United States that influenced the establishment of federal environmental programs during 1968-1980, including major legislation such as the Clean Air Act, Clean Water Act, and Superfund Act.
* Utilize maps and data sets to trace changes in environmental quality and federal intervention from 1968-1980.

Assessment Boundaries:
* Assessments should focus on students' ability to explain the establishment of federal environmental programs and regulations from 1968-1980, including the creation of the Environmental Protection Agency (EPA) and major legislation such as the Clean Air Act, Clean Water Act, and Superfund Act. Questions may address the shift from local to federal environmental regulation, the influence of environmental disasters (such as the Cuyahoga River fire), the role of the environmental movement, and significant contributors like Rachel Carson.

Assessments should not include questions about national energy policies, the effectiveness of environmental programs beyond their establishment and intended purpose, or responses to oil crises in the Middle East. Additionally, detailed analyses of environmental political cartoons, propaganda posters, or government documents containing claims about U.S. strategies in the Middle East should be excluded.

Common Misconceptions:
* Some students may assume that the Environmental Protection Agency (EPA) immediately possessed comprehensive regulatory authority when established in 1970, not recognizing that its powers and enforcement capabilities developed gradually through subsequent legislation and court decisions.
* Some students may incorrectly assume that federal environmental programs represented an entirely new approach to environmental protection, not recognizing that these programs built upon and were influenced by existing state and local initiatives, as well as the earlier conservation movement.
* Students might incorrectly believe that environmental legislation resulted primarily from a single catastrophic event, rather than understanding that regulation developed in response to multiple environmental problems, scientific research, and growing public concern over time.
* Students might mistakenly believe that environmental regulations received universal support, overlooking the significant opposition from some industrial, corporate, and political groups who expressed concerns about economic impacts and government overreach.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.13
Cluster Name: 12. The Environment and Natural Resources from 1968 to 1980
Lesson Name: *None specified*
Lesson Order: 3230.0
Standard ID: Unit 8: Learning Objective O
Standard Description: Explain how and why policies related to the environment developed and changed from 1968 to 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3250.0
Standard ID: KC-8.2.III.C
Standard Description: In the 1960s, conservatives challenged liberal laws and court decisions and perceived moral and cultural decline, seeking to limit the role of the federal government and enact more assertive foreign policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3251.0
Standard ID: KC-8.2.III.C+1
Standard Description: Explain how, in the 1960s, conservatives challenged liberal laws and court decisions, seeking to limit the role of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political strategies used by conservative politicians to limit the federal government’s role in domestic policy during the 1960s.
* Compare the viewpoints of conservative intellectuals like William F. Buckley and Milton Friedman, who developed limited government ideologies in the 1950s that influenced Republican policies, with liberal perspectives on federal government expansion.
* Evaluate how the Great Society programs influenced the conservative movement’s efforts to curtail federal authority.
* Examine the impact of social changes in the 1960s on the conservative push for more assertive foreign policies.
* Explain how conservative criticisms of the Warren Court's decisions reflected larger societal concerns about moral and cultural changes.
* Identify and analyze primary sources reflecting conservative opposition to federal government policies in the 1960s.
* Identify the key liberal laws and court decisions that were challenged by conservatives during the 1960s.

Assessment Boundaries:
* Assessments should focus on specific conservative challenges to liberal laws, Warren Court decisions, and Great Society programs during the 1960s. Students should analyze the political strategies used by conservative politicians like Barry Goldwater and Richard Nixon to limit federal government expansion, as well as the influence of conservative intellectuals such as William F. Buckley and Milton Friedman who advocated for limited government ideologies. Assessments may include examination of how social changes in the 1960s influenced conservative views on both domestic and foreign policy.

Assessments should not include evangelical Christianity's growth or political influence, religious leaders, or religious organizations associated with conservative movements. Additionally, conservative developments beyond the 1960s timeframe (such as the Religious Right of the 1970s-1980s, the ERA controversy, and Roe v. Wade) fall outside the scope of this standard and should be excluded from assessments.

Common Misconceptions:
* Students may believe that conservative opposition to liberal policies was primarily a political reaction without substantive ideological foundations, rather than recognizing that many conservatives were motivated by constitutional principles regarding federalism and concerns about the effectiveness of centralized government programs.
* Students might incorrectly assume that conservative critiques of Warren Court decisions were motivated only by political disagreement, rather than understanding that many conservatives viewed these rulings as examples of judicial overreach that undermined state authority and traditional interpretations of the Constitution.
* Students might misinterpret the beginnings of modern conservatism in the 1960s, particularly Barry Goldwater's 1964 campaign, as an immediate political success rather than understanding it as laying groundwork for a movement that would gain significant momentum in subsequent decades.
* Students might think that conservatives in the 1960s primarily wanted to eliminate federal programs entirely, rather than understanding that many sought to limit government expansion while supporting certain federal roles in areas like national defense and infrastructure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3252.0
Standard ID: KC-8.2.III.C+2
Standard Description: Explain how, in the 1960s, conservatives sought to enact more assertive foreign policies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze contemporary news articles or opinion pieces from the 1960s to compare conservative and liberal viewpoints on federal governance.
* Analyze how Barry Goldwater's 1964 presidential campaign marked the beginning of the modern conservative movement, energized young conservatives, transformed the Republican Party, and introduced Ronald Reagan to national politics through its emphasis on states' rights and traditional values.
* Analyze how conservative leaders in the 1960s communicated their concerns about moral decline and federal power in speeches and writings.
* Evaluate the role of religious and moral values in shaping conservative political and social agendas in the 1960s.
* Explain the historical context that led conservatives to view certain Supreme Court decisions and federal actions as indicative of federal overreach.
* Explain the relationship between perceived cultural decline and conservative calls for limiting the federal government's role.
* Identify and describe instances where conservative movements sought more assertive foreign policies in response to the Cold War context.
* Identify key cultural and moral issues in the 1960s that conservatives believed indicated a decline.
* Use political cartoons from the 1960s to analyze the public debate on federal government roles and conservative perspectives.

Assessment Boundaries:
* Assessments based on this standard should focus on how conservatives in the 1960s advocated for more assertive foreign policies, particularly in response to Cold War tensions and perceived communist threats. Students should analyze Barry Goldwater's aggressive anti-communist positions, conservative critiques of containment policy, calls for increased military spending, and how domestic concerns about moral decline connected to hawkish international stances. Examples should include specific conservative foreign policy proposals, speeches, or writings from key 1960s conservative figures that illustrate their approach to international relations.

Assessments should not include detailed analysis of evangelical Christian influence on foreign policy or conservative foreign policy developments after the 1960s. Additionally, domestic policy issues that lack direct connection to foreign policy positions should be excluded, as should detailed examination of the Vietnam War's military operations unless specifically connected to conservative policy advocacy.

Common Misconceptions:
* Some students may confuse Barry Goldwater's aggressive anti-communist foreign policy positions with the more nuanced approaches of other conservative thinkers of the era, not recognizing the diversity of conservative foreign policy thought during this period.
* Students might incorrectly assume that conservative foreign policy in the 1960s was primarily reactive to liberal internationalism, overlooking how it was proactively shaped by longstanding anti-communist ideologies and national security concerns.
* Students might misunderstand the relationship between conservatives' domestic concerns about moral decline and their foreign policy positions, failing to see how many conservatives viewed strong international leadership as connected to preserving traditional American values.
* There's a possibility that students might overemphasize military solutions in conservative foreign policy thinking, not recognizing how economic strategies, diplomatic approaches, and cultural influence were also components of conservative foreign policy advocacy in the 1960s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3260.0
Standard ID: KC-8.2.III.E
Standard Description: Public confidence and trust in government's ability to solve social and economic problems declined in the 1970s in the wake of economic challenges, political scandals, and foreign policy crises.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3261.0
Standard ID: KC-8.2.III.E+1
Standard Description: Explain why public confidence and trust in government's ability to solve social and economic problems declined in the 1970s in the wake of economic challenges.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Watergate Scandal on public perceptions of government competence.
* Describe how foreign policy crises during the 1970s influenced public trust in the U.S. federal government.
* Evaluate the historical significance of the 1970s economic challenges in shaping public trust in government institutions.
* Explain how inflation, the Oil Shock, and Federal Reserve Chairman Paul Volcker's 1980 decision to raise interest rates to 20% impacted the economy and contributed to declining public trust in government's economic management.
* Identify the economic challenges that led to the decline of public confidence in the government's ability to solve social and economic problems in the 1970s.

Assessment Boundaries:
* Assessments based on this standard should focus on specific economic challenges of the 1970s including inflation, unemployment, stagflation, the oil crisis, and monetary policy decisions that led to declining public confidence in government. Students should analyze how these economic issues, alongside closely related political scandals (particularly Watergate) and foreign policy crises, undermined trust in the government's problem-solving capabilities. Assessments should emphasize the interrelationship between these factors and how they collectively contributed to a turning point in public perception of government effectiveness.

Assessments should not include detailed examination of evangelical Christianity's growth, religious conservative movements, or the broader culture wars of the period. Additionally, political developments unrelated to public confidence in government economic management (such as the Equal Rights Amendment, abortion politics, or conservative intellectual thought) should be avoided, as should detailed analysis of conservative political strategies not directly tied to public confidence in government economic problem-solving.

Common Misconceptions:
* Some students might not recognize how stagflation (simultaneous high inflation and unemployment) represented a unique economic dilemma that contradicted conventional economic theories, thereby particularly undermining public confidence in government's problem-solving capabilities.
* Students may misconceive the economic challenges of the 1970s as sudden developments rather than understanding how they emerged from earlier policies, global economic shifts, and the collapse of the Bretton Woods system.
* Students might believe that economic challenges were the sole cause of declining public confidence in government during the 1970s, without recognizing how political scandals like Watergate and foreign policy failures compounded economic distrust.
* Students might misunderstand Paul Volcker's 1980 interest rate decision as simply causing economic hardship, without recognizing the complex ways it affected different population segments and its relationship to long-term public trust in government economic management.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3262.0
Standard ID: KC-8.2.III.E+2
Standard Description: Explain why public confidence and trust in government's ability to solve social and economic problems declined in the 1970s in the wake of political scandals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the Watergate scandal, including the 1972 Democratic National Committee break-in, Nixon's involvement, and his resignation facing impeachment charges, and evaluate its impact on public confidence in government institutions.
* Analyze the media's role in shaping public perception of government following major political scandals of the 1970s.
* Evaluate the long-term effects of the Watergate scandal on federal government transparency and accountability practices.
* Explain how political scandals during the 1970s contributed to the rise of conservative movements and mistrust in government.
* Explain the role of economic challenges in conjunction with political scandals in undermining public trust in the government during the 1970s.
* Use primary source documents from the 1970s to assess public sentiment regarding government trust and confidence following political scandals.

Assessment Boundaries:
* Assessments based on this standard should focus on key political scandals of the 1970s, particularly Watergate, and their direct impact on public trust in government institutions. Students should be able to analyze how these scandals, in conjunction with economic challenges of the period, contributed to declining public confidence in government's problem-solving abilities. Assessments may include analysis of media coverage, primary sources reflecting public sentiment, and the relationship between political scandals and subsequent political developments.

Assessments should not include detailed examination of evangelical Christianity's growth or religious conservative movements of the period. Questions about foreign policy crises unrelated to political scandals should be avoided, as should topics focusing primarily on economic policy details rather than their relationship to eroding public trust. The broader conservative movement should only be assessed in direct relation to how political scandals influenced its development.

Common Misconceptions:
* Some students may believe that the economic challenges and political scandals of the 1970s were unrelated factors, rather than understanding how these problems compounded each other in diminishing public confidence in government's problem-solving capabilities.
* Some students may incorrectly view the decline in government trust during the 1970s as a temporary phenomenon, rather than recognizing how these scandals fundamentally altered the relationship between the American public and their government institutions in ways that persist to the present day.
* Students might assume that media coverage merely reported on political scandals of the 1970s, underestimating how evolving journalistic practices and the visual impact of television news actively shaped public perceptions of government trustworthiness.
* Students might incorrectly attribute declining trust in government during the 1970s solely to the Watergate scandal, overlooking how it represented part of a broader pattern of political misconceptions that included other issues such as the Pentagon Papers and revelations about FBI and CIA domestic surveillance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3263.0
Standard ID: KC-8.2.III.E+3
Standard Description: Explain why public confidence and trust in government's ability to solve social and economic problems declined in the 1970s in the wake of foreign policy crises.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Watergate scandal on public trust in government, considering its foreign policy implications and outcomes.
* Assess the role of the Cold War events in the 1970s, such as détente and the Soviet invasion of Afghanistan, in shaping American public opinion about government competence in foreign policy.
* Evaluate primary and secondary sources to determine how media portrayal of foreign policy crises influenced public trust in government during the 1970s.
* Explain how the Iranian Hostage Crisis contributed to the perception of American government helplessness and influenced public opinion.
* Explain how the Vietnam War and its conclusion affected public perception of government effectiveness in handling foreign conflicts.
* Identify major foreign policy crises of the 1970s that contributed to the decline in public trust in the government.
* Utilize statistical data or graphs from the period to analyze public opinion trends in relation to key foreign policy crises of the 1970s.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing key foreign policy crises of the 1970s (Vietnam War conclusion, OPEC oil embargo, Iranian hostage crisis, détente, and the Soviet invasion of Afghanistan) and their impact on public confidence in government. Students should demonstrate understanding of how these crises, alongside the Watergate scandal's foreign policy implications, contributed to declining trust in government's ability to handle international challenges. Questions should incorporate analysis of primary sources, media coverage, and public opinion data showing how these events shaped Americans' perceptions of government competence.

Assessments should not include domestic policy failures unrelated to foreign policy, economic issues without direct connection to international crises, or religious and social conservative movements of the period. Questions examining political transformations should focus exclusively on changes resulting from foreign policy issues rather than broader cultural or social developments.

Common Misconceptions:
* Some students might believe that the decline in public confidence was primarily due to domestic economic challenges, without recognizing how foreign policy crises such as the Vietnam War, Iranian Hostage Crisis, and Cold War tensions significantly eroded trust in government.
* Some students might misinterpret the decline in public confidence as an immediate reaction to specific events, rather than understanding it as a gradual erosion accelerated by successive foreign policy setbacks throughout the decade.
* Students may incorrectly view the Watergate scandal as disconnected from foreign policy, overlooking how it undermined public confidence in government's honesty and transparency in international affairs and complicated America's diplomatic positioning.
* Students may underestimate how media coverage of foreign policy crises, particularly television reporting on the Vietnam War and the Iranian Hostage Crisis, shaped public perceptions of government competence and influenced trust in institutions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3270.0
Standard ID: KC-8.2.III.F
Standard Description: The 1970s saw growing clashes between conservatives and liberals over social and cultural issues, the power of the federal government, race, and movements for greater individual rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3271.0
Standard ID: KC-8.2.III.F+1
Standard Description: Explain the growing clashes between conservatives and liberals in the 1970s over social and cultural issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religious fundamentalism in driving conservative responses to social changes in the 1970s.
* Examine how economic challenges in the 1970s influenced the political debates between conservatives and liberals over governmental power and social policies.
* Explain how specific government policies or court decisions in the 1970s impacted the political landscape between conservatives and liberals.
* Identify and describe arguments from primary sources reflecting conservative or liberal perspectives on 1970s social issues.
* Identify key social and cultural issues that led to clashes between conservatives and liberals in the 1970s.
* Utilize political cartoons from the 1970s to explain contemporary views and tensions on social issues. (Stimulus Required)

Assessment Boundaries:
* Assessment should focus on the specific social and cultural issues that generated conflict between conservatives and liberals in the 1970s, including women's rights (ERA), reproductive rights (Roe v. Wade), changing gender roles, and emerging identity-based movements. Students should analyze primary sources (including political cartoons, speeches, and writings) that illustrate these debates, understand how court decisions and legislation became flashpoints for ideological conflict, and recognize how these issues contributed to political realignment. The economic context of the 1970s may be included only to the extent it directly influenced social and cultural debates.

Assessment should not include detailed examination of evangelical Christianity's internal organization, specific religious leaders, strategies, or theological positions. Additionally, detailed analysis of economic policies, foreign policy decisions, or political events outside the 1970s timeframe falls outside the scope of this standard, except when providing minimal context for understanding the social and cultural conflicts of the period.

Common Misconceptions:
* Some students might oversimplify the conservative movement of the 1970s as a monolithic bloc, not recognizing the diverse coalition that included religious conservatives, libertarians, traditional Republicans, and former Democrats with varying priorities and sometimes competing interests.
* Some students might underestimate how social and cultural issues contributed to political realignment, mistakenly viewing Nixon's 'Southern Strategy' and the fracturing of the New Deal coalition as solely race-based rather than part of a broader conservative shift involving multiple social issues.
* Students may incorrectly assume that the debates over issues like the Equal Rights Amendment or Roe v. Wade were primarily partisan political calculations, rather than understanding how these conflicts reflected genuine ideological differences about family structures, gender roles, and individual rights.
* Students might believe that social and cultural conflicts of the 1970s emerged suddenly without precedent, rather than recognizing how earlier developments like the sexual revolution of the 1960s, Goldwater's 1964 campaign, and the civil rights movement created conditions for these ideological divisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3272.0
Standard ID: KC-8.2.III.F+2
Standard Description: Explain the growing clashes between conservatives and liberals in the 1970s over the power of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic challenges in the 1970s, such as inflation and the oil shocks, influenced conservative and liberal approaches to federal government intervention.
* Analyze political cartoons from the 1970s to understand public sentiment on the role of the federal government during this period.
* Describe how the legacy of the New Deal and Great Society programs influenced conservative arguments against federal government expansion in the 1970s
* Evaluate the impact of cultural issues, such as the rise of religious fundamentalism and reactions to Roe v. Wade, on the clash between conservatives and liberals over federal government power.
* Explain how liberal policies of the 1960s, like the Great Society programs, contributed to the debates over the power of the federal government in the 1970s.
* Identify key policies from the 1970s that exemplified the conservative push to limit federal power, such as deregulation and reduction of taxes.
* Use primary source political speeches from the 1970s to identify arguments for and against federal government expansion from conservative and liberal perspectives.

Assessment Boundaries:
* Assessments based on this standard should focus on specific economic, political, and social events of the 1970s that fueled debates over federal government power. Questions should address economic challenges (inflation, oil shocks), specific court rulings (Roe v. Wade), legislative battles (ERA), Nixon administration policies (Southern Strategy), and key non-religious conservative figures (Goldwater, Buckley, Friedman) versus liberal perspectives on federal authority. The assessment should evaluate students' understanding of how these factors contributed to growing ideological divisions over government's role.

Assessments should not include detailed examination of evangelical Christianity's political influence, religious leaders, or organizations involved in the conservative movement. Questions should avoid content extending into the Reagan administration (post-1980) except as brief context, and should not require detailed knowledge of specific Great Society programs beyond their general influence on 1970s debates about federal power.

Common Misconceptions:
* Some students might view the 1970s debates over federal authority as a new phenomenon, rather than recognizing these tensions as part of a continuing American political tradition with roots in earlier historical periods and constitutional debates about federalism.
* Students may incorrectly believe that the political realignment of the 1970s produced immediate and decisive victories for conservatives, when the period actually featured a complex mix of conservative and liberal policy outcomes with long-term implications for debates about federal power.
* Students may misunderstand the diversity of liberal positions on government power during the 1970s, not recognizing that many liberals supported limits on certain types of federal authority while advocating expansion in other areas, particularly regarding economic regulation and civil rights enforcement.
* Students might think that conservative pushback against federal power in the 1970s was primarily motivated by economic concerns, overlooking how social and cultural changes, including reactions to court decisions like Roe v. Wade, significantly shaped the conservative critique of government overreach.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3273.0
Standard ID: KC-8.2.III.F+3
Standard Description: Explain the growing clashes between conservatives and liberals in the 1970s over race.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Nixon's 'Southern Strategy' sought to gain support from white Southern voters by opposing civil rights enforcement, leading many Southern whites to leave the Democratic Party, fracturing the New Deal coalition and reshaping party demographics.
* Analyze primary source speeches and documents from the 1970s to identify conservative and liberal perspectives on race.
* Assess the long-term effects of the 1970s racial policy clashes on subsequent political developments in the United States.
* Compare contrasting conservative and liberal responses to race-related policies in the 1970s.
* Evaluate the role of media and propaganda in shaping public opinion on racial issues between conservatives and liberals.
* Explain how the Civil Rights Movement impacted political dynamics by contributing to the fracturing of the New Deal coalition—a voting bloc created by Franklin Roosevelt that united diverse constituencies under the Democratic Party from the 1930s to the 1960s.
* Identify key events and figures that contributed to racial tensions between conservatives and liberals in the 1970s.

Assessment Boundaries:
* Assessments based on this standard should focus on specific policies and events related to racial tensions between conservatives and liberals in the 1970s, including debates over school busing, affirmative action, and civil rights enforcement. Students should demonstrate understanding of Nixon's Southern Strategy, how racial issues contributed to the fracturing of the New Deal coalition, and how conservatives and liberals developed different approaches to race-related policies. Questions should emphasize how these conflicts reflected broader ideological differences regarding the role of government in addressing racial inequality.

Assessments should not include content related to evangelical Christianity's political influence or religious perspectives on racial issues. Additionally, racial conflicts outside the 1970s timeframe, broader social and cultural issues not directly connected to race, and detailed analysis of economic policies unrelated to racial inequality should be excluded from assessment questions.

Common Misconceptions:
* Some students might incorrectly view 1970s conservative opposition to policies like affirmative action and busing as simply racism, rather than understanding how these positions often connected to broader conservative principles regarding limited government intervention.
* Students may misunderstand the Nixon administration's Southern Strategy as explicitly anti-civil rights rather than recognizing its subtler approach of appealing to white voters through coded language and selective enforcement of civil rights policies.
* Students might assume that liberal approaches to racial equality in the 1970s formed a cohesive agenda, overlooking significant debates among liberals about the effectiveness and implementation of policies like affirmative action, busing, and housing integration.
* Students might believe that racial tensions between conservatives and liberals in the 1970s were primarily confined to Southern states, overlooking how policies like school busing and affirmative action created political conflicts nationwide.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3274.0
Standard ID: KC-8.2.III.F+4
Standard Description: Explain the growing clashes between conservatives and liberals in the 1970s over movements for greater individual rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source speeches or writings from conservative and liberal figures of the 1970s to understand differing perspectives on individual rights.
* Compare conservative and liberal responses to major Supreme Court decisions related to individual rights during the 1970s.
* Describe the impact of 1970s political polarization on the discourse about federal authority in the promotion or restriction of individual rights.
* Evaluate the historical significance of the Roe v. Wade decision in intensifying the clashes between conservatives and liberals over individual rights during the 1970s.
* Explain how movements for greater individual rights led to increased polarization, examining how the Equal Rights Amendment's failure due to Phyllis Schlafly's STOP ERA campaign highlighted conservative concerns about traditional family structures versus liberal advocacy for gender equality.
* Identify key social and cultural issues that fueled clashes between conservatives and liberals in the 1970s regarding individual rights.

Assessment Boundaries:
* Assessments should focus on specific legislative (Equal Rights Amendment), judicial (Roe v. Wade and other Supreme Court decisions), and grassroots campaigns (STOP ERA) from the 1970s that highlight clashes between conservatives and liberals on individual rights. Questions should examine how these movements contributed to political polarization, the competing perspectives on federal authority, and the differing interpretations of gender equality, abortion rights, and affirmative action as expressed in primary sources and policy positions from the era.

Assessments should not include detailed examination of evangelical Christianity's growth, religious organizations, or specific religious leaders as political influences during this period. Additionally, economic policies unrelated to individual rights movements, events outside the 1970s timeframe, and broader cultural shifts without direct connection to political or legal controversies over individual rights should be excluded.

Common Misconceptions:
* Students may misunderstand the causes of political polarization in the 1970s, attributing divisions mainly to economic factors rather than recognizing how social and cultural issues related to individual rights contributed significantly to political realignment.
* Students may underestimate how Supreme Court decisions like Roe v. Wade in 1973 contributed to political realignment, failing to recognize how judicial rulings on individual rights intensified polarization and reshaped party coalitions in lasting ways.
* Students might believe that clashes over individual rights in the 1970s primarily concerned civil rights for racial minorities, overlooking how women's rights movements, reproductive rights, and affirmative action policies were central to conservative-liberal divisions during this period.
* Students might oversimplify conservative and liberal positions on individual rights during the 1970s, not recognizing the diverse perspectives within each group and the complex reasoning behind positions on issues like the Equal Rights Amendment and abortion rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3280.0
Standard ID: KC-8.3.II.C
Standard Description: The rapid and substantial growth of evangelical Christian churches and organizations was accompanied by greater political and social activism on the part of religious conservatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3281.0
Standard ID: KC-8.3.II.C+1
Standard Description: Explain how the rapid and substantial growth of evangelical Christian churches and organizations was accompanied by greater political and social activism on the part of religious conservatives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Religious Right became a powerful Republican voting bloc that formed a crucial alliance with the Republican Party, strongly supporting Ronald Reagan in the 1980 election due to his stance on social issues, and examine its lasting influence on party politics.
* Analyze statistical data on church membership and political affiliations to understand the relationship between religious growth and political alignment.
* Analyze the role of religious conservatism in shaping major political policies and elections during the latter half of the 20th century.
* Compare and contrast the social and political strategies employed by evangelical groups in different decades of the 20th century.
* Evaluate the impact of evangelical political activism on American social policies, including those related to education and family values.
* Explain how the growth of evangelical Christian organizations influenced conservative social and political movements in the 20th century.
* Explain how the narrative of religious conservatism has been represented and critiqued in secondary historical analyses of the 20th century.
* Identify the key factors that contributed to the rapid growth of evangelical Christian churches in the United States during the 20th century.
* Use political cartoons from the era to explain public perceptions of the religious right's impact on American politics.
* Utilize primary source sermons and speeches from evangelical leaders to illustrate their influence on political discourse from the 1960s to the 1980s.

Assessment Boundaries:
* Assessment should focus on students' ability to explain the relationship between the growth of evangelical Christianity and increased political activism among religious conservatives during the latter half of the 20th century. Tests may include analysis of statistical data showing changes in religious membership and political alignments, the alliance between religious conservatives and the Republican Party (particularly during Reagan's election), and responses to key social/political issues like abortion and the Equal Rights Amendment that motivated religious conservative activism.

Assessment should not include specific evangelical organizations, detailed profiles of individual religious leaders, or theological differences within denominations. Questions about detailed political strategies used by religious conservatives, historiographical debates about religious conservatism, or policy specifics beyond their connection to religious conservative mobilization are outside the assessment boundary.

Common Misconceptions:
* Students might misinterpret the geographical distribution of evangelical growth and political activism, seeing it primarily as a Southern regional movement rather than recognizing its national scope with important developments in the Midwest, West, and other regions.
* Students might misinterpret the relationship between religious growth and political activism as a simple, direct correlation rather than understanding how various social, cultural, and political factors (like the Roe v. Wade decision and ERA opposition) helped mobilize religious conservatives politically.
* Students might misunderstand the timing of religious conservative political engagement, perceiving it as a phenomenon that emerged suddenly in the late 1970s rather than recognizing earlier political activism that responded to cultural and legal developments throughout the post-WWII era.
* Students might perceive religious conservatives as focusing predominantly on abortion and school prayer, without recognizing their engagement with broader economic policies, foreign affairs, and cultural issues that shaped their political alliances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3250.0
Standard ID: Unit 8: Learning Objective J
Standard Description: Explain the causes and effects of continuing policy debates about the role of the federal government over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.14
Cluster Name: 13. Society in Transition
Lesson Name: *None specified*
Lesson Order: 3280.0
Standard ID: Unit 8: Learning Objective P
Standard Description: Explain the effects of the growth of religious movements over the course of the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3290.0
Standard ID: KC-8.1.I
Standard Description: United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3291.0
Standard ID: KC-8.1.I+1+Q
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze major U.S. policies aimed at containing Communist influence, such as the Truman Doctrine, Marshall Plan, and military interventions in Korea and Vietnam, to evaluate their objectives and outcomes during the Cold War era.
* Compare and contrast the use of propaganda by both the United States and the Soviet Union to promote their respective ideologies during the early Cold War.
* Critique how economic strategies, including foreign aid and trade policies, were used to support a free-market global economy while countering Communism.
* Evaluate how concerns over the growth of Soviet military power influenced U.S. defense strategies and alliances, including the establishment of NATO.
* Explain how ideological differences between the United States and the Soviet Union influenced American foreign policy decisions.
* Identify key reasons United States policymakers were motivated to engage in the Cold War with the Soviet Union, focusing on efforts to contain Communist expansion.
* Utilize diagrams or visual aids to illustrate the efforts of building an international security system, explaining how these efforts were designed to contain Communist expansion.
* Utilize primary source documents, such as speeches or policy statements, to identify claims and arguments regarding the need to limit Soviet influence.

Assessment Boundaries:
* Assessments should focus on key U.S. Cold War containment strategies including the Truman Doctrine, Marshall Plan, NATO formation, and military interventions in Korea and Vietnam, examining how these initiatives aimed to limit Communist military and ideological influence. Students should analyze the ideological, geopolitical, economic, and security motivations that drove U.S. policymakers to engage in this global competition, including the use of propaganda and alliance-building to counter Soviet influence. Assessments may include analysis of primary source documents that reveal U.S. policymakers' justifications for containment policies.

Assessments should not include detailed military tactics, post-Cold War developments (after 1991), or internal Soviet policy decisions unrelated to U.S. responses. Questions should avoid focusing on specific domestic cultural changes resulting from the Cold War except as they directly relate to ideological competition with the Soviet Union. Technical details of nuclear weapons development fall outside the scope of this standard.

Common Misconceptions:
* Students may believe that U.S. containment policies were motivated by economic interests alone, overlooking how concerns about Communist ideology, geopolitical security considerations, and the perceived threat of Soviet military expansion influenced policymakers' decisions.
* Students may incorrectly assume that U.S. foreign policy remained consistent throughout the Cold War, without recognizing how strategies evolved from early containment policies under Truman to later approaches like détente and the Nixon Doctrine that reflected changing international circumstances and domestic pressures.
* Students might interpret the Cold War as primarily a military conflict with direct combat between U.S. and Soviet forces, rather than understanding the complex diplomatic, economic, and ideological competition that characterized the conflict while avoiding direct superpower confrontation.
* Students might view Cold War containment as a purely defensive strategy by the United States, when in fact both superpowers took proactive measures to expand their spheres of influence through various diplomatic, economic, and sometimes military interventions in other nations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3292.0
Standard ID: KC-8.1.I+2+Q
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to create a free-market global economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to determine the U.S. rationale for promoting a free-market global economy in opposition to Soviet policies.
* Compare the economic policies of the United States and the Soviet Union during the Cold War, focusing on their global impact.
* Describe the ideological differences between the U.S. and Soviet Union regarding global economic systems and their impact on Cold War policies.
* Evaluate the effectiveness of U.S. strategies aimed at establishing a free-market global economy during the Cold War.
* Explain how the pursuit of a free-market global economy influenced U.S. policy decisions during the Cold War.
* Identify the motives of the United States' policymakers for engaging in a Cold War to promote a free-market global economy.
* Interpret data sets and economic reports from the Cold War era to explain the U.S. emphasis on a free-market global economy.

Assessment Boundaries:
* Assessment should focus on students' ability to explain U.S. policymakers' economic and ideological motivations for promoting a free-market global economy during the Cold War (1945-1991). Students should analyze specific economic policies and institutions (such as the Marshall Plan, International Monetary Fund, World Bank, and trade agreements), explain the ideological differences between U.S. and Soviet economic systems, and evaluate how domestic economic policies (including consumer culture) supported Cold War objectives. Assessment may include interpretation of primary sources, economic data, and policy documents that demonstrate U.S. rationale for free-market advocacy.

Assessment should exclude military strategies, alliances, and conflicts not directly connected to economic objectives or free-market promotion. Detailed analysis of specific battles, weapons systems, or military tactics falls outside this standard, as do social movements and civil rights issues except where they directly intersect with Cold War economic policies and ideologies.

Common Misconceptions:
* Learners might perceive the promotion of consumer culture and traditional economic structures in the United States as separate from Cold War strategy, when these domestic elements were often deliberately positioned as demonstrations of free-market superiority over Soviet communism.
* Some students may believe that U.S. economic policies during the Cold War were developed primarily for domestic benefit, not recognizing how these policies were strategically designed to counter Soviet influence and create a global economic system aligned with American interests.
* Students may incorrectly assume that U.S. policymakers' focus on creating a free-market global economy was a secondary goal that emerged later in the Cold War, rather than understanding it as a fundamental objective from the outset of U.S.-Soviet competition.
* Students might view the Cold War as primarily a military competition, potentially overlooking how economic policies like the Marshall Plan and the creation of international financial institutions were central to U.S. strategy in promoting free-market capitalism globally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3293.0
Standard ID: KC-8.1.I+3+Q
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the implications of U.S. Cold War policy on international relations and domestic politics.
* Evaluate how different international events and domestic pressures influenced U.S. policymakers' decisions during the Cold War, including how draft opposition led to the Nixon Doctrine's approach to limited U.S. involvement.
* Explain the relationship between the United States' desire for international security and the containment of Soviet influence.
* Identify key political and ideological factors that led U.S. policymakers to seek an international security system during the Cold War.
* Identify primary and secondary sources that describe U.S. efforts to build an international security system during the Cold War and explain their points of view and purposes.
* Use political cartoons and propaganda from the Cold War era to describe how they reflected American aims of constructing an international security system.

Assessment Boundaries:
* Assessment should focus on the political, ideological, and strategic factors that motivated U.S. policymakers to establish an international security system during the Cold War era. This includes the creation of military alliances like NATO, diplomatic initiatives, economic partnerships, and policy evolutions such as the Nixon Doctrine in response to domestic pressures. Students should demonstrate understanding of how both international events and domestic concerns shaped U.S. security strategies aimed at containing Soviet influence.

Assessment should not extend to detailed military tactics or specific battles within proxy conflicts, nor should it encompass broader social movements unrelated to security concerns. Technical details of weapons systems, intelligence operations, or diplomatic negotiations outside the context of security system development fall outside the scope of this standard. Domestic policies that did not directly influence international security decisions should also be excluded.

Common Misconceptions:
* Some students may incorrectly assume that U.S. Cold War security policy remained static throughout the period, missing how domestic pressures, like opposition to the draft, led to significant policy shifts such as the Nixon Doctrine's emphasis on allied self-defense.
* Some students might incorrectly view U.S. policymakers as having unanimous agreement on Cold War strategy, overlooking the internal debates, competing visions, and evolving approaches to international security that developed between 1945 and 1991.
* Students might misconceive that U.S. international security efforts focused exclusively on military confrontation, overlooking how diplomatic alliances, economic partnerships, and cultural influence were integral components of containing Soviet expansion.
* Students might misunderstand the relationship between domestic and international Cold War policies, failing to recognize how promoting certain values at home (like traditional family structures and consumer culture) was connected to the broader strategy of opposing communism globally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3300.0
Standard ID: KC-8.1.II
Standard Description: Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3301.0
Standard ID: KC-8.1.II+1+Q
Standard Description: Explain why Cold War policies led to public debates over the power of the federal government.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between Cold War-era policies and the discourse on civil liberties in the United States.
* Assess the historical significance of debates over federal power during the Cold War period.
* Evaluate the impact of Cold War policies on perceptions of governmental authority in the United States.
* Explain how specific Cold War policies prompted public discussions about the federal government's role and power.
* Identify key Cold War policies that contributed to public debates over federal power.
* Use primary source documents to explain public reactions to federal Cold War policies and discuss their implications for government power.

Assessment Boundaries:
* Assessments based on this standard should focus on specific Cold War policies that provoked debates over federal power, including McCarthyism, domestic surveillance programs, loyalty oaths, government promotion of religious nationalism, and containment policies that affected domestic life. Questions should examine how these policies prompted discussions about government overreach, civil liberties, constitutional rights, and the appropriate scope of federal authority in the context of national security concerns. Students should analyze primary sources reflecting diverse perspectives on these debates and evaluate their historical significance.

Assessments should not include broader Cold War foreign policy topics that did not directly spark debates over federal power domestically. Questions about military strategies, diplomatic negotiations, or international alliances should be excluded unless they explicitly connect to debates about the expansion of executive authority or federal government power within the United States.

Common Misconceptions:
* Some students might misunderstand the Cold War period as having a consistent consensus about federal authority, not recognizing how perspectives on government power evolved and shifted from the 1950s through the 1970s alongside social movements and changing political alignments.
* Some students might not recognize how Cold War domestic containment policies influenced debates about federal power beyond security measures, extending into areas like gender roles, family structures, education, and religious expression in public institutions.
* Students may incorrectly assume that concerns about federal overreach during the Cold War came primarily from political conservatives, when in fact critiques emerged from various groups including civil rights advocates, religious minorities, civil libertarians, and later, anti-war activists.
* Students might believe that debates over federal power during the Cold War primarily concerned foreign policy decisions, overlooking how domestic surveillance, loyalty programs, and cultural initiatives prompted significant constitutional questions about government authority.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3302.0
Standard ID: KC-8.1.II+2+Q
Standard Description: Explain why Cold War policies led to public debates over acceptable means for pursuing international and domestic goals while protecting civil liberties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the case studies of Cold War policies using primary and secondary sources to evaluate their impact on civil liberties.
* Assess the extent to which Cold War policies influenced public perception of government authority and individual freedoms.
* Compare different viewpoints on Cold War policies from various stakeholders, such as government officials, civil rights activists, and the general public.
* Evaluate the role of media and propaganda during the Cold War in shaping public discourse on civil liberties.
* Explain why specific Cold War policies generated debate regarding the balance between pursuing national goals and protecting civil liberties.
* Identify key Cold War policies that contributed to public debates about civil liberties.

Assessment Boundaries:
* Assessments should focus on specific Cold War policies that sparked public debates about civil liberties, including McCarthyism, HUAC investigations, FBI domestic surveillance programs, loyalty oaths, the Smith Act trials, and the National Security Act of 1947. Students should analyze how these policies created tension between national security objectives and constitutional protections, examining primary sources that demonstrate various stakeholder perspectives and the historical context of the Second Red Scare. Assessments should also address how Cold War domestic containment affected civil liberties through policies promoting conformity in gender roles, family structures, religious expression, and political ideology.

Assessments should not include detailed analysis of broader civil rights movements or Vietnam War protests except where they directly intersect with Cold War civil liberties debates. Questions should avoid focusing on military strategies or foreign policy decisions that don't have clear domestic civil liberties implications. Technical details of specific legislation or court cases should be secondary to understanding the fundamental tensions between security policies and civil liberties.

Common Misconceptions:
* Some students might believe that Cold War policy debates focused primarily on international relations, overlooking how domestic policies like loyalty programs and surveillance activities sparked significant public controversy about constitutional rights and individual freedoms.
* Some students might misinterpret the apparent political consensus of the 1950s as evidence that most Americans readily accepted restrictions on civil liberties in the name of national security, overlooking the significant dissent and debate that occurred throughout the Cold War period.
* Students may incorrectly assume that concerns about civil liberties during the Cold War emerged only from liberal or leftist groups, when in fact diverse stakeholders across the political spectrum questioned whether certain security measures represented government overreach.
* There's a possibility that students might view Cold War domestic containment policies promoting traditional gender roles, family structures, and religious conformity as separate from civil liberties concerns, rather than understanding them as interconnected aspects of defining 'American' identity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3310.0
Standard ID: KC-8.2.I
Standard Description: Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3311.0
Standard ID: KC-8.2.I+1+Q
Standard Description: Explain how civil rights activists and political leaders, seeking to fulfill Reconstruction-era promises, achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of the Supreme Court's rulings and their influence on the civil rights movement, such as the Brown v. Board of Education decision.
* Analyze trends in African American migration from the South to northern and western urban centers during the Great Migration (1916-1970) as a demographic factor that transformed urban centers and contributed to civil rights advancement.
* Compare and contrast the strategies used by civil rights activists to achieve legal and political successes during this period.
* Describe the causes and effects of major events such as the Montgomery Bus Boycott and the March on Washington on the progress of civil rights.
* Evaluate the extent to which political and social resistance affected the pace of progress toward racial equality.
* Explain how the civil rights movement inspired other social movements during the same era, drawing on parallels and divergences in their methods and goals.
* Explain the roles of major civil rights activists and political leaders in advancing the movement to fulfill Reconstruction-era promises, including the NAACP's early legal challenges to segregation beginning in the 1930s.
* Identify key civil rights legislations that were enacted to end segregation and describe their impact on American society.
* Use primary sources, such as speeches or letters from civil rights leaders, to explain the motivators and challenges faced by the civil rights movement.
* Utilize statistical data to explain the changing demographics and socioeconomic conditions of African Americans from 1945 to 1980 and how these changes were linked to civil rights advancements.

Assessment Boundaries:
* Assessments based on this standard should focus on legal and political successes achieved by civil rights activists and political leaders from the 1930s through 1980, including the NAACP's early legal challenges to segregation, landmark Supreme Court decisions like Brown v. Board of Education, and significant legislation such as the Civil Rights Acts. Students should demonstrate understanding of the varied strategies employed by civil rights leaders, the resistance these efforts encountered, and how demographic shifts like the Great Migration (1916-1970) contributed to civil rights advancement. Emphasis should be placed on analyzing why progress toward racial equality was slow despite legal victories.

Assessments should not include detailed analysis of social movements inspired by but separate from the civil rights movement unless directly comparing strategies or approaches. Additionally, assessments should avoid overly technical aspects of legal proceedings or legislative processes that do not substantively relate to explaining how civil rights activists achieved successes in ending segregation.

Common Misconceptions:
* Many students may assume that civil rights activists and political leaders shared uniform strategies and goals, rather than recognizing the diversity of approaches ranging from the NAACP's legal focus to direct action protests, and the ongoing debates about tactics within the movement.
* Some students might interpret legislative successes like the Civil Rights Act of 1964 as instantly transforming societal attitudes, without recognizing how cultural resistance, economic inequality, and systemic discrimination continued to slow progress toward racial equality despite legal protections.
* Students might believe that legal victories such as Brown v. Board of Education immediately ended segregation, overlooking the significant implementation challenges, resistance, and the gap between legal rulings and practical realities in schools and communities.
* Students might perceive the civil rights movement as operating primarily through famous leaders and landmark events, potentially missing how demographic shifts like the Great Migration created social and political conditions that contributed to civil rights advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3320.0
Standard ID: KC-8.2.II
Standard Description: Responding to social conditions and the African American civil rights movement, a variety of movements emerged that focused on issues of identity, social justice, and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3321.0
Standard ID: KC-8.2.II+1+Q
Standard Description: Explain the emergence of movements focused on issues of identity in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the period to understand societal attitudes towards emerging identity movements.
* Analyze primary sources to identify claims made by leaders of various identity movements that emerged during this period.
* Compare the objectives and methods of different identity movements that arose in response to the African American civil rights movement.
* Describe how the rise of these identity movements reflects broader cultural changes in post-World War II America.
* Evaluate the impact of the civil rights movement on later movements, such as those advocating for women's rights, LGBTQ+ rights, and Native American rights.
* Explain how the African American civil rights movement inspired other identity-based movements during the period from 1945 to 1980.
* Identify the social conditions in the United States between 1945 and 1980 that prompted the emergence of movements focused on issues of identity.
* Use statistical data to illustrate changes in public perception or demographics that supported the development of identity movements during this era.

Assessment Boundaries:
* Assessment should focus on students' ability to identify and analyze specific identity movements that emerged between 1945-1980, including the Women's Liberation Movement, Chicano Movement, Native American rights movements, and LGBTQ+ rights movement. Students should be able to explain both the unique social conditions that catalyzed these movements and the influence of the African American civil rights movement on their development, strategies, and goals. Assessment may include analysis of primary sources, political cartoons, and statistical data that illustrate claims, objectives, and public perceptions of these movements.

Assessment should not extend to broader economic theories, international relations, or geopolitical contexts unrelated to domestic identity issues. Detailed analysis of specific legislative outcomes or policy implementations beyond their relationship to movement goals falls outside the scope of this standard. The internal politics of the civil rights movement itself should be assessed only as it directly influenced other identity movements.

Common Misconceptions:
* Some students might think that movements responding to social conditions primarily focused on racial identity, potentially overlooking how gender, sexual orientation, ethnicity, and indigenous rights formed distinct but interconnected bases for organized movements during this period.
* Students may believe that identity-focused movements operated as cohesive, unified entities, rather than understanding them as diverse arrays of groups with different priorities, strategies, and sometimes competing visions for change.
* Students might incorrectly assume that identity movements emerged solely as direct extensions of the African American civil rights movement, rather than recognizing how they also developed in response to specific social conditions and had their own unique catalysts and goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3322.0
Standard ID: KC-8.2.II+2+Q
Standard Description: Explain the emergence of movements focused on issues of social justice in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which social conditions in the United States between 1945 and 1980 contributed to the rise of social justice movements.
* Compare the development and impact of two social justice movements that were inspired by the civil rights movement.
* Evaluate the significance of a primary source document in shaping public perceptions of a specific social justice movement.
* Explain how the rise of social justice movements reflected broader patterns of change in American society during this period.
* Explain how the tactics and goals of the African American civil rights movement influenced the development of other social justice movements during the period.
* Identify and describe the claims and arguments made by a social justice movement in a primary source from the period.
* Identify the key social justice movements that emerged in response to the African American civil rights movement.
* Use maps showing demographic changes to analyze how social conditions influenced the spread of social justice movements across different regions.

Assessment Boundaries:
* Assessments based on this standard should focus on specific social justice movements that emerged between 1954-1980 in response to the African American civil rights movement and contemporaneous social conditions, including women's rights, LGBTQ+ rights, labor movements, and the New Left. Questions should address the methods these movements employed (such as nonviolent protest, legal action, and political organizing), their specific goals, and how social conditions like demographic shifts, economic changes, and cultural factors influenced their development and spread. Students should analyze how these movements both drew inspiration from and differed from civil rights tactics and objectives.

Assessments should exclude social justice movements that emerged after 1980, theoretical frameworks of social justice not directly connected to these historical movements, and detailed analysis of international movements unless directly related to American social justice activism. Questions should not require specialized knowledge of current social justice terminology that wasn't used during the historical period under study.

Common Misconceptions:
* Students may incorrectly assume that social justice movements of this period shared identical strategies and organizational structures, not recognizing that while some adopted the nonviolent protest and legal approaches of the civil rights movement, others developed distinct tactics based on their specific contexts and constituencies.
* Students may mistakenly view the 1968 crises (including the assassinations of Martin Luther King Jr. and Robert Kennedy, urban uprisings, and anti-war protests) as separate events rather than understanding how these interconnected events accelerated and transformed multiple social justice movements simultaneously.
* Students might believe that social justice movements emerged solely as reactions to the African American civil rights movement, overlooking how broader social conditions including economic changes, demographic shifts like the Great Migration, and cultural transformations also contributed to their development.
* Students might misunderstand how Cold War politics influenced social justice movements, potentially overlooking how anti-communist sentiment sometimes limited the scope and effectiveness of more radical movements and how some activists connected their domestic struggles to international liberation movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3323.0
Standard ID: KC-8.2.II+3+Q
Standard Description: Explain the emergence of movements focused on issues of the environment in response to social conditions and the African American civil rights movement,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the connection between the African American civil rights movement and the emergence of environmental movements during this period.
* Evaluate the significance of environmental movements in the broader context of social justice from 1945 to 1980.
* Explain how social conditions post-World War II contributed to the rise of environmental movements.
* Identify and describe claims made in primary sources regarding environmental advocacy in the mid-20th century America.
* Identify key environmental movements that emerged in the United States between 1945 and 1980.
* Use maps to identify key areas of environmental movement activity and analyze how geographic factors influenced these developments.

Assessment Boundaries:
* Assessments based on this standard should focus on key environmental movements that emerged between 1945 and 1980, such as the establishment of the EPA, the first Earth Day, and significant legislation like the Clean Air Act and Clean Water Act. Students should demonstrate understanding of how these movements were influenced by post-WWII social conditions and how they adopted strategies, ideologies, and organizational approaches from the African American civil rights movement. Assessment should include both national and local/regional dimensions of environmental activism and the connection between environmental concerns and broader social justice issues of the period.

Assessments should not include environmental movements that developed outside the 1945-1980 timeframe or those that emerged independently of the social justice context of the era. Questions about specific scientific details of environmental problems, international environmental agreements, or technical aspects of environmental legislation should be avoided unless directly connected to social movements and civil rights influences.

Common Misconceptions:
* Some students may focus exclusively on national environmental legislation and policy, missing the grassroots, local, and regional dimensions of environmental activism that were crucial to the movement's development.
* Some students might incorrectly assume that environmental advocacy primarily concerned wilderness preservation and wildlife conservation, overlooking how many environmental activists were motivated by human health concerns, environmental justice for marginalized communities, and quality of life issues in urban areas.
* Students might believe that environmental movements emerged independently of other social movements in the 1960s-70s, rather than recognizing how they were influenced by and often interconnected with civil rights activism and broader critiques of American society.
* Students might not recognize how economic and social changes in post-WWII America, including industrialization, suburbanization, and consumerism, contributed to both environmental problems and the rising social awareness that spurred environmental movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3330.0
Standard ID: KC-8.2.III
Standard Description: Liberalism influenced postwar politics and court decisions, but it came under increasing attack from the left as well as from a resurgent conservative movement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3331.0
Standard ID: KC-8.2.III+1+Q
Standard Description: Explain how liberalism influenced postwar politics.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Great Society programs on the expansion of federal government power and its reflection of liberal ideology.
* Evaluate the role of liberalism in shaping the Civil Rights Act of 1964 and the Voting Rights Act of 1965 as part of postwar political developments.
* Explain how specific court decisions of the Warren Court era reflected liberal political values and influenced American political and social policies.
* Explain the factors leading to the conservative reaction against liberalism in the late 20th century and how this response influenced subsequent political discourse.
* Identify key political policies enacted during the postwar period that reflect liberalism's influence on American politics from 1945 to 1980.
* Use primary source speeches from prominent liberal politicians during the postwar period to identify and describe the key themes and arguments used to promote liberal policies.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing specific legislative examples, court decisions, and policy initiatives that demonstrate liberalism's influence on American politics from 1945 to 1980. Questions should address the Warren Court decisions, Great Society programs, civil rights legislation (particularly the Civil Rights Act of 1964 and Voting Rights Act of 1965), and the conservative reaction to liberalism in the late 20th century. Assessments may include analysis of primary source speeches from liberal politicians to identify key themes and arguments promoting liberal policies.

Assessments should not include broader cultural movements, non-political social changes, or developments outside the 1945-1980 timeframe unless directly connected to liberal political influence. Questions focusing exclusively on military actions, foreign policy decisions, or economic trends without explicit connection to liberal ideology should be avoided. Detailed biographical information about political figures that does not relate to their role in advancing liberal policies is outside the assessment scope.

Common Misconceptions:
* Some students may believe that liberalism's influence on postwar politics was primarily economic in nature, overlooking how liberal ideology shaped significant social policies, civil rights legislation, and Warren Court decisions that transformed American society in non-economic ways.
* Students might incorrectly assume that postwar liberalism represented a single unified ideology, when in fact liberal thought encompassed diverse perspectives that sometimes competed with each other while also facing opposition from both conservative groups and more radical left-wing movements.
* Students might misunderstand liberalism's relationship with federal power, thinking it sought government expansion for its own sake rather than recognizing how liberal policies attempted to balance individual rights protection with targeted government intervention to address specific social problems.
* There's a tendency for students to view the conservative reaction to liberalism as a complete rejection of liberal policies, rather than understanding how many liberal initiatives became permanently integrated into American political structures even as conservative opposition gained strength in the 1970s and beyond.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3332.0
Standard ID: KC-8.2.III+2+Q
Standard Description: Explain how liberalism influenced postwar court decisions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary source document detailing a Supreme Court decision to evaluate the role of liberalism in the judgment.
* Compare the judicial philosophies of the Warren Court with those of preceding or successive courts.
* Describe the key characteristics of the Warren Court and its impact on postwar liberalism.
* Evaluate the historical significance of liberalism's influence on postwar court decisions and the subsequent political or cultural responses.
* Explain how liberal decisions in postwar Supreme Court cases affected civil liberties in the United States.
* Identify the major Supreme Court cases influenced by liberalism in the postwar era and their legal outcomes.
* Use statistical data to assess the long-term impacts of a specific Supreme Court decision made under liberal influence on American society.

Assessment Boundaries:
* Assessments should focus on key Supreme Court decisions from 1945 through the 1970s that demonstrate liberal judicial philosophy, particularly Warren Court cases like Brown v. Board of Education, Miranda v. Arizona, and Roe v. Wade. Students should analyze how these decisions expanded civil rights, procedural protections, and individual liberties, and evaluate their relationship to broader social movements and political developments of the postwar era. The assessment should emphasize both the legal reasoning that reflected liberal principles and the societal impacts of these decisions.

Assessments should not include detailed analysis of post-1980s conservative judicial reactions or subsequent modifications to these decisions by later courts. Questions about international legal comparisons, technical legal procedural details, or cases unrelated to liberal judicial philosophy are outside the scope of this standard. The internal deliberative processes of the Supreme Court should not be assessed unless directly relevant to understanding liberalism's influence.

Common Misconceptions:
* Many students might assume that liberal court decisions produced immediate social change, rather than understanding that implementation often faced significant resistance and required additional legislation, executive action, or grassroots organizing to become effective.
* Some students might believe that liberalism led to a consistent pattern of court decisions favoring civil rights and liberties, overlooking how individual cases reflected varying interpretations of liberal principles and were sometimes limited by political, social, or ideological constraints.
* Students may mistakenly view the judicial branch as operating independently from political influence, not recognizing how the appointment process, public opinion, and broader Cold War context shaped the liberal direction of postwar courts.
* Students might incorrectly attribute postwar liberal court decisions solely to the Warren Court, overlooking how earlier NAACP litigation strategies and New Deal legal precedents laid crucial groundwork for these landmark rulings.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3333.0
Standard ID: KC-8.2.III+3+Q
Standard Description: Explain how liberalism came under increasing attack from the left.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of leftist criticisms on specific liberal policies or court decisions during the 1945-1980 period.
* Describe how liberal responses to leftist critiques sometimes resulted in changes or contradictions in policy direction.
* Evaluate the significance of key events or figures that exemplified the left's attack on liberalism during this era.
* Explain the strategic goals and ideological underpinnings of left-wing movements critical of liberalism between 1945 and 1980.
* Identify and describe the main criticisms of liberalism from leftist movements during the postwar period, including the emergence of the New Left on college campuses that combined civil rights activism, anti-war protest, and critiques of American capitalism.
* Utilize primary sources, such as speeches or protest literature, to identify and analyze the language and rhetoric used by the left to critique liberalism.

Assessment Boundaries:
* Assessments based on this standard should focus on how American liberalism was critiqued from leftist perspectives between 1945-1980, including economic critiques, racial justice demands, anti-war protests, and challenges to liberal domestic and foreign policies. Students should analyze specific movements (including the New Left and civil rights activists), key events (such as Vietnam War protests and 1968 crises), prominent figures, and liberal responses to these critiques. Primary source analysis related to leftist rhetoric and arguments should be included.

Assessments should not include broader cultural or social movements that lacked explicit critiques of liberal policies or institutions. Conservative critiques of liberalism, while mentioned in lesson nodes, fall outside the scope of this standard and should not be assessed. Technical details of specific policies unrelated to leftist critiques should also be excluded.

Common Misconceptions:
* Learners might incorrectly assume that leftist movements shared consistent goals and strategies in their critiques of liberalism, overlooking the diverse ideological perspectives and tactical disagreements among different leftist groups during this period.
* Some students may misunderstand the relationship between the civil rights movement and broader leftist critiques, not recognizing how many civil rights leaders viewed liberal reforms as insufficient for addressing deeper issues of systemic racism and economic inequality.
* Students might incorrectly believe that leftist critiques of liberalism focused primarily on economic policies, overlooking how the anti-war movement, especially during Vietnam, represented a significant moral and ethical challenge to liberal foreign policy.
* Students might incorrectly view leftist critics as politically marginal figures with limited influence, rather than recognizing how movements like the New Left significantly shaped policy debates and contributed to fracturing the New Deal Democratic coalition in the 1960s.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3334.0
Standard ID: KC-8.2.III+4+Q
Standard Description: Explain how liberalism came under increasing attack from from a resurgent conservative movement

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how social issues like abortion and drug use became focal points of conservative criticism against liberalism.
* Compare the political strategies of liberal and conservative movements in this period using political speeches and media coverage.
* Describe the key components and figures of the conservative movement that opposed liberal policies from 1945 to 1980.
* Evaluate the impact of major conservative political victories, such as the election of Richard Nixon and Ronald Reagan, on the trajectory of liberal policies.
* Explain the factors leading to the conservative reaction against liberalism in the late 20th century, including the fracturing of the New Deal Democratic coalition due to civil rights tensions and political realignment in the 1960s.
* Identify key legislative and social reforms associated with liberalism during the postwar era.
* Utilize primary source documents and campaign materials from the period to analyze the rhetoric used by conservative groups to challenge liberalism.

Assessment Boundaries:
* Assessments based on this standard should focus on the specific conservative critiques of liberalism from 1945 to 1980, including key figures (such as Barry Goldwater and Ronald Reagan), economic policies favoring less government intervention, and social/cultural reactions to liberal reforms. Students should be able to analyze how the fracturing of the New Deal Democratic coalition, particularly around civil rights issues and political realignment in the 1960s, contributed to the conservative resurgence. The assessment should emphasize both the gradual development of the conservative movement and its concrete political victories within this time period.

Assessments should not include conservative thought or movements after 1980, general philosophical critiques of liberalism not tied to specific historical events or figures, or criticisms of liberalism from the political left. Additionally, detailed analysis of conservative ideology outside the context of its opposition to postwar liberalism falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly view the conservative movement of this period as a monolithic bloc, rather than understanding it included diverse factions (including religious conservatives, economic libertarians, anti-communist hawks, and southern Democrats) with sometimes conflicting priorities and motivations.
* Students may misinterpret the relationship between civil rights advancements and conservative growth, failing to understand how the fracturing of the New Deal Democratic coalition over racial issues contributed significantly to political realignment and the conservative resurgence of the 1970s.
* Students might believe that conservative opposition to liberalism emerged suddenly in response to 1960s social movements, rather than recognizing it as a movement that developed strategically over several decades with roots in earlier periods of American politics.
* Students might think that the conservative critique of liberalism focused primarily on economic policies, overlooking how social issues like abortion, drug use, changing gender roles, and perceived moral decay became powerful focal points for mobilizing conservative opposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3340.0
Standard ID: KC-8.3.I
Standard Description: Rapid economic and social changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3341.0
Standard ID: KC-8.3.I+1+Q
Standard Description: Explain why rapid economic changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between economic growth and societal optimism in post-World War II America and incorporate primary sources that depict American life during this era.
* Compare the economic optimism of the post-World War II era in the United States with another period of economic growth in American history.
* Describe the societal and cultural impacts of postwar economic changes that created an optimistic atmosphere in the United States.
* Explain how specific rapid economic developments contributed to a sense of optimism in American society after World War II.
* Identify the primary economic changes that took place in American society during the postwar years.

Assessment Boundaries:
* Assessments based on this standard should measure students' ability to identify and analyze key economic developments of the postwar era, including the GI Bill, suburbanization, consumer economy growth, and federal infrastructure projects. Questions should focus on how these economic factors created optimism among different segments of American society, and how they intersected with social developments such as the baby boom, nuclear family structures, and changing gender roles in the context of economic prosperity.

Assessments should not include broader Cold War geopolitical tensions, civil rights movements, or social conflicts unless directly related to economic optimism. Questions about later developments of the 1960s-1970s that challenge postwar optimism, partisan political debates, or detailed analysis of foreign policy fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Learners sometimes misinterpret postwar economic growth as a natural continuation of wartime production, rather than understanding how the transition from wartime to consumer manufacturing represented a significant economic transformation that required substantial adjustment.
* Some students might attribute postwar economic growth primarily to increased consumer spending, without recognizing the substantial influence of government initiatives like the GI Bill, housing programs, and infrastructure investments in creating economic expansion.
* Students may believe that economic optimism stemmed mainly from increased material wealth, not recognizing how postwar prosperity became intertwined with cultural ideals about family structure, gender roles, and suburban living as components of the 'American Dream.'
* Students might incorrectly assume that economic prosperity after World War II affected most Americans in similar ways, overlooking significant disparities in economic opportunities based on race, gender, region, and social class.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3342.0
Standard ID: KC-8.3.I+2+Q
Standard Description: Explain why social changes in American society fostered a sense of optimism in the postwar years.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare differing perspectives on the social changes that fostered optimism in the American postwar era.
* Analyze the impact of the G.I. Bill on education and home ownership and its contribution to a sense of postwar optimism in American society.
* Evaluate the role of suburbanization in shaping a positive outlook during the post-World War II era.
* Explain how increases in consumerism and economic prosperity after World War II influenced American cultural optimism, including the shift of women from wartime employment to suburban domesticity and its impact on gender roles.
* Identify and describe major social changes in American society during the postwar years from 1945 to 1980 that contributed to a sense of optimism.
* Use statistical data on employment and economic growth to demonstrate how these factors contributed to societal optimism in the postwar years.

Assessment Boundaries:
* Assessments should focus on social changes that fostered optimism in American society between 1945-1960, including suburbanization, changing gender roles and family structures, consumer culture, increased educational opportunities through the G.I. Bill, and mass media's influence on social attitudes. Questions should evaluate students' understanding of how these social changes contributed to a sense of optimism while recognizing that this optimism was not universally experienced across demographic groups and contained inherent tensions.

Assessments should avoid detailed economic analysis not directly related to social attitudes or experiences, such as fiscal policy, monetary theory, or industrial production statistics. Political dimensions like foreign policy decisions, electoral politics, and legislative processes should be excluded unless directly connected to domestic social changes and the resulting sense of optimism among Americans.

Common Misconceptions:
* Learners might misunderstand how Cold War anxieties and domestic optimism were interconnected, not recognizing that traditional gender roles, nuclear family structures, and consumer culture were promoted partly as psychological defenses against the perceived communist threat.
* Some students may incorrectly assume that the optimism of the postwar era was experienced similarly across different demographic groups, not recognizing that racial minorities, working-class individuals, and those who didn't conform to traditional gender roles often faced barriers that limited their participation in the prosperity and optimism of the era.
* Students may view the social changes of the postwar period as representing a complete break from the past, rather than understanding how these changes often reinforced existing social hierarchies while simultaneously creating new opportunities and expectations for many Americans.
* Students might believe that postwar optimism was primarily driven by economic growth, overlooking how social factors such as new family formations, expanded educational opportunities, and suburban development contributed significantly to the positive outlook many Americans experienced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3350.0
Standard ID: KC-8.3.II
Standard Description: New demographic and social developments, along with anxieties over the Cold War, changed U.S. culture and led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3351.0
Standard ID: KC-8.3.II+1+Q
Standard Description: Explain how new demographic and social developments changed U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Civil Rights Movement and feminist movement led to cultural changes within American society.
* Compare different perspectives on cultural changes during this period using visual stimuli such as film and political cartoons.
* Describe the counterculture movement of the 1960s and 1970s and discuss its impact on conventional cultural norms.
* Evaluate the influence of Cold War anxieties on U.S. cultural and political life during this period.
* Explain how the Baby Boom and suburban migration influenced cultural and social norms during the postwar period.
* Identify key demographic and social developments in the United States from 1945 to 1980 and their impact on American culture.
* Utilize primary and secondary sources, such as political speeches, literature, and media from the era, to explain cultural shifts and societal debates.

Assessment Boundaries:
* Assessments based on this standard should focus on specific demographic and social developments between 1945 and 1980 that transformed U.S. culture, including the Baby Boom, suburban migration, the Great Migration of African Americans, the Civil Rights Movement, feminist movements, and youth counterculture. Students should analyze how these developments influenced social norms, gender roles, racial dynamics, family structures, cultural expressions, and political realignments. The assessment should examine how Cold War anxieties shaped domestic cultural practices and identities during this period.

Assessments should not include purely economic policies, military strategies, or geopolitical tensions unless directly connected to cultural or social changes within the United States. Additionally, detailed analyses of specific legislative processes or judicial decisions should be avoided unless they demonstrate broader cultural impacts. Developments outside the 1945-1980 timeframe should not be the primary focus of assessment questions.

Common Misconceptions:
* Some students may believe that technological and consumer developments were primarily responsible for cultural changes, underestimating how social movements such as the Civil Rights Movement, feminist movements, and youth counterculture actively challenged and transformed prevailing cultural norms.
* Some students may oversimplify how social movements affected different demographic groups, missing how women's experiences during this period varied significantly across racial and socioeconomic lines, and how the Civil Rights Movement's impacts extended beyond African American communities to influence broader cultural attitudes about diversity and inclusion.
* Students might incorrectly assume that demographic changes during this period resulted primarily from natural population growth, overlooking how immigration patterns and internal migrations (such as the Great Migration and suburban movement) fundamentally reshaped American communities and cultural expressions.
* Students might perceive cultural changes between 1945-1980 as proceeding at a similar pace throughout American society, failing to recognize significant regional variations, generational divides, and the emergence of countercultures alongside persistent traditional values.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3352.0
Standard ID: KC-8.3.II+2+Q
Standard Description: Explain how new demographic and social developments led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how immigration patterns in the postwar period influenced social and political tensions in the United States.
* Analyze how immigration patterns, suburbanization, and watershed events like the 1968 crises (Tet Offensive, assassinations, urban riots) influenced social and political tensions in the United States.
* Evaluate the relationship between civil rights movements and resulting divisive political debates during this period.
* Explain how demographic shifts, including the baby boom and suburban growth, led to changes in political alignments and debates.
* Identify the demographic changes in the U.S. from 1945 to 1980 and explain how these changes contributed to political and moral debates.
* Use primary sources to analyze the perspectives of different demographic groups on key moral debates of the era.

Assessment Boundaries:
* Assessments should focus on specific demographic and social developments between 1945-1980 and their causal relationship to political and moral debates that divided the nation. This includes the Civil Rights Movement, women's liberation, immigration patterns, the 1968 crises (Tet Offensive, assassinations, urban riots), suburbanization, the baby boom, and the fracturing of New Deal political coalitions. Students should demonstrate understanding of how these developments contributed to debates over issues such as civil rights, gender roles, religious identity in public life, and political realignment.

Assessments should not include broader social or cultural changes unless they directly contributed to political or moral divisions. Economic policy shifts, technological advancements, and foreign policy decisions should only be assessed when explicitly connected to demographic changes and resulting domestic debates. Detailed military history or international relations beyond their impact on domestic political divisions falls outside the scope of assessment.

Common Misconceptions:
* Many students might assume that demographic shifts like the Great Migration and suburbanization created a more unified national identity when these changes often intensified regional, ideological, and partisan divisions that reshaped American politics.
* Some students may focus on foreign policy conflicts like the Cold War as the primary source of national division, overlooking how domestic demographic shifts related to race, suburbanization, and family structures created significant political tensions.
* Students might incorrectly associate the civil rights movement solely with racial equality, missing how it catalyzed broader debates about gender roles, religious expression, and conservative political mobilization.
* Students might perceive postwar demographic changes as primarily social phenomena without recognizing how they fundamentally reshaped political coalitions and sparked new moral debates across the nation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3353.0
Standard ID: KC-8.3.II+3+Q
Standard Description: Explain how anxieties over the Cold War changed U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how domestic policies during the Cold War were shaped by cultural tensions arising from Cold War anxieties.
* Assess the impact of Cold War-induced fear on social behaviors and government policies in the U.S.
* Explain how the Cold War led to cultural changes characterized by conflicts between traditional values and modernist ideas, including the promotion of nuclear family structures and consumer culture as defenses against communism.
* Identify and describe claims from primary sources that reflect Cold War cultural anxieties, requiring students to engage with the text's purpose and audience.
* Identify ways in which Cold War anxieties were reflected in U.S. cultural expressions such as literature, film, art, and civic symbols, including the addition of religious language to the Pledge of Allegiance and national motto.
* Utilize visuals, such as political cartoons or propaganda films, to explain the influence of Cold War fears on American culture and society.

Assessment Boundaries:
* Assessment should focus on how Cold War anxieties shaped American cultural identity through specific phenomena such as the Red Scare, McCarthyism, nuclear family promotion, gender role reinforcement, consumer culture development, and the infusion of religious language into civic expressions. Questions should evaluate students' understanding of how these anxieties manifested in literature, film, art, advertising, education, and domestic policies, with emphasis on primary source analysis and visual interpretation of Cold War cultural artifacts.

Assessment should not include detailed analysis of military strategies, international diplomacy, or foreign policy decisions unless directly connected to domestic cultural changes. Technical aspects of Cold War technologies, specifics of espionage operations, or detailed chronologies of international Cold War events fall outside the scope of cultural impact assessment and should be avoided in questions.

Common Misconceptions:
* Students may incorrectly assume that consumerism and suburban development during the Cold War era were primarily economic phenomena rather than cultural responses deliberately promoted as defenses against perceived communist threats.
* Students may not recognize how the apparent political consensus of the 1950s masked underlying cultural tensions that would later emerge as divisions in the 1960s, misunderstanding the evolution of Cold War cultural responses over time.
* Students might believe that Cold War anxieties primarily affected government and military policies without recognizing how deeply these fears penetrated everyday American life through changes in family structures, entertainment, education, and religious expressions.
* Students might misinterpret the relationship between Cold War anxieties and changes in gender roles, failing to recognize how the promotion of traditional domesticity for women was partly motivated by Cold War containment ideology.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3354.0
Standard ID: KC-8.3.II+4+Q
Standard Description: Explain how anxieties over the Cold War led to significant political and moral debates that sharply divided the nation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the arms race and space race on American political and cultural life during the Cold War era.
* Evaluate how the Cuban Missile Crisis and its resolution intensified political debates regarding military strategy and foreign policy.
* Explain how the Second Red Scare and McCarthyism contributed to a climate of fear and suspicion in American society.
* Identify and describe claims made in political rhetoric concerning American freedom and security during the Cold War, using primary source speeches or documents.
* Identify key events during the Cold War period that heightened national anxieties and led to political and moral debates.
* Use political cartoons from the Cold War era to analyze the public perception and criticism of governmental policies and attitudes during the period.

Assessment Boundaries:
* Assessment should focus on specific events and manifestations of Cold War anxieties that generated political and moral debates within American society, including the Red Scare, McCarthyism, the Cuban Missile Crisis, Vietnam War controversies, and the intersection of civil rights with Cold War politics. Students should analyze how these events created divisions in domestic politics, transformed cultural values (including gender roles, family structures, and religious identity), and contributed to the fracturing of political coalitions from the 1950s through the early 1970s. Assessments should emphasize primary source analysis of political rhetoric, media representations, and public responses to these divisive issues.

Assessment should avoid superficial coverage of the entire Cold War timeline or technical details of military operations and weapons systems. Questions should not focus on international relations or diplomatic history except where these directly illuminate domestic debates, nor should they address post-1975 Cold War developments that fall outside the period of greatest domestic division. General facts about the Cold War without connection to domestic political and moral debates should be excluded.

Common Misconceptions:
* Learners may misinterpret the relationship between civil rights activism and Cold War politics, not recognizing how both civil rights advocates and opponents strategically used Cold War rhetoric about freedom and American values to advance their positions.
* Some students might believe that opposition to anti-communist measures like McCarthyism represented a minority viewpoint, missing how these policies sparked significant debate about the proper balance between national security and constitutional rights.
* Students might incorrectly assume that Cold War anxieties primarily affected foreign policy decisions, not recognizing how deeply these concerns penetrated domestic life through debates over civil liberties, education, religious identity, gender roles, and family structures.
* Students might incorrectly perceive Cold War era political divisions as temporary reactions to specific events, rather than understanding how these debates fundamentally reshaped American political coalitions and created enduring divisions over the role of government, individual freedoms, and national identity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.15
Cluster Name: 14. Continuity and Change in the Period 8
Lesson Name: *None specified*
Lesson Order: 3290.0
Standard ID: Unit 8: Learning Objective Q
Standard Description: Explain the extent to which the events of the period from 1945 to 1980 reshaped national identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2930.0
Standard ID: KC-8.1.I
Standard Description: United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2931.0
Standard ID: KC-8.1.I+1+B
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze cartoons or propaganda from the period to interpret public perceptions of U.S.-Soviet relations.
* Analyze the impact of U.S. foreign policy decisions and events like Mao Zedong's Communist victory in China's civil war (1949) on the global balance of power between 1945 and 1980.
* Describe how the Cold War context shaped military and economic strategies in key regions around the world.
* Evaluate the effectiveness of U.S. policies intended to restrict the spread of Soviet ideology globally.
* Explain how the fear of communism influenced domestic policies in the United States during the Cold War.
* Explain the ideological motivations behind U.S. policymakers' efforts to contain Soviet influence during the Cold War (1945-1991), emphasizing the conflict between democratic capitalism and authoritarian communism.
* Identify key strategies employed by United States policymakers to limit Communist military power during the Cold War, including NSC-68 (1950) which called for massive military buildup and aggressive containment of Soviet influence.
* Identify primary sources that illustrate the rationale behind the United States' Cold War strategies, such as speeches or government documents.

Assessment Boundaries:
* Assessment should focus on analyzing the ideological motivations behind U.S. containment policy during the Cold War (1945-1970), including the conflict between democratic capitalism and authoritarian communism. Students should demonstrate understanding of key containment strategies such as NSC-68, NATO formation, and how events like Mao's Communist victory in China (1949) influenced U.S. policy decisions. Assessment may include interpretation of primary sources (speeches, documents), propaganda, and cartoons that illustrate Cold War strategies and public perceptions.

Assessment should not include detailed analysis of domestic anti-communist policies (McCarthyism), specific military strategies or outcomes of the Korean War, or the détente period (1969-1979). Additionally, specific economic institutions (IMF, World Bank) and detailed implementation of the Truman Doctrine or Marshall Plan should be excluded, though students may reference these programs as general examples of containment policy.

Common Misconceptions:
* Some students may believe that containment policy was implemented uniformly across all regions, overlooking how U.S. strategies were adapted based on regional contexts and events like Mao's victory in China that shifted the global balance of power.
* Some students might incorrectly assume that nuclear deterrence was the only significant strategy employed to limit Communist expansion, overlooking the importance of alliance systems, economic aid, and other non-military approaches in U.S. containment policy.
* Students might incorrectly view the Cold War as primarily a series of direct military confrontations between the U.S. and Soviet Union, rather than a period of tension characterized by indirect conflicts, proxy wars, and competition for global influence.
* Students might misunderstand that U.S. Cold War policies were motivated solely by military security concerns, not recognizing the fundamental ideological competition between democratic capitalism and authoritarian communism that shaped policymaker decisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2932.0
Standard ID: KC-8.1.I+2+B
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to create a free-market global economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political speeches and documents from U.S. leaders to identify arguments for a free-market economy as a countermeasure to Soviet communism.
* Analyze the relationship between the Marshall Plan and the United States' efforts to foster a free-market global economy during the Cold War.
* Evaluate the historical significance of U.S. policies aimed at countering Soviet influence through the promotion of a free-market economy.
* Explain how regional alliance systems, like NATO, supported the United States' mission to create a global free-market economy during the Cold War.
* Explain the rationale behind the United States' focus on establishing a free-market economy as part of its Cold War strategy against the Soviet Union.
* Identify the economic strategies employed by U.S. policymakers during the Cold War to promote a free-market global economy.
* Utilize primary and secondary sources to analyze the economic goals of U.S. Cold War policies, particularly in relation to the establishment of a free-market economy.

Assessment Boundaries:
* Assessments based on this standard should focus on the rationale behind U.S. policymakers' efforts to establish a free-market global economy during the Cold War, including the general principles of containment policy and how economic strategies countered Soviet communism. Students should analyze the Marshall Plan's role in rebuilding Western European economies and how regional alliance systems like NATO supported economic objectives, while connecting these to the broader ideological conflict between democratic capitalism and authoritarian communism.

Assessments should not include specific details about the IMF, World Bank, GATT, or Bretton Woods systems, nor delve into domestic anti-communist policies, rhetorical framing of economic policies in speeches, or foreign aid programs beyond the Marshall Plan. Additionally, detailed analysis of military conflicts (including the Korean War), détente policies (1969-1979), and specific aspects of the Truman Doctrine falls outside the scope of this standard.

Common Misconceptions:
* Some students might misunderstand the relationship between security alliances and economic objectives, failing to recognize how organizations like NATO were designed to provide both military security and economic stability to counter Soviet influence.
* Some students might view the Marshall Plan simply as humanitarian aid, without recognizing its strategic purpose in strengthening European economies against communist influence and creating markets for American goods.
* Students may confuse the Cold War as primarily a military confrontation, overlooking how economic competition and the promotion of free-market principles formed a fundamental aspect of U.S. strategy to counter Soviet influence.
* Students might incorrectly assume that U.S. policymakers consistently prioritized promoting democracy over establishing free-market economies, when in some cases, economic objectives took precedence over democratic ideals in regions deemed strategically important.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2933.0
Standard ID: KC-8.1.I+3+B
Standard Description: Explain why United States' policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to build an international security system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Truman Doctrine and Marshall Plan contributed to the containment of communism and building of international alliances.
* Assess the impact of U.S. Cold War policies on global political and military alliances.
* Describe how NATO represented a significant step in creating a peacetime international security system by the United States.
* Evaluate primary source documents, such as speeches and policy papers, that outline the U.S. rationale for establishing an international security framework during the Cold War.
* Explain the strategies employed by the U.S. to build an international security system during the Cold War.
* Identify the key motivations behind U.S. policymakers' decision to engage in a Cold War with the Soviet Union.
* Use maps to identify regions where the U.S. attempted to contain Soviet influence and build alliances during the Cold War.

Assessment Boundaries:
* Assessment should focus on analyzing why U.S. policymakers engaged in the Cold War with the Soviet Union, including fears of Communist expansion, ideological differences between democratic capitalism and authoritarian communism, and the desire to establish global influence through alliances. Questions should address containment as the fundamental U.S. Cold War strategy, the formation of security alliances like NATO, and how these efforts reflected U.S. aims to create a stable international order aligned with Western interests.

Assessments should not include detailed discussions of domestic anti-communist policies, specific economic institutions (IMF, World Bank, GATT), or the particulars of the Truman Doctrine beyond its general containment purpose. Questions should avoid detailed analysis of Korean War military strategies, détente-period negotiations like SALT, or specific statistical data on military expenditures during the Cold War.

Common Misconceptions:
* Some students may believe that U.S. policymakers were motivated solely by anti-communist ideology in building international security structures, rather than understanding the complex mix of geopolitical concerns, economic interests, security considerations, and the desire to establish a stable global order favorable to Western democratic systems.
* Some students may think that containment policy was a purely reactive defensive strategy, rather than recognizing it as a proactive approach that included building military alliances, supporting friendly governments, and creating international systems that advanced U.S. interests.
* Students might believe that the Cold War was primarily a direct military confrontation between the United States and Soviet Union, rather than understanding it as a complex geopolitical competition where both powers sought to extend influence through alliances, proxy conflicts, and international institutions.
* Students might incorrectly assume that the international security system developed by the United States during the Cold War emerged from a single comprehensive plan, rather than evolving gradually through various initiatives and in response to specific Soviet actions and changing global conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2940.0
Standard ID: KC-8.1.I.A
Standard Description: As postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union, the United States developed a foreign policy based on collective security, international aid, and economic institutions that bolstered non-Communist nations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2941.0
Standard ID: KC-8.1.I.A+1
Standard Description: Explain the United States' development of a foreign policy based on collective security as postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union,.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of collective security agreements like NATO on U.S. and international strategies during early Cold War conflicts, utilizing primary source treaties and agreements as evidence.
* Describe the role of the Truman Doctrine and the Marshall Plan in supporting non-Communist nations and promoting collective security.
* Evaluate the effectiveness and historical significance of the U.S.'s commitment to collective security in shaping global politics during the Cold War, using secondary sources for differing interpretations.
* Explain how the emergence of the United States and Soviet Union as global superpowers after World War II and the dissolution of their wartime alliance influenced the U.S.'s foreign policy objectives and strategies.
* Explain the connections between collective security policies and the United States' broader objectives in containing communism, situating these policies within the larger geopolitical context of the Cold War eras.
* Identify key elements of the United States' collective security policies during the early Cold War period, such as the establishment of NATO and other alliances.

Assessment Boundaries:
* Assessments based on this standard should focus on the development of U.S. collective security policy after World War II, including the formation and function of military alliances like NATO, ANZUS, and SEATO as responses to perceived Soviet threats. Students should demonstrate understanding of how the dissolution of the wartime alliance between the U.S. and USSR led to containment strategies, analyze treaties and agreements that established collective security frameworks, and evaluate the effectiveness and evolution of these arrangements during the early Cold War period.

Assessments should not include detailed aspects of the Korean War beyond its role as an implementation of collective security principles, specific economic institutions (IMF, World Bank, Bretton Woods), domestic anti-communist policies, or detailed aspects of the Truman Doctrine and Marshall Plan. Questions about détente, statistical military expenditure data, and the geographic strategic details of Cold War conflicts should be avoided.

Common Misconceptions:
* Learners may incorrectly assume that collective security arrangements remained static throughout the Cold War, rather than recognizing how these policies evolved in response to changing Soviet threats, nuclear capabilities, and regional challenges.
* Some students might think NATO was the only significant collective security arrangement during the Cold War, overlooking other alliances like SEATO and ANZUS that formed part of the broader U.S. containment strategy in different regions.
* Some students might think that all nations within collective security frameworks were equally committed to containment objectives, not recognizing the variations in motivation, military contributions, and diplomatic stances among allied nations during different phases of the Cold War.
* Students might believe the wartime alliance between Western democracies and the Soviet Union dissolved immediately after World War II, rather than understanding it as a gradual process with specific tensions and flashpoints that emerged between 1945-1949.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2942.0
Standard ID: KC-8.1.I.A+2
Standard Description: Explain the United States' development of a foreign policy based on international aid as postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union,.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of the Marshall Plan in the context of U.S. foreign policy and its impact on European economic recovery and political stability.
* Describe the relationship between U.S. economic institutions, like the World Bank or International Monetary Fund, and the strategic objectives of U.S. foreign policy in the Cold War era.
* Evaluate the effectiveness of U.S. foreign aid programs in achieving the goal of bolstering non-Communist nations and contain communism.
* Explain how the dissolution of the wartime alliance between the Western democracies and the Soviet Union influenced the creation of U.S. foreign policy focused on international aid.
* Identify the key international aid programs initiated by the United States as part of its foreign policy during the early Cold War period.
* Use primary and secondary sources to assess the impacts of U.S. foreign aid on specific non-Communist nations, incorporating visual aids like maps or graphs to illustrate economic changes.

Assessment Boundaries:
* Assessments based on this standard should focus on the United States' development of international aid as a foreign policy tool during the early Cold War, with particular emphasis on the Marshall Plan and its implementation. Questions should address how the deterioration of U.S.-Soviet relations influenced the creation of aid-focused foreign policy, the strategic objectives of containing communist influence through economic assistance, and the impact of these aid programs on European recovery and political stability.

Assessments should not include the Truman Doctrine, Point Four Program, or other specific U.S. foreign aid initiatives beyond the Marshall Plan. Questions should avoid domestic anti-communist policies, economic institutions (IMF, World Bank, Bretton Woods), Korean War details, détente-era policies, or statistical analysis of military expenditures. Rhetorical framing of economic policies in speeches and documents should also be excluded.

Common Misconceptions:
* Some students might misunderstand the strategic distribution of U.S. international aid, not recognizing that assistance was deliberately concentrated in regions considered vulnerable to Soviet influence rather than being distributed based solely on economic need.
* Some students might think that the United States provided international aid primarily for humanitarian reasons, not recognizing how aid functioned as a strategic tool to contain communism and strengthen non-Communist states during the Cold War.
* Students may believe that the Marshall Plan was readily accepted by all recipient nations, when in fact some European countries initially expressed hesitation due to concerns about American economic influence and potential loss of sovereignty.
* Students might overlook how international aid programs like the Marshall Plan served American economic interests by creating markets for U.S. goods, establishing trade relationships favorable to American businesses, and helping prevent economic instability that could threaten U.S. prosperity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2943.0
Standard ID: KC-8.1.I.A+3
Standard Description: Explain the United States' development of a foreign policy based on economic institutions that bolstered non-Communist nations as postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union,.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from U.S. economic policies to understand their objectives and impacts on fostering non-Communist alliances.
* Describe the role of U.S. economic policies in transforming global economic patterns amidst the Cold War environment.
* Evaluate how the success or failure of these economic institutions shaped the foreign policy strategies of the United States.
* Explain how U.S. economic assistance programs were used as tools for political leverage against spread of communism.
* Explain how postwar tensions influenced the establishment and operations of U.S.-led economic institutions in promoting non-Communist alliances.
* Identify the economic institutions that were developed by the United States to support non-Communist nations during the Cold War.
* Utilize graphs or data sets to interpret the growth of U.S.-backed economic institutions during the Cold War period and their strategic implications.

Assessment Boundaries:
* Assessments based on this standard should focus on the general development and purposes of U.S. economic foreign policy during the early Cold War, with emphasis on how economic assistance (particularly the Marshall Plan) was designed to strengthen non-Communist nations. Students should demonstrate understanding of how economic support complemented broader containment strategy and how recipient nations participated in and benefited from these economic initiatives in the context of increasing tensions with the Soviet Union.

Assessments should not include detailed analysis of specific economic institutions (such as IMF, World Bank, or Bretton Woods system), their implementation mechanisms, or evolution over time. Questions about the Truman Doctrine specifics, detailed foreign aid programs beyond the Marshall Plan, domestic anti-communist measures, military confrontations, or the détente period should be avoided, as these extend beyond the scope of this standard.

Common Misconceptions:
* Learners may believe that economic initiatives like the Marshall Plan primarily served U.S. economic interests, without recognizing how these programs were designed to create mutual benefits that helped rebuild and stabilize non-Communist nations.
* Some students might think that economic assistance was provided without conditions or expectations, not recognizing that recipient nations often needed to implement specific economic policies or demonstrate commitment to democratic principles.
* Students might assume that recipient nations passively accepted U.S. economic assistance without agency, overlooking how many countries actively sought partnership with the United States and participated in shaping the implementation of economic initiatives within their borders.
* Students might incorrectly view economic assistance as separate from strategic Cold War policy, rather than understanding how economic support was intentionally designed as a key component of containment strategy to limit Soviet influence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2950.0
Standard ID: KC-8.1.I.B.i
Standard Description: Concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Korea.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2951.0
Standard ID: KC-8.1.I.B.i+1
Standard Description: Explain how, concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Korea.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze maps of Korea and surrounding regions to explain the strategic considerations of the United States and its allies during the military engagement.
* Analyze the impact of the Korean War on U.S. domestic and international policies regarding the containment of communism.
* Compare the Korean War to other military interventions during the early Cold War in terms of strategy, objectives, and outcomes.
* Evaluate the effectiveness of the Korean War in achieving U.S. objectives in the containment of communism, considering both immediate and long-term effects.
* Explain how containment policy, which sought to restrict communism within existing geographic boundaries, influenced U.S. foreign policy decisions, leading to major military interventions such as the Korean War and expanded from focusing on the Soviet Union to include China and other parts of the developing world.
* Identify the Cold War policies enacted by the United States aimed at containing communist expansion in Asia, with a focus on the Korean War (1950-1953), including North Korea's invasion of South Korea and U.S. intervention under UN authority.
* Use primary source documents, including those written by George Kennan who developed the intellectual framework for containment policy, to assess the motivations behind U.S. involvement in the Korean War and the broader strategies of containment during the early Cold War period.

Assessment Boundaries:
* Assessments based on this standard should focus on the historical context and rationale behind U.S. containment policy during the early Cold War, including its intellectual foundations articulated by George Kennan and its implementation through U.S. intervention in the Korean War under UN authority. Students should demonstrate understanding of how containment policy evolved from focusing on the Soviet Union to addressing communist expansion in Asia, particularly following the communist victory in China in 1949. The assessment should emphasize the relationship between the Korean War and the broader containment strategy without delving into specific military operations.

Assessments should not include detailed analysis of military strategies or specific outcomes of the Korean War, including the armistice agreement or the division at the 38th parallel. The assessment should avoid coverage of domestic anti-communist policies, specific economic aid programs beyond general concepts, the détente period, or detailed examination of the Truman Doctrine. Statistical data on military expenditures and strategic geography of the Korean peninsula are also outside the scope of assessment.

Common Misconceptions:
* Learners might misunderstand the evolutionary nature of containment policy, not recognizing how it expanded from initially focusing on the Soviet Union in Europe to addressing concerns about communist influence in Asia, particularly after Mao Zedong's victory in China in 1949.
* Some students might believe that containment policy was developed as a direct response to the Korean War, rather than understanding that containment was an established policy before the conflict, with the Korean War representing a significant implementation of this existing strategy in Asia.
* Some students might conflate the roles of different containment policy architects, potentially misunderstanding the distinction between George Kennan's original intellectual framework and the more militarized approach outlined in documents like NSC-68, which influenced U.S. intervention in Korea.
* Students may incorrectly perceive containment as exclusively a military approach, not recognizing that it encompassed various diplomatic, political, and economic dimensions as part of a comprehensive strategy to limit communist expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2960.0
Standard ID: KC-8.1.I.C
Standard Description: The Cold War fluctuated between periods of direct and indirect military confrontation and periods of mutual coexistence (or détente).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2961.0
Standard ID: KC-8.1.I.C+1
Standard Description: Explain how the Cold War fluctuated between periods of direct and indirect military confrontation and periods of mutual coexistence (or détente).

Key Concepts:
*None specified*

Learning Objectives:
* Analyze physical manifestations of Cold War division, such as the Berlin Wall (1961), and statistical data on military expenditures during the Cold War to discuss periods of increased confrontation.
* Analyze the causes that led to shifts from military confrontation to détente during the Cold War.
* Compare different periods of military confrontation and détente using primary sources from the time.
* Evaluate the effectiveness of détente in preventing military conflict during the Cold War.
* Explain how the periods of détente reduced tensions between the United States and the Soviet Union, including President Nixon's policy in the 1970s and his 1972 visit to China.
* Identify and explain the role of key treaties and summits that contributed to periods of détente.
* Identify examples of both direct and indirect military confrontations during the Cold War era, including: the nuclear arms race triggered by the Soviet Union's first atomic bomb test in 1949; the Cuban Missile Crisis (1962) when the U.S. discovered Soviet nuclear missile bases in Cuba; and proxy wars where the United States and Soviet Union supported opposing sides in other nations' conflicts rather than fighting each other directly.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and explain specific examples of direct confrontations (such as the Cuban Missile Crisis, Berlin Wall construction, and nuclear arms race beginning with the 1949 Soviet nuclear test), indirect confrontations (such as proxy wars), and periods of détente (particularly Nixon's policy shift and his 1972 China visit). Students should be able to analyze how these different approaches represented fluctuations in Cold War tensions and explain the significance of physical manifestations of Cold War division.

Assessments should not include detailed knowledge of specific treaties during the détente period (such as SALT I, ABM Treaty, or Helsinki Accords), statistical analysis of military expenditures, or detailed aspects of the Korean War beyond its general categorization as a proxy conflict. Additionally, domestic anti-communist policies, economic institutions, and specific foreign aid programs fall outside the scope of this standard.

Common Misconceptions:
* Some students might think the Cold War involved only the United States and Soviet Union as primary actors, overlooking how alliance systems like NATO and the Warsaw Pact, along with non-aligned nations, significantly shaped both confrontational periods and détente efforts.
* Students may misunderstand détente as representing a complete end to Cold War hostilities, rather than recognizing it as a temporary easing of tensions that coexisted with ongoing ideological competition and strategic positioning.
* Students might believe that the Cold War involved primarily direct military confrontations between the United States and Soviet Union, underestimating the significance of indirect confrontations like proxy wars and the strategic arms race in maintaining superpower competition without triggering nuclear war.
* Students might incorrectly view Cold War developments as following a predictable pattern, rather than understanding that transitions between confrontation and coexistence were complex responses to specific events, leadership changes, and geopolitical circumstances in both superpower blocs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.2
Cluster Name: 1. The Cold War from 1945 to 1980
Lesson Name: *None specified*
Lesson Order: 2930.0
Standard ID: Unit 8: Learning Objective B
Standard Description: Explain the continuities and changes in Cold War policies from 1945 to 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.3
Cluster Name: 2. The Red Scare
Lesson Name: *None specified*
Lesson Order: 2970.0
Standard ID: KC-8.1.II.A
Standard Description: Americans debated policies and methods designed to expose suspected communists within the United States even as both parties supported the broader strategy of containing communism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.3
Cluster Name: 2. The Red Scare
Lesson Name: *None specified*
Lesson Order: 2971.0
Standard ID: KC-8.1.II.A+1
Standard Description: Explain how Americans debated policies and methods designed to expose suspected communists within the United States, even as both parties supported the broader strategy of containing communism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how public figures and institutions like Senator Joseph McCarthy and the House Un-American Activities Committee (HUAC) influenced the debate over methods to expose communists, including McCarthy's rise to prominence and his eventual decline following the 1954 Army-McCarthy hearings.
* Compare differing perspectives on anti-communist policies using primary sources from the period, including congressional hearings and speeches.
* Discuss the balance between security and personal freedoms in the context of the containment strategy as reflected in public policies during the Red Scare.
* Evaluate the impact of these anti-communist measures on American society, including the influence on civil liberties and political discourse, with reference to high-profile espionage cases such as those of Alger Hiss and Julius and Ethel Rosenberg.
* Explain how the Second Red Scare emerged in the late 1940s and early 1950s, and analyze the political and social factors that intensified public debate on anti-communist policies during this period.
* Identify key policies enacted during the Second Red Scare aimed at exposing suspected communists within the United States, including the Loyalty Review Board, Smith Act prosecutions, and McCarran Internal Security Act, and describe the rationale behind these policies.
* Utilize visual sources and case studies, such as political cartoons and the Hollywood Ten incident, to analyze public sentiment and critique toward anti-communist policies during the era and their impact on free expression in different sectors of society.

Assessment Boundaries:
* Assessments should focus on students' understanding of specific anti-communist policies implemented during the Second Red Scare (1947-1954), including the Loyalty Review Board, Smith Act prosecutions, and McCarran Internal Security Act, as well as the methods and influence of key figures and institutions like Senator McCarthy and HUAC. Questions should evaluate students' ability to analyze different perspectives on these domestic anti-communist measures, the debate surrounding their implementation, and how these debates existed alongside bipartisan support for the broader strategy of containing communism internationally.

Assessments should not include analysis of political cartoons or visual media depicting anti-communist sentiments, techniques for interpreting visual sources, or unrelated Cold War policies focused solely on international containment. Additionally, questions addressing the post-1954 evolution of anti-communist measures following McCarthy's censure should be excluded unless directly comparing them to Red Scare era policies and debates.

Common Misconceptions:
* Some students might believe that anti-communist initiatives during the Red Scare were primarily advanced by Republicans, overlooking that many Democratic leaders, including President Truman who established the Loyalty Review Board, also implemented and supported domestic anti-communist measures.
* Students may misunderstand the relationship between actual espionage cases (like the Rosenbergs) and broader anti-communist measures, potentially assuming that most accused individuals were definitively proven to be Soviet agents when many accusations lacked substantial evidence.
* Students might incorrectly believe that McCarthy's accusations were widely supported without opposition, not recognizing the significant debates within American society over methods used to expose suspected communists, including criticism from fellow legislators, journalists, and civil liberties advocates.
* Students might not recognize how civil liberties were frequently compromised during the Red Scare period, failing to understand the tension between national security concerns and constitutional protections that was central to debates over policies like loyalty oaths, congressional investigations, and the McCarran Internal Security Act.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.3
Cluster Name: 2. The Red Scare
Lesson Name: *None specified*
Lesson Order: 2970.0
Standard ID: Unit 8: Learning Objective C
Standard Description: Explain the causes and effects of the Red Scare after World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2980.0
Standard ID: KC-8.3.I.A
Standard Description: A burgeoning private sector, federal spending, the baby boom, and technological developments helped spur economic growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2981.0
Standard ID: KC-8.3.I.A+1
Standard Description: Explain how a burgeoning private sector helped spur economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between government policies, labor union activity through collective bargaining, and private sector growth in the years following World War II.
* Compare and contrast the economic contributions of the burgeoning private sector, particularly domestic consumption of houses, cars, and appliances, with those of federal spending, including the military-industrial complex, and technological developments in the postwar period.
* Explain how private sector innovations, investments, and expanded consumer culture (driven by increased disposable income, credit availability, mass production, and advertising) influenced economic growth in postwar America.
* Identify and evaluate claims made in government and business documents about the private sector's role in post-World War II economic growth.
* Identify the role of the private sector in the post-World War II economic expansion and describe the key industries that contributed to this growth.
* Use statistical data to explain trends in private sector growth and its impact on the U.S. economy after World War II.

Assessment Boundaries:
* Assessments based on this standard should focus on how the private sector contributed to post-WWII economic growth through consumer culture expansion, mass production techniques, housing construction, automobile manufacturing, and household appliance industries. Questions should address the interrelationship between government policies (like the G.I. Bill and FHA loans), labor union activities through collective bargaining, and private sector expansion. Assessments should evaluate student understanding of how domestic consumption patterns, corporate expansion, and the emerging white-collar workforce influenced economic prosperity.

Assessments should not include detailed economic statistics, comprehensive Baby Boom demographic data, or specific technological innovations beyond general references to mass production. Questions about the Sun Belt migration, higher education expansion, or detailed military-industrial complex operations should be avoided. Primary source document analysis and specific claims from business or government documents fall outside the assessment scope.

Common Misconceptions:
* Learners might underestimate how labor unions and collective bargaining contributed to economic growth by increasing wages and benefits, which in turn expanded consumer purchasing power and stimulated private sector production.
* Some students may think that private sector growth occurred independently of government influence, not recognizing how policies like the G.I. Bill, FHA loans, and the Interstate Highway System created conditions that enabled private sector expansion.
* Students may incorrectly assume that economic growth was driven primarily by large corporations, without recognizing how innovations in mass production techniques (like those used by William Levitt in housing construction) transformed multiple industries and increased accessibility of consumer goods.
* Students might believe that post-war economic growth resulted primarily from government military spending, overlooking how consumer culture and domestic consumption of homes, automobiles, and appliances significantly contributed to private sector expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2982.0
Standard ID: KC-8.3.I.A+2
Standard Description: Explain how federal spending helped spur economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of federal spending on defense and research and development on technological advancement and economic expansion, including the development of what President Eisenhower termed the 'military-industrial complex.'
* Describe the role of federal policies like the G.I. Bill in expanding the workforce and educational opportunities, thereby contributing to economic growth.
* Evaluate primary source documents that discuss federal budget allocations and their relationship to economic growth after World War II.
* Explain how federal infrastructure projects, such as highways and schools, stimulated economic growth in the post-World War II era.
* Explain how federal spending in the housing sector, including programs like the FHA, spurred economic activities and housing markets.
* Identify key areas of federal spending that significantly contributed to economic growth after World War II.

Assessment Boundaries:
* Assessments based on this standard should focus on specific federal spending programs that directly stimulated post-WWII economic growth, including the G.I. Bill, Interstate Highway System, FHA housing initiatives, and defense spending. Students should be able to explain how these programs contributed to economic expansion through mechanisms such as increased consumer purchasing power, infrastructure development, housing market growth, and technological advancement stemming from the military-industrial complex. The assessment should emphasize the direct economic impacts of these federal investments rather than their broader social consequences.

Assessments should not include detailed economic statistics, comprehensive demographic data, or specific technological innovations resulting from federal spending. Questions about regional development should avoid political and cultural changes in the Sun Belt, focusing instead on general population and economic shifts. Detailed analysis of labor market changes, private sector responses, and specific military-to-civilian technology transfers also fall outside the scope of this standard.

Common Misconceptions:
* Some students may think that federal defense spending contributed to economic growth mainly through military employment, overlooking how defense-related research and development led to technological innovations and the growth of what President Eisenhower termed the 'military-industrial complex.'
* Students might assume that the G.I. Bill's educational benefits merely helped individual veterans without recognizing how the resulting expansion of an educated workforce contributed significantly to economic productivity and innovation across multiple sectors.
* Students might believe that federal infrastructure spending primarily benefited transportation without recognizing how programs like the Interstate Highway System created economic opportunities through increased mobility of goods, services, and workers between regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2983.0
Standard ID: KC-8.3.I.A+3
Standard Description: Explain how the baby boom helped spur economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the baby boom on educational and healthcare infrastructures.
* Discuss how primary sources, such as advertisements and government reports from the postwar period, reflect the economic impact of the baby boom.
* Evaluate the role of the baby boom in the rise of new markets and industries, such as consumer goods and services tailored for children and families.
* Explain the relationship between the baby boom and the expansion of suburban housing developments in postwar America.
* Identify the demographic trends associated with the baby boom and describe how these trends contributed to consumer demand.
* Using statistical data on birth rates, population growth, and economic indicators, explain the quantitative impact of the baby boom on economic growth rates in postwar America.

Assessment Boundaries:
* Assessments based on this standard should focus on how the baby boom directly stimulated economic growth through increased consumer demand, housing expansion in suburban areas, and development of educational and healthcare facilities. Students should demonstrate understanding of how population growth led to specific economic outcomes, including housing construction, school building, and creation of opportunities across construction and service sectors to meet the needs of growing families.

Assessments should not include detailed statistical analysis of birth rates, comprehensive economic data, or specific technological innovations beyond general references to consumer goods. They should also avoid exploring market development strategies by businesses, detailed analysis of primary sources regarding private sector claims, or in-depth examination of higher education expansion beyond basic infrastructure needs.

Common Misconceptions:
* Learners might attribute post-war economic growth primarily to government policies and spending without recognizing the significant role that increased consumer demand from growing families played in driving economic expansion.
* Some students may overlook how the baby boom's economic impacts evolved over time, from initial demands for housing and childcare goods to later influences on educational facilities, community services, and eventually workforce expansion.
* Some students might underestimate how the suburban housing expansion driven by the baby boom created broader economic opportunities in construction, transportation, and retail sectors.
* Students may incorrectly view the baby boom as affecting the economy only through short-term increases in consumer spending, missing how infrastructure development for education and healthcare contributed to sustained economic growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2984.0
Standard ID: KC-8.3.I.A+4
Standard Description: Explain how technological developments helped spur economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary source documents to identify the effects of technological innovations on American consumer culture during the post-war boom.
* Analyze the impact of technological developments on the American labor force, including the expansion of white-collar and managerial positions, and productivity in the years following World War II.
* Evaluate the role of federal initiatives and policies in promoting technological advancements and their economic effects during the post-war period.
* Explain how specific technological innovations in industries such as transportation and communication influenced economic expansion in the post-war United States.
* Explain the relationship between military technology developed during World War II and its subsequent application to civilian industries to boost the economy.
* Identify major technological advancements in the United States during the post-World War II era that contributed to economic growth.

Assessment Boundaries:
* Assessment should focus on the relationship between broad categories of post-WWII technological developments and economic growth, including the Interstate Highway System, household technologies, and manufacturing advancements. Students should demonstrate understanding of how these technologies contributed to suburban growth, consumer culture expansion, and the growth of white-collar employment. Questions may address federal initiatives that promoted technological adoption and the reciprocal relationship between technological advancement and changing consumer patterns.

Assessment should not include detailed specifications of individual technologies, comprehensive economic statistics, or specific productivity metrics. Questions should avoid focusing on higher education expansion, detailed Sun Belt transformation, military-to-civilian technology transfer, specific Baby Boom market development data, or primary source analysis of private sector claims beyond general trends.

Common Misconceptions:
* Some students might underestimate the active role of federal initiatives and policies in promoting technological advancements, potentially viewing post-war technological development as primarily driven by private industry without government involvement.
* Some students might view the relationship between technology and consumer culture as one-directional, not recognizing how consumer demand and marketing also influenced the direction of technological development and implementation.
* Students may incorrectly perceive technological change after World War II as occurring rapidly across all sectors, rather than understanding that adoption rates varied considerably by region, industry, and demographic groups.
* Students might incorrectly believe that technological advancements in the post-war era were limited to consumer products, without recognizing the broader impact of infrastructural developments like the Interstate Highway System on economic growth and regional development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2990.0
Standard ID: KC-8.3.I.B
Standard Description: As higher education opportunities and new technologies rapidly expanded, increasing social mobility encouraged the migration of the middle class to the suburbs and of many Americans to the South and West. The Sun Belt region emerged as a significant political and economic force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2991.0
Standard ID: KC-8.3.I.B+1
Standard Description: Explain why the rapid expansion of higher education opportunities and new technologies increased social mobility and encouraged the migration of the middle class to the suburbs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how higher education and technology interplayed to encourage social changes and geographical mobility in postwar America.
* Analyze primary and secondary data to assess regional demographic shifts, including the phenomenon of white flight, and their implications for social mobility, suburban growth, urban decline, and racial segregation in metropolitan areas.
* Evaluate the socioeconomic effects of middle-class suburban migration due to increased educational opportunities, technological innovations, and housing developments like Levittown that applied mass-production techniques to create affordable suburban communities.
* Explain the role of technological advancements and federal initiatives such as the G.I. Bill's low-cost home loans post-1945 in facilitating middle-class migration to the suburbs and enhancing social mobility.
* Identify the factors that contributed to the rapid expansion of higher education opportunities after 1945 and examine their impact on American society.

Assessment Boundaries:
* Assessment should focus on how specific federal initiatives (particularly the G.I. Bill's education benefits and low-cost home loans) and technological developments (especially interstate highways, mass-produced housing, and consumer technologies) contributed to middle-class social mobility and suburban migration between 1945-1980. Questions should examine the socioeconomic effects of these developments, including how they made suburban living more accessible and desirable, and their relationship to demographic shifts such as white flight.

Assessment should not include detailed higher education statistics beyond the G.I. Bill's impacts, comprehensive economic data, specific technological innovations beyond those directly related to suburban living, or detailed political and cultural aspects of Sun Belt migration. Questions about Baby Boom demographics should be limited to their general influence on suburban expansion rather than specific statistical analysis.

Common Misconceptions:
* Learners might underestimate the relationship between higher education expansion through the G.I. Bill and increased social mobility, potentially overlooking how educational opportunities created a larger white-collar workforce seeking suburban lifestyles.
* Some students may not fully grasp how specific technological developments, such as interstate highways and mass-production techniques in housing construction, made suburban living both physically accessible and financially attainable for middle-class Americans.
* Students may not recognize how the post-war emphasis on consumer culture and homeownership as part of the 'American Dream' influenced middle-class aspirations and encouraged migration to newly developed suburban communities.
* Students might incorrectly assume that suburban migration resulted primarily from racial or socio-economic segregation policies, without recognizing how federal initiatives like the G.I. Bill and FHA loans created financial pathways for middle-class families to purchase suburban homes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2992.0
Standard ID: KC-8.3.I.B+2
Standard Description: Explain why the rapid expansion of higher education opportunities and new technologies increased social mobility and encouraged many Americans to the South and West.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic factors tied to technological advancements and federal infrastructure projects such as the Interstate Highway System that made the South and West more attractive destinations for many Americans.
* Compare and contrast the differences in social mobility opportunities between the mid-20th Century South and West versus other regions during the same period, including analysis of the Great Migration of African Americans from the rural South to urban areas in the North and West.
* Evaluate how these migrations influenced the socio-economic landscape of the Sun Belt region, considering political and cultural transformations.
* Examine primary sources, such as advertisements for educational institutions or new technological products, to assess how these communicated opportunities for social mobility and migration encouragement.
* Explain how the expansion of higher education contributed to greater social mobility among Americans during the post-World War II era.
* Explain the historical context of post-war America that led to investments in education and technology, influencing internal migration trends.
* Identify the key technological advancements and educational opportunities post-1945 that facilitated the migration of Americans to the South and West.
* Using maps or data sets, identify migration patterns and correlate these with areas of increased higher education institutions and technological hubs after 1945.

Assessment Boundaries:
* Assessment should focus on how specific post-WWII developments in higher education (particularly the G.I. Bill) and key technologies (such as air conditioning and the Interstate Highway System) contributed to increased social mobility and migration to the South and West. Questions should address how these factors created economic opportunities, transformed living conditions, and influenced demographic shifts including the Great Migration and suburban expansion. Students should be able to interpret straightforward primary sources that demonstrate these relationships.

Assessment should not include detailed statistical data on higher education expansion, comprehensive Sun Belt political transformation, specific technological innovations beyond those directly tied to migration patterns, or detailed economic metrics of the post-war period. Questions should avoid covering military-to-civilian technology transfer mechanisms, labor market transformation details, or comprehensive Baby Boom demographic analysis.

Common Misconceptions:
* Learners may misunderstand the relationship between higher education expansion and social mobility, possibly viewing college education as equally accessible to all groups when in reality the G.I. Bill and other educational opportunities often benefited some demographic groups more than others.
* Some students might believe that migration to the South and West was primarily driven by climate preferences, potentially overlooking how economic opportunities created by technological advancements, educational expansion, and federal infrastructure projects were significant factors in attracting people to these regions.
* Some students might underestimate how technological developments like air conditioning made year-round living and working in previously inhospitable climate zones more feasible, fundamentally altering settlement patterns and enabling economic development in the Sun Belt region.
* Students may incorrectly view the migration trends to the South and West as a short-term response to post-war conditions rather than recognizing these movements as part of long-term demographic shifts that continued for decades and permanently altered American regional development patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2993.0
Standard ID: KC-8.3.I.B+3
Standard Description: Explain why the rapid expansion of higher education opportunities and new technologies led to the Sun Belt region's emergence as a significant political and economic force.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as government reports or speeches, discussing the development of education and technology in the Sun Belt region.
* Analyze the impact of technological innovations and federal defense spending in attracting businesses, particularly in aerospace, electronics, and defense industries, and individuals to the Sun Belt after 1945.
* Evaluate the significance of higher education and technology in the emergence of the Sun Belt as a prominent political force.
* Explain the influence of higher education expansion on the political development of the Sun Belt region.
* Identify the advancements in higher education and new technologies, including innovations like air conditioning and defense-related industries, that contributed to the economic growth of the Sun Belt region.
* Use maps to define the Sun Belt region (stretching across the southern and southwestern United States from Florida to California), trace the migration patterns to this region following advancements in education and technology, and assess the consequent economic growth.

Assessment Boundaries:
* Assessments based on this standard should focus on how the G.I. Bill expanded higher education opportunities and how specific technological developments (particularly air conditioning) and federal defense investments fostered the Sun Belt's growth after 1945. Questions should address the geographical definition of the Sun Belt region (Florida to California), the relationship between education expansion and regional development, and how aerospace, electronics, and defense industries contributed to the region's economic and political significance.

Assessments should avoid detailed statistical data on higher education expansion, comprehensive economic indicators, specific political voting patterns, or detailed technological specifications beyond general applications. Questions should not address cultural changes, regional identity development, or labor market transformations unrelated to the direct economic and political impacts of education and technology in the Sun Belt.

Common Misconceptions:
* Learners may misconceive that federal defense spending and research investments were evenly distributed across the United States after World War II, rather than disproportionately concentrated in Sun Belt states where they catalyzed regional economic development.
* Some students might believe that air conditioning was merely a comfort technology rather than a critical innovation that enabled year-round productivity, attracted industries, and supported population growth throughout the hot climate regions of the Sun Belt.
* Students may think that the Sun Belt's growth was primarily due to climatic appeal, underestimating how higher education expansion and technological developments created economic opportunities that attracted population migration.
* Students might underestimate how the G.I. Bill's educational benefits contributed to the development of research universities and a skilled workforce in the Sun Belt, which attracted industries and fostered the region's economic growth beyond just providing housing opportunities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2980.0
Standard ID: Unit 8: Learning Objective D
Standard Description: Explain the causes of economic growth in the years after World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.4
Cluster Name: 3. Economy after 1945
Lesson Name: *None specified*
Lesson Order: 2990.0
Standard ID: Unit 8: Learning Objective E
Standard Description: Explain the causes and effects of the migration of various groups of Americans after 1945.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.5
Cluster Name: 4. Culture after 1945
Lesson Name: *None specified*
Lesson Order: 3000.0
Standard ID: KC-8.3.II.A
Standard Description: Mass culture became increasingly homogeneous in the postwar years, inspiring challenges to conformity by artists, intellectuals, and rebellious youth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.5
Cluster Name: 4. Culture after 1945
Lesson Name: *None specified*
Lesson Order: 3001.0
Standard ID: KC-8.3.II.A+1
Standard Description: Explain how the increasing homogeneity of mass culture in the postwar years inspired challenges to conformity by artists.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary source or text-based source from a postwar artist to identify their motivations and methods in challenging cultural conformity.
* Analyze the relationship between postwar mass culture conformity and the rise of rebellious artistic expressions.
* Evaluate the impact of artists’ challenges to mass culture conformity on broader cultural developments in the postwar era.
* Explain how specific artists challenged the conformity of mass culture through their work during the postwar period.
* Identify key artistic movements or figures that emerged as a response to the homogeneity of mass culture in the postwar years.
* Use primary visual sources, such as paintings or sculptures, to identify how artists incorporated themes of rebellion against cultural conformity.

Assessment Boundaries:
* Assessments based on this standard should focus on the general characteristics and goals of artistic movements that challenged postwar mass culture homogeneity, the methods artists used to oppose conformity, and the relationship between increasing cultural standardization and artistic rebellion. Students should be able to analyze how artistic responses reflected concerns about individuality, self-expression, and mainstream values without requiring detailed knowledge of specific artistic works. Assessment should emphasize understanding the motivations, themes, and general approaches of artistic challenges rather than memorization of particular artists or their creations.

Assessments should not include detailed analysis of specific artistic works, primary source interpretation beyond general thematic understanding, or intellectual criticism from figures like Riesman or Whyte. Additionally, questions requiring students to evaluate the measurable societal impact of specific artistic movements or works fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students may believe that artistic challenges to conformity represented a unified movement with consistent goals, rather than understanding the diversity of approaches, motivations, and artistic expressions that emerged in response to mass culture homogeneity.
* Some students might believe that artistic challenges to conformity emerged suddenly in the postwar period without connecting to earlier artistic traditions or recognizing how these challenges evolved gradually in response to increasing cultural standardization throughout the 1950s.
* Students might incorrectly assume that artists who challenged conformity completely rejected all aspects of mass culture, when many artists actually engaged with, appropriated, or transformed elements of mass culture while critiquing its homogenizing effects.
* Students might think that artistic challenges to mass culture conformity arose primarily as reactions to television and advertising, without recognizing how these challenges also responded to broader social phenomena like suburban standardization, corporate culture, and changing gender roles in postwar America.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.5
Cluster Name: 4. Culture after 1945
Lesson Name: *None specified*
Lesson Order: 3002.0
Standard ID: KC-8.3.II.A+2
Standard Description: Explain how the increasing homogeneity of mass culture in the postwar years inspired challenges to conformity by intellectuals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source writings from postwar intellectuals to identify criticisms of mass culture, including scientific works like the Kinsey Reports that challenged traditional sexual norms.
* Compare the perspectives of different intellectuals regarding conformity and mass culture in the postwar years.
* Evaluate the impact of intellectual criticism on the broader societal changes related to mass culture and conformity.
* Examine visual sources, such as political cartoons or art, to explain how intellectuals used different mediums to challenge societal norms during the postwar era.
* Explain how specific intellectuals challenged cultural norms and conformity in postwar American society.
* Identify key intellectual movements that arose in response to the increasing homogeneity of mass culture during the postwar era, including the Beat Generation writers and social critics like David Riesman and William Whyte.
* Use text-based sources to describe how intellectual discourse in the postwar period reflected concerns about cultural homogeneity.

Assessment Boundaries:
* Assessments based on this standard should focus on how intellectuals responded to postwar mass culture homogeneity, including the identification of key intellectual movements (Beat Generation, social critics), their specific critiques of cultural conformity, and the diverse perspectives they presented. Students should be able to explain the relationship between growing cultural standardization and intellectual challenges to conformity, and compare different intellectual approaches to critiquing mass culture from approximately 1945 to the late 1950s.

Assessments should not include detailed analysis of the measurable impacts of intellectual criticism on society, institutions, or cultural norms over time. Questions should avoid requiring in-depth analysis of specific artistic works across various mediums, extending into the counterculture movements of the 1960s, or evaluating the effectiveness of these intellectual challenges in creating social change.

Common Misconceptions:
* Some students might assume that intellectuals who challenged conformity operated entirely outside mainstream society, rather than recognizing that many critics worked within established institutions while formulating their critiques of cultural homogeneity.
* Some students might incorrectly assume that intellectuals primarily focused their critiques on political aspects of conformity, rather than understanding the broader social and cultural dimensions of their challenges to homogeneity.
* Students may believe that intellectuals who challenged conformity shared similar motivations and perspectives, missing the diverse and sometimes contradictory reasons that led different thinkers to critique mass culture.
* Students might believe that intellectual challenges to conformity emerged only after mass culture was fully established, overlooking how critiques often developed concurrently with the growth of cultural homogenization throughout the postwar period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.5
Cluster Name: 4. Culture after 1945
Lesson Name: *None specified*
Lesson Order: 3003.0
Standard ID: KC-8.3.II.A+3
Standard Description: Explain how the increasing homogeneity of mass culture in the postwar years inspired challenges to conformity by rebellious youth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of cultural homogeneity on the emergence of rebellious movements among youth in the postwar era, including responses to reinforced traditional gender roles in mass media.
* Evaluate the significance of cultural challenges posed by rebellious youth to the prevailing mass culture of the postwar period.
* Explain how rebellious youth challenged conformity of mass culture through their actions and expressions, including the impact of rock 'n' roll music and artists like Elvis Presley who created generational divides.
* Identify key characteristics of the increasingly homogeneous mass culture in the postwar years, including standardized suburban housing, chain stores, mass-marketed consumer products, and shared media experiences.
* Interpret visual and textual materials from the postwar era to understand television's rapid adoption and its role in creating a shared national culture that promoted conformity.
* Use primary and secondary sources to examine the reasons rebellious youth in the postwar years resisted cultural conformity.

Assessment Boundaries:
* Assessments based on this standard should focus on the characteristics of homogeneous mass culture in postwar America (1945-late 1950s), including television's spread, standardized suburban housing, chain businesses, and consumer products, and how these inspired youth rebellion. Students should demonstrate understanding of various youth responses to cultural conformity, including rock 'n' roll music, fashion choices, the Beat movement, and challenges to traditional gender roles, as well as how these responses created generational divides.

Assessments should not include detailed analysis of specific artistic works, measurable societal impacts of intellectual criticism, or in-depth examination of primary sources created by postwar artists and intellectuals. Additionally, political activism unrelated to cultural issues falls outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might incorrectly assume that most youth participated in rebellious movements, when in fact many young people embraced the conformity of mainstream culture while rebellion remained limited to certain segments of the youth population.
* Some students might think that youth rebellion in the postwar era emerged spontaneously rather than as a direct response to increasing cultural homogeneity through television, standardized housing, and mass consumer culture.
* Students may believe that youth rebellion in the postwar years was exclusively expressed through overt actions like protests, overlooking more subtle forms of resistance such as fashion choices, music preferences, and lifestyle alternatives.
* Students might misunderstand how commercial interests simultaneously promoted cultural conformity through mass media while also providing platforms for youth rebellion through music, fashion, and entertainment that appealed to generational differences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.5
Cluster Name: 4. Culture after 1945
Lesson Name: *None specified*
Lesson Order: 3000.0
Standard ID: Unit 8: Learning Objective F
Standard Description: Explain how mass culture has been maintained or challenged over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3010.0
Standard ID: KC-8.2.I
Standard Description: Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3011.0
Standard ID: KC-8.2.I+1+G
Standard Description: Explain how, seeking to fulfill Reconstruction-era promises, civil rights leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the legal and political achievements of civil rights leaders related to fulfilling Reconstruction-era promises, including how African American military service in World War II highlighted racial contradictions and fueled the early civil rights movement.
* Compare the effectiveness of various civil rights strategies and their outcomes during the period to other historical civil rights efforts.
* Evaluate the historical significance of major civil rights milestones like Brown v. Board of Education, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 in the broader context of racial equality, including how galvanizing events such as the 1955 murder of Emmett Till mobilized public support for civil rights.
* Explain the slow progress toward racial equality despite legal and political successes in ending segregation, including how federal housing policies like redlining and restrictive covenants perpetuated racial segregation in housing from the 1940s through the 1960s.
* Identify key legal and political successes achieved by civil rights leaders in ending segregation during the period from 1945 to 1980, including the 1955-1956 Montgomery Bus Boycott led by Rosa Parks and other activists.
* Utilize primary source documents from the civil rights era, including those from the NAACP's legal strategy and advocacy efforts since its 1910 founding, to identify perspectives and justifications for legal actions taken to end segregation.

Assessment Boundaries:
* Assessments should focus on how civil rights leaders achieved key legal and political successes in ending segregation from 1945-1980, including Brown v. Board of Education, Executive Orders desegregating federal institutions, the Montgomery Bus Boycott, and landmark legislation of the 1960s. Students should explain the connection between these achievements and Reconstruction-era promises (particularly the 14th Amendment), while analyzing why progress toward racial equality remained slow despite these legal victories. Assessments should emphasize the roles of key individuals, organizations like the NAACP, and catalyzing events such as Emmett Till's murder.

Assessments should not include detailed analysis of congressional proceedings, legislative drafting processes, or specific legislative branch actions on civil rights from the 1940s-1950s. Questions should avoid requiring quantitative data analysis of segregation patterns or geographical variations in civil rights implementation. Additionally, assessments should exclude developments beyond 1980, affirmative action policies, or detailed analysis of primary sources from government branches and civil rights participants.

Common Misconceptions:
* Learners may overlook how civil rights achievements of the 1950s-1960s specifically sought to fulfill promises made during Reconstruction, particularly how the 14th Amendment became a crucial legal foundation for civil rights litigation nearly a century after its ratification.
* Some students may think that once legal segregation ended, racial equality was largely achieved, not recognizing how federal housing policies like redlining and restrictive covenants continued to perpetuate racial segregation and economic inequality through the 1960s.
* Students might believe that court decisions like Brown v. Board of Education quickly translated into actual school integration, overlooking the significant resistance and slow implementation in many regions, as exemplified by the 1957 Little Rock Central High School crisis requiring federal troops.
* Students might not recognize the important connection between African American military service in World War II and the momentum of the civil rights movement, missing how the contradiction between fighting for freedom abroad while facing discrimination at home energized civil rights activism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3012.0
Standard ID: KC-8.2.I+2+G
Standard Description: Explain how, seeking to fulfill Reconstruction-era promises, political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of landmark legislation on the progress toward racial equality, including its limitations and slow progress, particularly in addressing the economic inequality faced by African Americans during the period of general postwar prosperity in the 1950s.
* Describe the historical context in which Reconstruction-era promises influenced political leaders to pursue civil rights achievements, including understanding how the system of Jim Crow laws enforced racial segregation in the South from the post-Civil War era until the 1960s.
* Explain the role of executive actions and federal policies in facilitating legal and political successes in the civil rights movement, including the political challenges posed by opposition groups such as the States' Rights Democratic Party (Dixiecrats) formed in 1948 to oppose Truman's civil rights initiatives.
* Explain the significance of political and legal victories in the civil rights movement within the broader narrative of American history.
* Identify significant Supreme Court decisions and legislative acts that marked legal successes in the civil rights era that helped end segregation.
* Utilize graphic organizers or charts to trace the timeline of key legal successes during the civil rights era.

Assessment Boundaries:
* Assessments based on this standard should focus on significant legal and political actions from all three branches of government aimed at ending segregation between the post-Reconstruction era and the 1960s. Students should identify and analyze specific Supreme Court decisions (such as Brown v. Board of Education), executive actions (including Executive Orders 8802 and 9981), and landmark legislation, while explaining their impacts, limitations, and the historical context of Reconstruction-era promises they sought to fulfill. Assessments should also address the persistence of inequality despite these measures and recognize the role of both political leaders and civil rights organizations.

Assessments should not require detailed analysis of specific legislative processes, congressional testimonies, or committee reports from the 1940s-1950s. Questions should avoid requiring statistical data about segregation patterns, quantitative analysis of implementation variations across regions, or complex causal relationships between government actions and public opinion shifts. Additionally, assessments should not require access to or analysis of specific primary source documents beyond well-known quotes or excerpts provided within test items.

Common Misconceptions:
* Some students might not recognize that legal and political successes in ending formal segregation often failed to address underlying economic inequalities, as many African Americans continued to face discrimination in housing, employment, and other areas despite the postwar prosperity of the 1950s.
* Some students might think that executive actions ending segregation in specific sectors (like Truman's desegregation of the military) were quickly implemented across all areas of American society, rather than understanding the incremental nature of progress.
* Students might believe that Supreme Court decisions like Brown v. Board of Education (1954) resulted in immediate nationwide school desegregation, overlooking the significant resistance that necessitated federal intervention in places like Little Rock, Arkansas.
* Students might incorrectly assume that political leaders pursued civil rights advancements with unified government support, missing how opposition groups like the Dixiecrats actively resisted desegregation efforts and slowed implementation of civil rights initiatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3020.0
Standard ID: KC-8.2.I.B.i
Standard Description: The three branches of the federal government used measures including desegregation of the armed services and Brown v. Board of Education (1954) to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3021.0
Standard ID: KC-8.2.I.B.i+1
Standard Description: Explain how and why the executive branch of the federal government used measures, including desegregation of the armed services and Brown v. Board of Education, to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the executive branch's support for the Supreme Court's Brown v. Board of Education decision was critical in promoting racial equality, including President Eisenhower's deployment of federal troops to Little Rock in 1957, and assess its impact on federal and state relationships concerning civil rights legislation.
* Evaluate the effectiveness of the executive branch's actions, such as the desegregation of the armed services, in laying the groundwork for subsequent civil rights advancements.
* Explain the rationale behind President Truman's executive order to desegregate the military in 1948, including the influence of the 1947 Committee on Civil Rights recommendations regarding desegregation, poll taxes, and anti-lynching legislation, considering the broader context of post-World War II America and the emerging civil rights movement.
* Identify specific measures executed by the executive branch aimed at promoting racial equality, including Roosevelt's 1941 Executive Order 8802 prohibiting discrimination in defense industries, Truman's order to desegregate the armed services, and enforcement strategies following Brown v. Board of Education.
* Investigate secondary sources to evaluate the impact of executive measures on public opinion regarding racial equality and how these might have influenced further legislative actions.
* Use maps showing segregated regions pre- and post-desegregation orders to identify patterns and discuss the geographic impact of executive actions on racial equality.
* Use primary sources, like speeches or executive orders, to analyze the strategies and motivations of the executive branch in promoting racial equality during the late 1940s and 1950s.

Assessment Boundaries:
* Assessments based on this standard should focus on specific executive branch actions from 1941-1960 that promoted racial equality, including Roosevelt's Executive Order 8802, Truman's desegregation of the armed forces, the influence of the 1947 Committee on Civil Rights, and Eisenhower's enforcement of Brown v. Board of Education through federal troops in Little Rock. Students should be able to explain the rationales behind these executive actions and evaluate their effectiveness in advancing racial equality within their historical context.

Assessments should not include detailed analysis of legislative branch actions on civil rights, Supreme Court deliberations that led to the Brown decision, or quantitative data showing geographic patterns of segregation. Students should not be expected to analyze complex primary source documents from multiple branches of government or evaluate causal relationships between government actions and legislative outcomes beyond the direct impacts of executive measures.

Common Misconceptions:
* Some students might assume that executive orders to promote racial equality were immediately implemented and effective, not recognizing the significant resistance, delayed implementation, and ongoing enforcement challenges faced by the executive branch.
* Students may believe that executive actions like the enforcement of Brown v. Board of Education were motivated by a single factor, overlooking the complex interplay of civil rights activism, Cold War politics, moral considerations, and domestic political pressures.
* Students might incorrectly view executive branch actions as isolated events rather than understanding how measures like military desegregation, anti-discrimination orders, and federal enforcement of court decisions formed part of an evolving approach to civil rights from the 1940s through the 1950s.
* Students might think that the desegregation of the armed services was primarily a military decision rather than recognizing it resulted from President Truman's Executive Order 9981 and was part of a broader civil rights strategy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3022.0
Standard ID: KC-8.2.I.B.i+2
Standard Description: Explain how and why the legislative branch of the federal government used measures, including desegregation of the armed services and Brown v. Board of Education, to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the causes and effects of federal legislative actions to promote racial equality during the given period.
* Evaluate the impact of the legislative branch's actions on the civil rights movement during this period.
* Explain the role of the federal legislative branch in the desegregation of the armed services and the implementation of the Brown v. Board of Education decision.
* Identify the key legislative measures used by the federal government to promote racial equality between 1945 and 1960.
* Use primary source documents from the legislative proceedings related to desegregation to explain how these actions contributed to greater racial equality.

Assessment Boundaries:
* Assessment should focus on the legislative branch's responses to civil rights initiatives of the 1940s-1950s, including reactions to executive orders like the desegregation of armed services and judicial decisions like Brown v. Board of Education. Students should be able to explain how the legislative branch either promoted or hindered racial equality through its actions and inactions, and identify the political factors influencing legislative responses to desegregation efforts during this period.

Assessment should not include detailed knowledge of specific legislative bills, committee reports, or comprehensive analysis of congressional voting records. Questions should avoid requiring extensive knowledge of primary source documents, quantitative data on segregation patterns, or causal analysis between government actions and societal outcomes, as these fall outside the scope of this standard.

Common Misconceptions:
* Students may believe that legislative responses to desegregation immediately transformed American society, without recognizing that progress toward racial equality was gradual and often met with continued resistance despite formal policy changes.
* Students may misunderstand Brown v. Board of Education as a legislative action rather than a Supreme Court decision, potentially confusing the legislative branch's role in responding to the ruling with having issued the ruling itself.
* Students might assume that the legislative branch uniformly supported civil rights initiatives during this period, overlooking the significant opposition from some legislators, including the formation of the States' Rights Democratic Party (Dixiecrats) in response to Truman's civil rights agenda.
* Students might incorrectly believe that the legislative branch initiated the desegregation of the armed services, when this was actually accomplished through President Truman's Executive Order 9981 in 1948.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3023.0
Standard ID: KC-8.2.I.B.i+3
Standard Description: Explain how and why the judicial branch of the federal government used measures, including desegregation of the armed services and Brown v. Board of Education, to promote greater racial equality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the judicial reasoning in the Brown v. Board of Education case and how it was used to challenge the 'separate but equal' doctrine, including how the Court relied on the Fourteenth Amendment, which had become a crucial tool in civil rights litigation.
* Assess the success and limitations of the judicial branch's role in advancing racial equality through landmark cases such as Brown v. Board of Education.
* Compare the judicial branch's approach to desegregation in the armed services with the approach taken in the Brown v. Board of Education case.
* Describe the impact of the judicial branch's decisions on desegregation in the armed services and how these contributed to broader civil rights advances.
* Explain how the judicial branch's ruling in Brown v. Board of Education influenced subsequent civil rights legislation and movements.
* Identify the significance of the Brown v. Board of Education decision in the context of the judicial branch's efforts to promote racial equality.

Assessment Boundaries:
* Assessments based on this standard should focus on the judicial branch's role in promoting racial equality, specifically through the Brown v. Board of Education decision and judicial enforcement of desegregation measures. Students should demonstrate understanding of how the Supreme Court used the Fourteenth Amendment to challenge the 'separate but equal' doctrine established in Plessy v. Ferguson, and how the judicial branch enforced desegregation in the armed services following Executive Order 9981. Assessments may include evaluation of the success and limitations of these judicial measures in advancing racial equality.

Assessments should not include detailed analysis of legislative branch actions on civil rights during this period, nor quantitative data regarding geographic patterns of segregation or implementation variations. Questions should avoid requiring access to specific primary source documents or detailed knowledge of subsequent civil rights legislation beyond the immediate impact of Brown v. Board of Education. Assessment should not focus on the actions of executive branch officials except where directly relevant to understanding judicial enforcement.

Common Misconceptions:
* Students might assume the judicial branch operated in isolation when promoting racial equality, not recognizing how organizations like the NAACP strategically used the courts as a venue for challenging segregation through carefully selected cases and legal strategies.
* Students might believe that the Brown v. Board of Education decision led to immediate and widespread school desegregation, overlooking the significant resistance and slow implementation that followed, including events like the need for federal intervention at Little Rock Central High School.
* Students might mistakenly attribute desegregation of the armed services entirely to judicial action, when it was primarily initiated through Executive Order 9981 (an executive branch action), though the judicial branch played a crucial role in enforcement and interpretation of this order.
* Students might not recognize how the Supreme Court specifically relied on the Fourteenth Amendment to challenge segregation, potentially overlooking how this constitutional amendment became a fundamental legal tool for civil rights litigation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.6
Cluster Name: 5. Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: *None specified*
Lesson Order: 3010.0
Standard ID: Unit 8: Learning Objective G
Standard Description: Explain how and why the civil rights movements developed and expanded from 1945 to 1960.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3050.0
Standard ID: KC-8.1.I.D.i
Standard Description: Postwar decolonization and the emergence of powerful nationalist movements in Africa and the Middle East led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3051.0
Standard ID: KC-8.1.I.D.i+1
Standard Description: Explain why postwar decolonization in Africa and the Middle East led both sides in the Cold War to seek allies among new nations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of nationalist movements in influencing the geopolitical strategies of the United States and the Soviet Union during the Cold War.
* Discuss the challenges and opportunities presented by nonaligned movements during the Cold War, particularly in Africa and the Middle East, including the formal establishment of the Non-Aligned Movement in 1961 by nations seeking independence from both U.S. and Soviet influence.
* Evaluate the historical significance of postwar decolonization on the foreign policy decisions of the United States and the Soviet Union in the context of the Cold War.
* Explain the strategic reasons why Cold War powers sought alliances with newly independent nations in Africa and the Middle East.
* Identify different perspectives and motives from primary and secondary sources regarding Cold War alliances with new nations in the decolonized regions.
* Identify the factors that influenced decolonization in Africa and the Middle East after World War II.
* Use maps to locate and describe key regions in Africa and the Middle East that were focal points for Cold War strategic interests post-decolonization.

Assessment Boundaries:
* Assessment should focus on students' ability to explain the strategic motivations that drove both Cold War powers to seek alliances with newly independent nations in Africa and the Middle East following decolonization. Questions should address the geopolitical significance of these regions during the Cold War, the formation and impact of the Non-Aligned Movement, and how resource access, ideological expansion, and security concerns influenced superpower competition for influence. Assessments may include analysis of primary sources reflecting various perspectives on Cold War alliances and the interpretation of maps showing strategic regions of interest.

Assessments should not include detailed information about specific nationalist movements, independence leaders, or the internal factors driving decolonization itself. Questions should avoid focusing on specific independence timelines, transition types, or the minutiae of individual independence processes. Additionally, broader Cold War dynamics in Asia or Europe that do not directly relate to the competition for influence in Africa and the Middle East should be excluded.

Common Misconceptions:
* Learners may misinterpret the relationships between Cold War powers and newly independent nations as being primarily driven by ideological alignment, overlooking how practical considerations of security, resource access, and economic development frequently superseded ideological concerns.
* Some students may underestimate the importance of economic factors, such as access to natural resources and development aid, in motivating Cold War powers to seek allies among newly independent nations in Africa and the Middle East.
* Students might believe that newly independent nations in Africa and the Middle East were passive recipients of Cold War influence rather than active agents pursuing their own national interests through strategic alignments or nonalignment.
* Students might incorrectly assume that nonalignment represented complete neutrality or disengagement from Cold War politics, rather than a strategic position that often allowed nations to negotiate advantages from both superpowers while maintaining independence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3052.0
Standard ID: KC-8.1.I.D.i+2
Standard Description: Explain why the emergence of powerful nationalist movements in Africa and the Middle East led both sides in the Cold War to seek allies among new nations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the strategic reasons for Cold War powers to ally with new nations emerging from decolonization.
* Describe how primary sources from Cold War leaders reflect the influence of African and Middle Eastern nationalism on foreign policy.
* Evaluate the impact of newly independent nations' nonalignment on Cold War geopolitics.
* Explain how the United States and the Soviet Union responded to nationalist movements in these regions during the Cold War, including specific interventions such as the 1953 CIA coup in Iran overthrowing Prime Minister Mohammad Mossadegh after oil nationalization.
* Identify the key nationalist movements in Africa and the Middle East that influenced Cold War alliances.
* Use statistical data to assess the extent of United States and Soviet interventions in Africa and the Middle East based on nationalist movements.

Assessment Boundaries:
* Assessments based on this standard should focus on the strategic and geopolitical reasons why the United States and Soviet Union competed for influence among newly independent nations in Africa and the Middle East during the Cold War. Students should be able to explain specific Cold War interventions (such as the 1953 Iran coup), analyze how economic interests and ideological competition motivated superpower engagement, and evaluate how the Non-Aligned Movement affected Cold War dynamics. The assessment should emphasize the bidirectional relationship between nationalist movements and superpower competition.

Assessments should not include detailed accounts of specific nationalist movements, their leadership, or decolonization processes in Africa and the Middle East. Questions about the domestic political developments within newly independent nations, specific independence timelines, or transition types fall outside the scope of this standard and should be avoided. Additionally, assessments should not test knowledge of specific bilateral agreements or treaties unrelated to Cold War strategic considerations.

Common Misconceptions:
* Some students might incorrectly assume that ideological alignment was the primary factor determining superpower alliances with newly independent nations, when pragmatic considerations like geographic location, resource access, and regional influence often outweighed purely ideological concerns.
* Some students might think that economic interests played little role in superpower engagement with nationalist movements, overlooking how resources like oil (as in the 1953 Iran intervention) influenced Cold War powers' decisions to seek allies in Africa and the Middle East.
* Students may believe that newly independent nations were primarily passive recipients of superpower influence, not recognizing how these nations often exercised agency through strategic nonalignment or by leveraging Cold War rivalries for their own national interests.
* There's a possibility that students might view superpower competition for allies in Africa and the Middle East as secondary to European theaters of the Cold War, underestimating how critical these regions became to global Cold War strategy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3053.0
Standard ID: KC-8.1.I.D.i+3
Standard Description: Explain why both sides of the Cold War sought allies among nonaligned nations in Africa and the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how nonaligned nations used Cold War dynamics to their advantage in achieving national interests.
* Corroborate the motivations of the United States and the Soviet Union in seeking allies by analyzing speeches, policy documents, and political cartoons from the era.
* Evaluate the impact of Cold War alliances on the political and economic development of nonaligned nations in the Middle East and Africa.
* Explain how postwar decolonization in Africa and the Middle East influenced the Cold War powers' interest in nonaligned nations.
* Identify the key reasons both the United States and the Soviet Union sought alliances with nonaligned nations in Africa and the Middle East during the Cold War, including strategic shifts such as the Nixon Doctrine which emphasized reliance on local allies rather than direct U.S. troop commitments.
* Use maps to identify strategic locations in Africa and the Middle East that were crucial during the Cold War, and explain their significance to both superpowers.

Assessment Boundaries:
* Assessment should focus on the motivations, strategies, and methods used by the United States and Soviet Union to gain influence among nonaligned nations in Africa and the Middle East during the Cold War. Students should be able to explain economic, military, and diplomatic approaches used by both superpowers, including strategic policy shifts such as the Nixon Doctrine, and analyze how nonaligned nations navigated their relationships with competing powers to advance their own interests.

Assessment should not include detailed examination of nationalist movements, specific decolonization timelines, or profiles of independence leaders in Africa and the Middle East. Questions about the internal political development of newly independent nations should be limited to their relevance in Cold War competition, avoiding focus on the mechanics of transition from colonial rule.

Common Misconceptions:
* Learners might mistakenly believe that superpower strategies for gaining allies remained constant throughout the Cold War, not recognizing significant shifts in approach like the Nixon Doctrine, which emphasized supporting local allies rather than direct intervention.
* Some students might believe that Cold War competition between superpowers in Africa and the Middle East was driven primarily by ideological concerns, overlooking how economic interests (such as access to oil and other resources) and strategic considerations often played equally important roles in superpower engagement.
* Some students might underestimate the strategic importance of Africa and the Middle East to Cold War powers, viewing these regions as peripheral to the conflict compared to Europe and Asia, when in fact they represented crucial arenas of competition for resources, military positioning, and global influence.
* Students may incorrectly assume that nonaligned nations were passive recipients of superpower influence, rather than recognizing how many of these nations actively leveraged Cold War rivalries to obtain aid, military support, and diplomatic advantages while maintaining their independence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3030.0
Standard ID: KC-8.1.I.E
Standard Description: Cold War competition extended to Latin America, where the United States supported non-Communist regimes that had varying levels of commitment to democracy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3031.0
Standard ID: KC-8.1.I.E+1
Standard Description: Explain how Cold War competition extended to Latin America, where the United States supported non-Communist regimes that had varying levels of commitment to democracy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources such as government documents, speeches, or CIA reports to determine the United States' motivations and actions in supporting specific Latin American regimes, including the U.S. response to Fidel Castro's 1959 Cuban Revolution and the establishment of a communist state near U.S. borders.
* Compare the outcomes of U.S. interventions in different Latin American countries to assess the effectiveness and consequences of Cold War policies on democracy.
* Evaluate how U.S. support for non-Communist regimes in Latin America affected the political and social landscape of these countries with respect to democratic practices, examining cases such as the 1954 CIA-orchestrated coup in Guatemala overthrowing President Jacobo Árbenz.
* Explain how Cold War geopolitical strategies in Latin America were part of a broader global U.S. effort to contain Communism and how this fitted into the larger Cold War strategy.
* Explain the varying levels of commitment to democracy among the non-Communist regimes in Latin America supported by the United States during the Cold War.
* Identify the methods and strategies used by the United States to support non-Communist regimes in Latin America during the Cold War, including the role of the Central Intelligence Agency established in 1947 as America's first peacetime intelligence agency.
* Utilize political cartoons or propaganda posters from the Cold War era to analyze public perception and governmental justification for U.S. actions in Latin America.

Assessment Boundaries:
* Assessments should focus on analyzing specific U.S. interventions in Latin America during the Cold War, including the 1954 CIA coup in Guatemala, response to Castro's 1959 Cuban Revolution, and support for regimes in countries like Chile, Nicaragua, and El Salvador. Students should demonstrate understanding of how the containment doctrine shaped U.S. policy in the region, the methods employed (including CIA operations), and how economic interests intersected with anti-communist ideology when supporting regimes with varying democratic practices.

Assessments should not include detailed coverage of the nuclear arms race, U.S. interventions in Asia, or nationalist/decolonization movements in Africa and the Middle East. Questions about the military-industrial complex should be limited to its direct influence on Latin American policy rather than broader domestic implications or detailed technical aspects of military development.

Common Misconceptions:
* Some students might think that Latin American populations generally welcomed U.S. intervention, overlooking the diverse local perspectives that included significant resistance movements and criticism of U.S.-backed regimes in many countries.
* Students may incorrectly assume that U.S.-supported regimes in Latin America represented a consistent level of democratic governance, when these governments actually ranged from partially democratic to overtly authoritarian, with U.S. support determined more by their anti-communist stance than by their democratic credentials.
* Students might believe that U.S. intervention in Latin America during the Cold War was primarily motivated by promoting democracy, rather than recognizing how containing communism and protecting economic interests often took precedence over supporting democratic institutions.
* Students sometimes misunderstand the nature of U.S. interventions in Latin America, focusing primarily on military actions while underestimating the importance of economic policies, diplomatic pressure, and covert CIA operations as key implementation strategies of U.S. Cold War policy in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3040.0
Standard ID: KC-8.1.II.C.i
Standard Description: Americans debated the merits of a large nuclear arsenal and the military-industrial complex.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3041.0
Standard ID: KC-8.1.II.C.i+1
Standard Description: Explain the American debate about the merits of a large nuclear arsenal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as government documents or speeches, to determine the rationale provided for and against a large nuclear arsenal.
* Assess the impact of the debate on American foreign policy and military strategy during the Cold War, including the development of the doctrine of Mutual Assured Destruction (MAD) as both superpowers amassed large nuclear arsenals by the 1960s.
* Compare American public opinions and governmental strategies concerning nuclear arsenals across different Cold War periods.
* Explain how the debate over a large nuclear arsenal reflects broader global tensions and conflicts during the Cold War era.
* Explain the political and social factors that influenced American perspectives on nuclear weapons during the debate over a large nuclear arsenal.
* Identify the key arguments for and against maintaining a large nuclear arsenal during the American debate.

Assessment Boundaries:
* Assessments based on this standard should focus on arguments for and against maintaining a large nuclear arsenal during the Cold War, including deterrence strategies like Mutual Assured Destruction (MAD), economic considerations, ethical concerns, and the military-industrial complex. Students should demonstrate understanding of key historical sources such as Eisenhower's Farewell Address, nuclear arms limitation agreements, and how perspectives on nuclear arsenals evolved throughout different Cold War periods, from the U.S. nuclear monopoly through the arms race of the 1950s-1960s.

Assessments should not include detailed analysis of nationalist and decolonization movements in Africa and the Middle East, superpower interventions in specific regions, or independence timelines. Questions about technical specifications of nuclear weapons, detailed Soviet nuclear policies, or post-Cold War nuclear proliferation issues beyond the context of the American debate should also be excluded.

Common Misconceptions:
* Some students might incorrectly believe that the debate over nuclear arsenals focused primarily on military aggression rather than recognizing deterrence strategies like Mutual Assured Destruction (MAD) as central to arguments supporting a large arsenal.
* Some students might overlook the economic dimensions of the nuclear arsenal debate, including concerns about military spending, resource allocation, and Eisenhower's warnings about the influence of the 'military-industrial complex' on American society and politics.
* Students may misunderstand the diversity of perspectives in the nuclear arsenal debate, not recognizing that opinions varied significantly among policymakers, military leaders, scientists, and the general public throughout the Cold War.
* Students might incorrectly assume that the debate about nuclear arsenals focused exclusively on weapons quantities, missing how discussions encompassed broader strategic considerations, ethical questions about mass destruction capabilities, and long-term diplomatic implications for U.S.-Soviet relations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3042.0
Standard ID: KC-8.1.II.C.i+2
Standard Description: Explain the American debate about the military-industrial complex.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the debate over the military-industrial complex reflects broader concerns about the relationship between government and private industry.
* Compare political cartoons or propaganda that depict the military-industrial complex debate to understand varying public perceptions.
* Evaluate the implications of the military-industrial complex debate for American foreign policy during the Cold War.
* Examine primary and secondary sources to explain the different perspectives on the military-industrial complex, including President Eisenhower's 1961 farewell address warning about its influence on American society and democratic processes.
* Explain how the historical context of the Cold War influenced the American debate on the military-industrial complex.
* Identify key arguments for and against the military-industrial complex in American political discourse.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing the American debate over the military-industrial complex during the Cold War era, including key arguments for and against its development, influence, and implications. Students should demonstrate understanding of primary sources—particularly President Eisenhower's 1961 farewell address—and how the debate reflected broader concerns about relationships between government, military, and private industry in American society. Assessments should also evaluate students' ability to explain how Cold War tensions and the nuclear arms race influenced and contextualized this debate.

Assessments should not include content on nationalist and decolonization movements in Africa and the Middle East, or specific CIA operations in Latin America, Iran, or Guatemala that aren't directly connected to the military-industrial complex debate. Additionally, detailed analysis of the Non-Aligned Movement, technical aspects of nuclear weaponry, or post-Cold War developments in the military-industrial complex are outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners might mistakenly interpret the military-industrial complex debate as unique to the 1950s-1960s period, not recognizing how it represented ongoing tensions in American society about the appropriate role of military power, government spending priorities, and private industry influence that began after World War II and continued throughout the Cold War.
* Some students may incorrectly view the debate over the military-industrial complex as simply a partisan political issue, overlooking how President Eisenhower, a Republican and former military general, raised significant concerns about its potential influence on American democracy and society.
* Students might assume that arguments supporting aspects of the military-industrial complex focused exclusively on military security, when many proponents also emphasized economic benefits, technological innovation, and job creation as positive outcomes of defense industries and military spending.
* Students might mistakenly believe that the term 'military-industrial complex' refers only to military leaders advocating for increased defense spending, rather than understanding it as Eisenhower described: a systemic relationship between military establishments, defense contractors, and government officials that could influence policy decisions and democratic processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.7
Cluster Name: 6. America as a World Power
Lesson Name: *None specified*
Lesson Order: 3030.0
Standard ID: Unit 8: Learning Objective H
Standard Description: Explain the various military and diplomatic responses to international developments over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3060.0
Standard ID: KC-8.1.I.B.ii
Standard Description: Concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Vietnam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3061.0
Standard ID: KC-8.1.I.B.ii+1
Standard Description: Explain how, concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Vietnam.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons from the era to understand differing perspectives on U.S. military engagements in Vietnam.
* Analyze the impact of Soviet repression and Communist expansion on U.S. policies in Vietnam and other regions during the Cold War era, including CIA assistance in installing and supporting Ngo Dinh Diem in South Vietnam and how his oppressive policies fueled the Vietcong insurgency.
* Compare the Vietnam conflict to other Cold War engagements to determine similarities and differences in the U.S. approach to containing communism.
* Evaluate the effectiveness and consequences of U.S. military engagements in Vietnam as a method to contain communism, including the Paris Peace Accords of 1973 and the fall of Saigon in 1975 leading to Vietnam's reunification under communist control.
* Explain the influence of expansionist Communist ideology on American foreign policy decisions leading to the Vietnam War, including George Kennan's containment policy of 1947 and the domino theory popularized by President Eisenhower in 1954, which justified U.S. intervention in Vietnam.
* Identify and describe the role of propaganda, political rhetoric, and key events such as the 1968 Tet Offensive in shaping public perception of the Communist threat and U.S. involvement in Vietnam, including how this offensive challenged official U.S. claims of progress.
* Identify the variety of measures, both military and non-military, used by the United States to contain communism during the Vietnam conflict, including the Johnson administration's strategy of gradual escalation, Operation Rolling Thunder bombing campaign, and the ultimately flawed strategy of attrition.
* Utilize primary and secondary sources, including speeches and government documents, to assess the motivations and justifications for U.S. actions against Communist expansion in Vietnam, including efforts to counter the Vietcong (National Liberation Front) guerrilla forces in South Vietnam.

Assessment Boundaries:
* Assessments based on this standard should focus on U.S. strategies to contain communism during the Vietnam War, including both military measures (Operation Rolling Thunder, gradual escalation, strategy of attrition) and non-military approaches (economic aid, diplomatic efforts). Questions should address the ideological foundations of U.S. involvement (containment policy, domino theory), key events (Gulf of Tonkin Resolution, Tet Offensive, Paris Peace Accords), and evaluation of the effectiveness of these containment measures.

Assessments should not include constitutional debates over war powers, detailed media coverage and propaganda analysis, or nationalist movements in Asian countries beyond Vietnam. Questions should avoid geographical dimensions of Cold War competition and the broader global decolonization movement, focusing instead on specific U.S. actions to contain communism in Vietnam.

Common Misconceptions:
* Some students might assume that U.S. military strategies in Vietnam were consistent throughout the conflict, overlooking the evolution from Johnson's gradual escalation to Nixon's Vietnamization policy that shifted combat responsibility to South Vietnamese forces.
* Students may believe that containment strategies in Vietnam were developed specifically for this conflict, rather than understanding how they represented an application of broader Cold War policies like George Kennan's containment theory and Eisenhower's domino theory.
* Students may misinterpret the ultimate communist victory in Vietnam as evidence that containment was a complete failure, without recognizing how the policy might have delayed communist expansion in other parts of Southeast Asia or affected Cold War dynamics more broadly.
* Students might view U.S. involvement in Vietnam as primarily a spontaneous military response, rather than recognizing the gradual escalation that began with non-military measures like CIA support for Ngo Dinh Diem and evolved into direct combat operations following the Gulf of Tonkin Resolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3070.0
Standard ID: KC-8.1.I.D.ii
Standard Description: Postwar decolonization and the emergence of powerful nationalist movements in Asia led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3071.0
Standard ID: KC-8.1.I.D.ii+1
Standard Description: Explain why postwar decolonization led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the implications and challenges faced by newly decolonized nations as they navigated the pressures to align with either side in the Cold War context.
* Evaluate the impact of nonaligned movements on the strategies of the United States and the Soviet Union during the Cold War.
* Explain how the process of decolonization influenced Cold War dynamics and the strategic decisions made by both superpowers regarding newly independent nations.
* Identify the reasons why postwar decolonization in Asia prompted both the United States and the Soviet Union to actively seek alliances with newly independent nations.
* Incorporate maps to identify regions affected by decolonization and analyze their geopolitical significance during the Cold War era.
* Use primary and secondary sources to explain how postwar decolonization changed global alliances and the foreign policies of major Cold War powers.

Assessment Boundaries:
* Assessments based on this standard should focus on explaining why both the United States and Soviet Union sought alliances with newly independent Asian nations during the Cold War, with particular emphasis on Vietnam as a case study. Students should demonstrate understanding of the strategic motivations behind these alliance-seeking behaviors, including containment policy and the domino theory, as well as comprehend why many newly independent nations chose nonalignment as a strategic response. Questions should assess students' ability to analyze how decolonization created opportunities for shifting Cold War alliances and strategies.

Assessments should not include questions about the Non-Aligned Movement's formal organization, principles, or key members beyond Vietnam. Detailed examination of nationalist movements in Asian countries other than Vietnam, geographical dimensions of decolonization, constitutional debates over executive war powers, or media coverage of the Vietnam War should be excluded. Assessments should avoid requiring specific knowledge of decolonization movements in Africa or the Middle East.

Common Misconceptions:
* Learners may believe that newly independent nations had little agency in Cold War dynamics, seeing them primarily as passive recipients of superpower influence rather than as active participants making strategic choices based on their national interests.
* Some students might misunderstand the relationship between decolonization and Cold War competition, viewing them as separate phenomena rather than interconnected processes where emerging nationalism and superpower rivalry mutually influenced each other.
* Students might misinterpret the motivations behind US involvement in regions like Vietnam, focusing solely on anticommunism while overlooking how containment policy and the domino theory specifically framed newly independent nations as strategically important allies in preventing further Soviet influence.
* Students might perceive nonalignment as complete neutrality or disengagement from Cold War politics, rather than recognizing it as a strategic position that often involved receiving aid from both superpowers while maintaining independence in foreign policy decisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3072.0
Standard ID: KC-8.1.I.D.ii+2
Standard Description: Explain why the emergence of powerful nationalist movements in Asia led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of nonaligned nations during the Cold War and how their status affected geopolitical strategies of the United States and the Soviet Union.
* Compare the approaches of the United States and the Soviet Union in forming alliances with new nations amidst postwar nationalist movements in Asia, highlighting differences and similarities in their strategies.
* Evaluate how the emergence of nationalist movements in Asia reshaped global power dynamics during the Cold War and influenced the policies of major world powers.
* Explain how the rise of nationalist movements in Asia influenced both the United States and the Soviet Union to seek strategic alliances with newly independent nations.
* Identify and describe how nationalism emerged as a powerful movement in postwar Asia, including Ho Chi Minh's Vietminh movement against French colonial rule and Japanese occupation in Vietnam, and explain the motivations behind these movements during the postwar period.
* Utilize maps to identify geographical regions in Asia where strong nationalist movements emerged and discuss how these regions became focal points in Cold War geopolitics.

Assessment Boundaries:
* Assessments based on this standard should focus on the emergence of Vietnamese nationalism under Ho Chi Minh's Vietminh movement as a case study of postwar Asian nationalist movements. Questions should evaluate student understanding of the motivations behind Vietnamese nationalism, how both the United States and Soviet Union approached potential alliances with new nations following decolonization, and why many nations chose nonalignment to maintain independence. Students should be able to explain the relationship between nationalist movements and Cold War competition through specific examples from Vietnam's experience.

Assessments should not include other Asian nationalist movements beyond Vietnam, such as movements in Indonesia, India, or China. Questions about constitutional debates over executive war powers, media coverage of the Vietnam War, the Non-Aligned Movement's formal organization, or geographical dimensions of Cold War competition should be excluded from assessment on this standard.

Common Misconceptions:
* Some students might assume that Cold War competition for alliances was driven primarily by ideological considerations, overlooking how strategic interests, resource access, and geopolitical advantages significantly influenced both superpowers' approaches to emerging nations.
* Students may misunderstand the motivations behind nationalist movements like Ho Chi Minh's Vietminh, thinking they were driven primarily by communist ideology rather than recognizing how anti-colonial sentiments, desire for self-determination, and responses to local conditions shaped these movements.
* Students might incorrectly believe that most newly independent nations in Asia aligned with either the United States or the Soviet Union, when in fact many chose nonalignment to maintain their sovereignty and independence while sometimes leveraging Cold War tensions for their benefit.
* Students might view the competition for allies among new nations as a straightforward process of offering military or economic aid, not recognizing the complex diplomatic negotiations, cultural considerations, and historical relationships that influenced alliance formation during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3080.0
Standard ID: KC-8.1.II.C.ii
Standard Description: Americans debated the appropriate power of the executive branch in conducting foreign and military policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3081.0
Standard ID: KC-8.1.II.C.ii+1
Standard Description: Explain the American debate over the appropriate power of the executive branch in conducting foreign policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of media coverage and key revelations, such as the Pentagon Papers of 1971, on shaping public opinion regarding executive power in foreign policy and governmental transparency about the Vietnam War.
* Compare perspectives from different primary and secondary sources on the executive branch's role in foreign policy during the Vietnam War period.
* Evaluate the constitutional arguments regarding the limits of executive power in conducting foreign policy as debated during the Vietnam War.
* Explain how historical events of the period influenced the debate over executive power in foreign policy.
* Identify key arguments presented by those who supported and those who opposed executive branch power in foreign policy during the Vietnam War era.

Assessment Boundaries:
* Assessment should focus on the American debate over executive power in foreign policy specifically during the Vietnam War era (1954-1975), including key events that illustrate this tension such as the Gulf of Tonkin Resolution (1964), the Pentagon Papers revelation (1971), and congressional responses like the War Powers Resolution (1973). Students should demonstrate understanding of how containment policy and domino theory influenced executive decision-making, how public opinion shifted following events like the Tet Offensive, and the significance of the legislative branch's attempts to check presidential war powers.

Assessment should not include detailed constitutional legal theory or Supreme Court cases beyond recognizing basic separation of powers principles. Questions should avoid comprehensive analysis of media coverage beyond acknowledging key revelations, detailed examination of nationalist movements outside Vietnam, and the broader global decolonization movement beyond essential context for understanding Vietnam's situation.

Common Misconceptions:
* Some students may believe that the War Powers Resolution of 1973 completely resolved debates over executive authority in foreign policy, when in fact it represents an ongoing tension between presidential and congressional war powers.
* Students might assume that public opinion about executive authority in foreign policy remained consistent throughout the Vietnam War, rather than recognizing how events like the Tet Offensive (1968) and Pentagon Papers (1971) significantly shifted public perception.
* Students might incorrectly believe that the Gulf of Tonkin Resolution was an explicit declaration of war rather than an authorization that significantly expanded executive power to conduct military operations without formal war declarations.
* Students might misunderstand how Cold War containment policy and the domino theory provided justification for expanded executive power in foreign policy, creating tension between national security imperatives and democratic oversight.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3082.0
Standard ID: KC-8.1.II.C.ii+2
Standard Description: Explain the American debate over the appropriate power of the executive branch in conducting military policy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Vietnam War influenced the relationship between the legislative and executive branches, with regard to checks and balances in military decision-making, including Nixon's Vietnamization policy and controversial expansion of the war into Cambodia and Laos that provoked domestic opposition.
* Assess the long-term impacts of the Vietnam War era debate on subsequent U.S. military engagements and executive power.
* Compare public opinions to governmental actions regarding the executive branch's military powers during the Vietnam War. Use polling data or newspaper articles as stimulus materials.
* Evaluate primary sources from the Vietnam era, such as presidential speeches or Congressional records, to determine how different branches of government viewed their roles in military policy.
* Explain the historical context that led to the debate over the powers of the executive branch in military policy, particularly focusing on the Vietnam War era, including the 1964 Gulf of Tonkin incident and Resolution that granted President Johnson broad military authority without a formal declaration of war.
* Identify and describe key pieces of legislation resulting from the debate over executive power in military affairs during the Vietnam era, such as the War Powers Act.
* Identify prominent figures involved in the debate over the executive branch's power in military policy and summarize their key arguments.
* Utilize maps or political cartoons from the Vietnam era that reflect public sentiment on executive military power to explain the geographic and ideological variances in opinion.

Assessment Boundaries:
* Assessments based on this standard should focus on the Vietnam War-era debates over executive military authority, including key events such as the Gulf of Tonkin Resolution (1964), Nixon's expansion of the war into Cambodia and Laos, and congressional responses like the War Powers Resolution (1973). Students should demonstrate understanding of how prominent figures (including Presidents Johnson and Nixon and their congressional critics) viewed executive authority in military policy, and how these debates reflected the tension between presidential war-making powers and congressional oversight. Questions may address public responses to executive military decisions and the long-term impact of Vietnam-era debates on the balance of power between branches.

Assessments should not include detailed analysis of constitutional arguments, court cases, or specific primary source documents demonstrating tensions between branches of government. Questions about media coverage, propaganda efforts, or specific public opinion polling data should be avoided. Additionally, content related to decolonization movements beyond Vietnam, nationalist movements in other Asian countries, or geographical dimensions of Cold War competition falls outside the scope of this standard.

Common Misconceptions:
* Some students may think that debates over executive power in military policy emerged solely during the Vietnam War, rather than recognizing these as ongoing tensions throughout American history that intensified during this period.
* Some students might assume that presidential approaches to military authority followed a consistent pattern across administrations, rather than recognizing how Johnson's use of the Gulf of Tonkin Resolution differed from Nixon's Cambodia/Laos operations in both execution and congressional response.
* Students might believe that presidents have inherent authority to engage in prolonged military actions without congressional approval, overlooking how the War Powers Resolution attempted to establish limits on executive military authority following the Vietnam War.
* Students might perceive executive branch military policy as primarily concerned with initiating conflicts, potentially overlooking aspects such as strategy development, resource allocation, and military withdrawal decisions exemplified by Nixon's Vietnamization policy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.8
Cluster Name: 7. The Vietnam War
Lesson Name: *None specified*
Lesson Order: 3060.0
Standard ID: Unit 8: Learning Objective I
Standard Description: Explain the causes and effects of the Vietnam War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3090.0
Standard ID: KC-8.2.II.C
Standard Description: Despite an overall affluence in postwar America, advocates raised concerns about the prevalence and persistence of poverty as a national problem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3091.0
Standard ID: KC-8.2.II.C+1
Standard Description: Explain how, despite an overall affluence in postwar America, advocates raised concerns about the prevalence and persistence of poverty as a national problem.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source speeches or publications by key advocates to understand their perspective on the poverty issue.
* Analyze the arguments and evidence used by advocates to highlight poverty as a national problem.
* Describe the economic context of postwar America and assess how this context influenced discussions on poverty.
* Evaluate the impact of advocacy on poverty on the legislation and government action during that era.
* Explain how cultural and political responses to the advocacy on poverty shaped public perception and policy.
* Identify key advocates and their contributions to raising awareness about poverty in postwar America.
* Identify the methods used by poverty advocates to communicate and raise awareness during the postwar period.
* Use statistical data to explain how the prevalence of poverty was measured and reported by advocacy groups.

Assessment Boundaries:
* Assessments based on this standard should focus on the juxtaposition between postwar economic prosperity and persistent poverty, advocacy methods used to raise awareness about poverty issues, affected populations and regions (such as Appalachia, urban areas, migrant communities, and reservations), and the general government responses through Great Society initiatives like the Economic Opportunity Act. Questions may evaluate students' understanding of how poverty advocacy influenced policy developments and the contextual factors that shaped both the advocacy and responses.

Assessments should not include specific details about Michael Harrington or other individual poverty advocates, statistical methodologies used by advocates, comparative analyses between Great Society programs and New Deal initiatives, conservative critiques of anti-poverty programs, or detailed information about post-1965 immigration policies. Additionally, questions about the long-term impacts of Great Society anti-poverty programs beyond 1968 are outside the scope of this standard.

Common Misconceptions:
* Some learners might assume that raising awareness about poverty automatically led to effective policies, not recognizing the complex challenges in translating advocacy into meaningful change within existing economic and social structures.
* Some students might believe that economic prosperity in postwar America meant poverty was a minor issue, not recognizing that significant pockets of poverty persisted in various regions and communities despite overall national affluence.
* Students may think that poverty in postwar America primarily affected urban minorities, overlooking how poverty also significantly impacted rural areas like Appalachia, migrant camps, and Native American reservations.
* Students might believe that economic growth alone could eliminate poverty, without understanding how structural factors maintained poverty despite general prosperity, as evidenced by the Great Society programs' successes and limitations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3100.0
Standard ID: KC-8.2.III.A
Standard Description: Liberalism, based on anti-communism abroad and a firm belief in the efficacy of government power to achieve social goals at home, reached a high point of political influence by the mid-1960s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3101.0
Standard ID: KC-8.2.III.A+1
Standard Description: Understand that liberalism is based on anti-communism abroad and a firm belief in the efficacy of government power to achieve social goals at home.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the belief in the government's power to achieve social goals influenced specific policies implemented during the 1960s, such as the Great Society initiatives.
* Analyze political cartoons or propaganda from the 1960s to explain how media depicted the liberal approach to government power and anti-communism.
* Compare and contrast liberal efforts in this period with conservative responses to the expanded role of government, identifying key differences in approach and philosophy.
* Evaluate the effectiveness of government-led social reforms during this period in addressing social issues, using data and historical sources.
* Explain how the anti-communist stance shaped liberal policies and initiatives both domestically and internationally during the 1960s.
* Explain how the liberal embrace of government intervention in social issues during the 1960s fits into the broader historical context of U.S. domestic and foreign policy trends.
* Identify the core principles of 1960s liberalism regarding anti-communism and the use of government power for social reforms.
* Utilize graphs or charts displaying time-series data on government spending or social program outcomes to illustrate the scope and impact of liberal policies.

Assessment Boundaries:
* Assessment should focus on the dual aspects of 1960s liberalism: its anti-communist stance in foreign policy and its domestic belief in using government power to achieve social goals. Students should demonstrate understanding of how these principles manifested in specific Great Society programs (such as the War on Poverty, Medicare/Medicaid, civil rights legislation), the key political figures who championed them (Kennedy and Johnson), and how the Vietnam War represented anti-communist efforts while affecting domestic initiatives. Assessment may include analysis of political cartoons or media depictions showing liberal approaches to government power and anti-communism.

Assessment should not include detailed statistical methodologies, specific poverty advocates like Michael Harrington, comprehensive data about post-1965 immigration patterns, or conservative critiques of Great Society programs. Additionally, comparative analysis between Great Society programs and the New Deal or examination of long-term impacts beyond the 1960s falls outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some learners may believe that Johnson's Great Society initiatives had minimal impact on poverty, overlooking evidence that poverty rates decreased from 20% to 13% between 1963-1968, even though these programs didn't eliminate all poverty or address all forms of social inequality.
* Some students might think that liberalism in the mid-20th century was primarily about promoting socialist or communist policies, not recognizing that it was distinctively anti-communist while advocating for government-led social reforms.
* Students might incorrectly assume that mid-1960s liberalism represented a unified political movement, when in reality there were significant tensions between liberals who prioritized domestic reforms and those more focused on anti-communist foreign policy.
* Students might misunderstand the relationship between the Vietnam War and Great Society programs, failing to see how international anti-communism efforts diverted resources and political support from domestic social initiatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3102.0
Standard ID: KC-8.2.III.A+2
Standard Description: Explain why liberalism reached a high point of political influence by the mid-1960s.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Civil Rights Movement in elevating liberalism to its high point of influence by the mid-1960s.
* Assess the influence of social movements related to civil rights on the strengthening of liberal ideals by the mid-1960s.
* Evaluate the contributions of the Warren Court's decision-making on the rise of liberalism in the 1960s.
* Explain how anti-communism initiatives abroad, particularly the escalation of the Vietnam War, influenced liberalism's political influence by diverting resources and support from Great Society programs.
* Explain how domestic policy innovations of the Great Society contributed to liberalism's peak in the mid-1960s.
* Identify the political factors, including Johnson's congressional experience and the Democratic majorities after the 1964 election, that contributed to liberalism's rise and enabled the passage of Great Society legislation in the mid-1960s.
* Utilize demographic data and election maps to identify the geographic and demographic shifts in the 1964 election between Johnson and conservative Barry Goldwater that supported the rise of liberalism by the mid-1960s.

Assessment Boundaries:
* Assessment should focus on the factors that contributed to liberalism's pinnacle in the mid-1960s, including Lyndon Johnson's political skills and congressional majorities, the influence of the Civil Rights Movement, key Great Society legislative achievements (Economic Opportunity Act, Medicare/Medicaid, civil rights legislation), and the 1964 election context. Questions should examine how anti-communism abroad initially supported liberalism, while the Vietnam War's escalation eventually diverted resources and attention from domestic programs.

Assessment should not include detailed statistical data or political maps showing demographic changes, specific information about poverty advocates like Michael Harrington, conservative critiques of liberal policies, comprehensive analysis of post-1965 immigration impacts, or comparative evaluations between Great Society programs and the New Deal. Questions about events after 1968 or unrelated cultural movements are also outside the scope of this standard.

Common Misconceptions:
* Some students may believe that Johnson's Great Society programs emerged in isolation, rather than understanding how the Civil Rights Movement and broader social activism created momentum and public support for liberal policy initiatives.
* Students may incorrectly view the various Great Society initiatives (poverty programs, education funding, Medicare/Medicaid, civil rights legislation) as separate efforts rather than understanding them as interconnected components of a comprehensive liberal vision for addressing social and economic challenges.
* Students might misinterpret the political context of liberalism's rise, not recognizing how Johnson's congressional experience and the substantial Democratic majorities following the 1964 election provided the practical foundation for implementing ambitious liberal legislation.
* Students might think that liberalism's rise in the mid-1960s resulted primarily from domestic social programs, not recognizing how anti-communism abroad initially bolstered liberal credibility before the Vietnam War began diverting resources and public support.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3110.0
Standard ID: KC-8.2.III.B.i
Standard Description: Liberal ideas found expression in Lyndon Johnson’s Great Society, which attempted to use federal legislation and programs to end racial discrimination, eliminate poverty, and address other social issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3111.0
Standard ID: KC-8.2.III.B.i+1
Standard Description: Explain how liberal ideas found expression in Lyndon Johnson’s Great Society, which attempted to use federal legislation and programs to end racial discrimination.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Great Society policies on racial discrimination during the Johnson administration, including how civil rights legislation contributed to political realignment and the Democratic Party's loss of Southern support.
* Corroborate accounts of the effectiveness of the Great Society's racial discrimination policies using diverse contemporary sources.
* Evaluate the significance of the Great Society in the broader context of the Civil Rights Movement.
* Explain how Lyndon Johnson's Great Society sought to address racial discrimination through federal programs, including the implementation of affirmative action policies to ensure equal access to education and employment.
* Identify patterns of continuity and change in federal approaches to racial discrimination from the New Deal through the Great Society.
* Identify the key pieces of federal legislation within the Great Society aimed at ending racial discrimination.

Assessment Boundaries:
* Assessment should focus on students' understanding of specific Great Society federal legislation and programs aimed at ending racial discrimination, including the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Johnson's 1965 affirmative action policies. Students should demonstrate knowledge of how these initiatives sought to ensure equal access to voting rights, education, employment, and public accommodations, and how they contributed to political realignment affecting the Democratic Party's support in the South.

Assessment should not include detailed comparisons with New Deal programs, statistical data about demographic changes, or comprehensive analysis of poverty programs not directly related to racial discrimination. Questions about conservative responses to Great Society programs, post-1965 immigration policy impacts, and long-term modifications to Great Society programs by subsequent administrations should be avoided.

Common Misconceptions:
* Learners might misunderstand the relationship between the Great Society and the broader Civil Rights Movement, seeing them as separate rather than interconnected efforts working toward similar goals of racial equality.
* Some students may believe that Great Society civil rights legislation immediately resolved racial discrimination issues, not recognizing the ongoing challenges and limitations these programs faced in addressing deeply entrenched structural racism.
* Students might fail to recognize how Johnson's support for civil rights legislation contributed to political realignment, particularly regarding the Democratic Party's declining support in the South as Johnson himself predicted.
* Students might incorrectly think Lyndon Johnson's Great Society primarily targeted economic issues, overlooking its significant role in addressing racial discrimination through legislation like the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3112.0
Standard ID: KC-8.2.III.B.i+2
Standard Description: Explain how liberal ideas found expression in Lyndon Johnson’s Great Society, which attempted to use federal legislation and programs to eliminate poverty.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how specific Great Society programs reflect liberal ideas of government intervention to address social issues, specifically poverty.
* Analyze primary source passages from political speeches or documents that outline the liberal rationale for Great Society poverty initiatives.
* Assess the effectiveness of Great Society programs in achieving their goals to reduce poverty within the broader context of 1960s American society.
* Evaluate the long-term impacts of Great Society poverty programs on American socio-economic structures.
* Explain how Great Society programs aimed to reduce poverty through federal intervention, particularly targeting disadvantaged regions such as Appalachia, urban ghettos, migrant camps, and Indian reservations.
* Identify key legislative programs initiated under Lyndon Johnson's Great Society to combat poverty, including the Economic Opportunity Act of 1964 that created Head Start, Job Corps, Upward Bound, and VISTA.
* Utilize statistical data to compare the poverty rates before and after the implementation of Great Society programs to assess their impact.

Assessment Boundaries:
* Assessments should focus on analyzing specific Great Society programs designed to address poverty, including the Economic Opportunity Act of 1964 and resulting initiatives such as Head Start, Job Corps, Upward Bound, and VISTA. Questions should evaluate students' understanding of how these programs reflected liberal ideas about government intervention, targeted specific disadvantaged regions, and their general effectiveness in reducing poverty rates from 1963-1968. Assessments may include basic poverty statistics and excerpts from Johnson's speeches explaining the liberal rationale for these initiatives.

Assessments should not include detailed comparisons between Great Society programs and New Deal initiatives, comprehensive information about specific poverty advocates like Michael Harrington, or detailed analysis of conservative critiques of these programs. Questions should avoid extensive statistical data about demographic changes in the 1960s, post-1965 immigration impacts, or the long-term modifications of Great Society programs by subsequent administrations.

Common Misconceptions:
* Students might believe that the Great Society programs immediately solved the poverty problem in America, overlooking that while poverty rates decreased from 20% to 13% between 1963-1968, significant poverty persisted in many regions and communities.
* Students might confuse the War on Poverty (specific anti-poverty programs like Head Start and Job Corps) with the broader Great Society agenda, which also included healthcare initiatives like Medicare and Medicaid along with civil rights legislation.
* Students might misunderstand the liberal ideology underlying Great Society programs, which was based on the belief that federal government intervention and funding could effectively address social problems like poverty through targeted legislation and programs.
* Students might not recognize how specific regional targeting was essential to the Great Society's anti-poverty approach, as programs were designed to address poverty in diverse contexts such as Appalachia, urban areas, migrant camps, and Indian reservations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3113.0
Standard ID: KC-8.2.III.B.i+3
Standard Description: Explain how liberal ideas found expression in Lyndon Johnson’s Great Society, which attempted to use federal legislation and programs to address other social issues.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze specific social programs of the Great Society, including the Elementary and Secondary Education Act of 1965, as examples of how liberal ideas found expression through expanded federal involvement in education and other social sectors.
* Compare the social issues targeted by the Great Society programs to those addressed in previous historic efforts by the federal government, such as the New Deal.
* Evaluate the long-term effects of the Great Society’s programs on American society and how they have influenced subsequent policy developments. Incorporate statistical data to support the analysis.
* Examine the opposition to the Great Society initiatives and explain how political and cultural responses reflected broader debates about the role of the federal government.
* Explain how the legislative initiatives of the Great Society reflect liberal ideas about government intervention and social welfare.
* Identify key pieces of federal legislation and agencies established under Lyndon Johnson's Great Society aimed at addressing societal issues, such as the Civil Rights Act, Medicare, Medicaid, and the Department of Housing and Urban Development.
* Use primary sources, like speeches by Lyndon Johnson or government documents, to explain the intentions and expected outcomes of Great Society programs in addressing social issues.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying specific Great Society legislation and programs (such as the Economic Opportunity Act, Elementary and Secondary Education Act, Medicare, Medicaid, and the Department of Housing and Urban Development), explaining how these initiatives expressed liberal ideas about government intervention, and analyzing primary sources that reflect the intentions behind these programs. Students should demonstrate understanding of how these federal initiatives attempted to address various social issues including poverty, education, healthcare, and urban development during the Johnson administration.

Assessments should not include detailed statistical analysis of demographic changes, specific poverty advocates and their methodologies, comprehensive information about post-1965 immigration patterns, or in-depth comparative analysis between Great Society programs and the New Deal. Additionally, detailed conservative philosophical arguments against liberal policies and alternative policy proposals fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might misunderstand the relationship between liberal ideology and Great Society programs, failing to connect specific legislative initiatives to broader liberal ideas about government's role in addressing social problems.
* Students may believe that Great Society programs achieved their intended goals without significant challenges, not recognizing how factors like the Vietnam War drained resources and political support from domestic initiatives between 1965-1968.
* Students might incorrectly assume that the Great Society represented a unified set of programs with consistent implementation, rather than recognizing it as a collection of diverse initiatives targeting different social issues with varying degrees of success and public reception.
* Students might think that the Great Society primarily focused on civil rights legislation, overlooking the broader range of social issues addressed through programs in education (Head Start), healthcare (Medicare/Medicaid), urban development (HUD), and environmental protection.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3120.0
Standard ID: KC-8.3.I.C
Standard Description: Immigrants from around the world sought access to the political, social, and economic opportunities in the United States, especially after the passage of new immigration laws in 1965.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3121.0
Standard ID: KC-8.3.I.C+1
Standard Description: Explain why immigrants from around the world sought access to the political opportunities in the United States, especially after the passage of new immigration laws in 1965.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from the 1965 period onwards to explain the perspectives of immigrants on America’s political opportunities.
* Analyze the motivations of immigrants seeking political opportunities in the U.S. post-1965, considering both domestic policy changes and international developments.
* Evaluate the significance of the 1965 immigration reforms in expanding political opportunities and rights for immigrants, contrasting them with previous immigration policies.
* Explain how the Immigration and Nationality Act of 1965 transformed the political landscape by eliminating the national origins quota system and establishing preferences based on skills and family relationships.
* Explain how the changes in U.S. immigration policy post-1965 were perceived globally and how these perceptions influenced immigration trends.
* Identify the key immigration laws passed in 1965 and their intended political opportunities for immigrants coming to the United States.
* Use political cartoons or propaganda from the period to explain public opinion regarding the political opportunities available to new immigrants in the U.S. after 1965.
* Utilize demographic data to illustrate changes in immigrant populations post-1965 and explain how these changes affected political opportunities.

Assessment Boundaries:
* Assessment should focus on analyzing the Immigration and Nationality Act of 1965, its elimination of the national origins quota system, and how these changes created new pathways for political participation and representation for diverse immigrant groups. Students should demonstrate understanding of how the shift to preferences based on skills and family relationships transformed political opportunities, and be able to contrast these changes with previous immigration policies that restricted certain nationalities from entry and political participation.

Assessment should not include comprehensive demographic data about post-1965 immigration patterns, detailed analysis of immigrants' economic and social motivations, or cultural integration experiences of specific immigrant groups. Additionally, comparative analysis between Great Society programs and other federal initiatives, statistical methodologies, and the long-term impacts of immigration reform on specific communities should be excluded from assessment.

Common Misconceptions:
* Some students might believe that immigrants after 1965 primarily sought access to formal electoral politics, overlooking other forms of political engagement such as community organizing, advocacy for civil rights, and policy influence through non-electoral means.
* Some students might think the Immigration and Nationality Act of 1965 immediately granted voting rights to immigrants, overlooking the citizenship process and residency requirements that remained necessary for formal political participation.
* Students may incorrectly believe that the architects of the 1965 immigration reforms intended to dramatically transform America's demographic and political landscape, when many legislators at the time did not anticipate the significant long-term effects these changes would have on the country's political composition.
* Students might misunderstand that the elimination of the national origins quota system automatically resulted in equal political representation for all immigrant groups, when many groups continued to face barriers to political involvement despite the legal changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3122.0
Standard ID: KC-8.3.I.C+2
Standard Description: Explain why immigrants from around the world sought access to the social opportunities in the United States, especially after the passage of new immigration laws in 1965.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the cultural impact that immigrants had on American society as they accessed social opportunities post-1965.
* Compare the social integration experiences of immigrants from different regions post-1965 in the United States.
* Describe the changes in immigration policy in 1965 and how these changes expanded social opportunities for immigrants.
* Evaluate primary and secondary sources that illustrate immigrants' motivations for seeking social opportunities in the U.S. after 1965.
* Explain how the social and cultural climate in the United States post-1965 served as an attraction for global immigrants.
* Explain the evolving role of immigration in transforming American social structures post-1965.
* Identify key social opportunities in the United States that attracted immigrants after the 1965 immigration law changes.
* Use statistical data to explain the demographic shifts that resulted from post-1965 immigration policies and the associated social opportunities.

Assessment Boundaries:
* Assessments based on this standard should focus on the key provisions of the 1965 Immigration and Nationality Act (elimination of national origins quotas, establishment of skill and family relationship preferences) and the diverse social opportunities that attracted immigrants to the United States (educational advancement, religious freedom, family reunification, community support systems). Students should demonstrate understanding of the relationship between the policy changes and expanded social opportunities, while evaluating relevant primary and secondary sources that illustrate immigrants' motivations.

Assessments should not include comprehensive demographic data, detailed integration experiences, or in-depth economic and political motivations behind immigration patterns. Statistical analyses of population changes, comparative studies with other federal initiatives, and discussions of conservative critiques of immigration policy should be excluded. Additionally, assessments should avoid content that extensively analyzes the long-term cultural impacts and global perceptions of these immigration changes.

Common Misconceptions:
* Some students might think that social opportunities sought by immigrants were primarily economic in nature, when educational advancement, religious freedom, family reunification, and diverse cultural communities were also significant motivating factors.
* Students might believe that the 1965 Immigration and Nationality Act immediately transformed immigration patterns, overlooking how the demographic changes occurred gradually over subsequent decades.
* Students might incorrectly assume that the 1965 Immigration Act was designed to increase immigration, rather than understanding its primary purpose was to eliminate the discriminatory national origins quota system that had previously restricted immigration from certain regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3123.0
Standard ID: KC-8.3.I.C+3
Standard Description: Explain why immigrants from around the world sought access to the economic opportunities in the United States, especially after the passage of new immigration laws in 1965.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the end of quotas in 1965 led to increased immigration.
* Analyze primary and secondary sources that discuss post-1965 immigration trends and the search for economic opportunities.
* Compare the economic motivations for immigration to the U.S. before and after 1965.
* Evaluate the societal and economic impacts of increased immigration on the U.S. economy after 1965.
* Explain the economic opportunities available in the United States post-1965.
* Identify and describe the economic push and pull factors that influenced immigration to the United States post-1965.
* Identify the new immigration laws passed in 1965.

Assessment Boundaries:
* Assessments based on this standard should focus on the key provisions of the Immigration and Nationality Act of 1965 (especially the elimination of national origins quotas and new preferences based on skills and family relationships), the general economic opportunities that attracted immigrants to the United States, and the relationship between these policy changes and increased immigration. Students should be able to identify both push factors in immigrants' countries of origin and pull factors in the United States that influenced immigration patterns following the 1965 legislation.

Assessments should not include comprehensive demographic data, detailed statistics on immigration patterns, in-depth analysis of immigrants' integration experiences, or cultural impacts of post-1965 immigration. Additionally, political motivations for immigration beyond basic push factors, connections to Great Society programs, and global perceptions of U.S. immigration policy changes should be excluded from assessment questions.

Common Misconceptions:
* Some students might incorrectly assume that the economic opportunities that attracted immigrants to the United States remained constant throughout the decades following 1965, rather than understanding how economic cycles, regional differences, and changing labor markets affected these opportunities.
* Some students might think that the Immigration and Nationality Act of 1965 immediately opened U.S. borders to unrestricted immigration, rather than understanding it primarily shifted the quota system to favor family reunification and skilled workers.
* Students may believe that economic opportunity was the only significant factor drawing immigrants to the United States after 1965, overlooking how political instability, religious persecution, and natural disasters in home countries also served as important push factors.
* Students might misunderstand the relationship between immigration policy changes and actual immigration patterns, potentially believing that immigration increased immediately and uniformly across all regions of the world following the 1965 legislation, rather than recognizing the gradual and uneven nature of demographic changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3090.0
Standard ID: Unit 8: Learning Objective J
Standard Description: Explain the causes and effects of continuing policy debates about the role of the federal government over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 8
Unit Name: Period 8: 1945-1980
Cluster ID: AP USH Topic 8.9
Cluster Name: 8. The Great Society
Lesson Name: *None specified*
Lesson Order: 3120.0
Standard ID: Unit 8: Learning Objective K
Standard Description: Explain the continuities and changes in immigration patterns over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3360.0
Standard ID: KC-9.1.I
Standard Description: Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3361.0
Standard ID: KC-9.1.I+1+A
Standard Description: Explain how conservative beliefs regarding the need for traditional social values advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source speeches and writings that advocate for conservative social values, identifying their arguments and intended audience.
* Analyze the impact of media and communication strategies on the advancement of conservative social values after 1980.
* Describe the influence of religious movements on the political discourse around social values in the United States after 1980.
* Evaluate the role of conservative social values in presidential campaigns and elections since 1980.
* Explain how specific legislation reflected conservative beliefs in traditional social values in the post-1980 political landscape.
* Identify key conservative figures and organizations that advocated for traditional social values in U.S. politics after 1980.

Assessment Boundaries:
* Focus the assessment on specific policies, influential leaders, and key events that contributed to the strengthening of conservative traditional social values in U.S. politics after 1980. This might include examining the role of figures like Ronald Reagan, the Moral Majority, or specific Supreme Court decisions that emphasized traditional values. Avoid assessing the entirety of the conservative movement or broader social policy impacts not directly tied to the political advancement of these values.

Common Misconceptions:
* Many students might think that the advancement of traditional social values was solely due to political action, overlooking the role of religious movements and grassroots organizations in reinforcing these beliefs.
* Some students might erroneously believe that changes in social values solely reflected a return to past norms, missing the ways in which these values were also redefined within the context of the new political realities of the time.
* Students may believe that traditional social values pushed by conservatives were universally accepted and not challenged, ignoring the significant cultural and political debates that arose in the 1980s and continued in subsequent decades.
* There is a misconception that the promotion of traditional social values was separate from economic policies, without acknowledging how these social ideals were often intertwined with broader conservative economic goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3362.0
Standard ID: KC-9.1.I+2+A
Standard Description: Explain how conservative beliefs regarding the need for a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to assess public opinion on government size and regulation during the 1980s.
* Analyze the rhetoric versus reality of deregulation policies during the Reagan administration.
* Evaluate the success and limitations of conservative efforts to curtail the environmental regulatory scope of the federal government.
* Explain the influence of Reaganomics on the national economy and its role in advancing conservative beliefs about limiting government size.
* Identify key conservative policies implemented in the 1980s that aimed to reduce the role of government.
* Use statistical data to compare economic indicators from the pre-Reagan era to the Reagan era to evaluate the impact of conservative economic policies.

Assessment Boundaries:
* Assessment for this substandard should center on examining specific instances of policy changes and political discourse that illustrate the push for a reduced governmental role in the post-1980 political landscape. Students should explore significant events, such as the Reaganomics policies, deregulation efforts, or shifts in welfare reforms, to demonstrate how conservative beliefs influenced government roles. Avoid assessing broader cultural shifts or international policies outside of the conservative government role context.

Common Misconceptions:
* Some students may incorrectly assume that conservative policies of reducing government automatically led to immediate economic prosperity, overlooking the economic challenges and criticisms of policies such as "Reaganomics."
* Students may mistakenly believe that the reduction of the government's role was universally accepted, not understanding the resistance and debate it generated over maintaining popular social programs like Social Security and Medicare.
* Students might oversimplify the impact of conservative beliefs, ignoring how these policies spurred ongoing debates and opposition from various social and political groups.
* There is often a misconception that reducing the role of government equated solely to tax cuts, without appreciating the broader deregulation efforts that were implemented across various industries as part of conservative policy goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3370.0
Standard ID: KC-9.2.I
Standard Description: New developments in science and technology enhanced the economy and transformed society, while manufacturing decreased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3371.0
Standard ID: KC-9.2.I+1+A
Standard Description: Explain how new developments in science and technology enhanced the economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological innovations on different sectors of the economy, such as manufacturing, services, and finance.
* Discuss the role of government policy and private investment in promoting technological innovation and economic expansion.
* Evaluate the significance of technological entrepreneurship and startups in boosting economic dynamism and job creation.
* Explain how developments in information technology and telecommunications transformed business operations and enhanced productivity in the U.S. economy.
* Identify the key technological advancements of the late 20th and early 21st centuries that contributed to economic growth in the United States.
* Utilize data sets or graphs to explain trends in technological development and related economic growth.

Assessment Boundaries:
* Assessments should specifically evaluate students' ability to identify and explain key technological and scientific developments after 1980 that directly contributed to economic enhancement. These advancements include innovations in digital communications, which enabled increased productivity and participation in global trade, and the role of computer technology in transforming industry practices. Avoid broader societal impacts not directly tied to economic changes, such as purely social or cultural technological effects.

Common Misconceptions:
* A frequent misunderstanding is that technology alone drove economic productivity, ignoring the role of complementary factors like globalization, policy changes, and workforce skills development in leveraging these new technologies
* Some students might think that the rise of the internet and digital technologies was an isolated event in the U.S., rather than part of a global trend that facilitated international economic collaboration and competition.
* Students might mistakenly believe that technological advancements uniformly benefit all sectors of the economy, without understanding that these advancements often lead to the decline of some industries, such as manufacturing, while boosting others, like digital services.
* There is a common misconception that digital technologies only impact the technology sector, overlooking their broad influence on various industries, such as finance, healthcare, and retail, by increasing efficiency and global reach.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3372.0
Standard ID: KC-9.2.I+2
Standard Description: Explain how new developments in science and technology transformed society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as speeches or policy documents, to assess societal perceptions of technological change.
* Analyze the role of scientific innovations in changing economic opportunities and societal norms.
* Evaluate the influence of digital technologies on communication, privacy, and information access in society.
* Explain how technological advancements impacted social structures and interactions in the United States.
* Identify the key developments in science and technology after 1980 that contributed to societal transformation.
* Use statistical data to explain demographic changes related to technological advancements and their effects on society.

Assessment Boundaries:
* Assessment should focus on specific technological developments after 1980, such as the rise of personal computing, internet technologies, and mobile communication, and their impacts on society. Evaluate how these innovations transformed daily life, work-from-home trends, and social interactions. Avoid assessing broader scientific advancements not directly linked to societal transformation, such as medical or aerospace technology, unless they specifically relate to broader societal changes.

Common Misconceptions:
* Many students fail to see the link between technological advances and changes in daily life, such as how these developments led to the emergence of new social behaviors and networks.
* Students might assume that the decrease in manufacturing due to technological advances was universally negative, without understanding the subsequent growth and transformation in service sectors.
* Students often mistakenly believe that technological advancements only influenced economic activities, ignoring their profound impact on social structures, communication patterns, and personal lives.
* There is a misconception that transformations brought about by science and technology were evenly distributed across all sections of society, not recognizing disparities in access and benefits.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3373.0
Standard ID: KC-9.2.I+3
Standard Description: Explain how new developments in science and technology decreased manufacturing.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological advancements on the shift from manufacturing-based economies to service-based economies in the United States.
* Discuss the implications of robotic automation on employment in the manufacturing industry post-1980.
* Evaluate the relationship between global competition due to technological advancements and the decline in U.S. manufacturing.
* Explain how advancements in automation and computing technology contributed to a decrease in traditional manufacturing jobs.
* Identify key developments in science and technology after 1980 that impacted the manufacturing sector.
* Interpret graphs and charts that depict the decline of manufacturing jobs in contrast with growth in technology sectors.
* Use statistical data to illustrate trends in manufacturing employment and output before and after key technological innovations.

Assessment Boundaries:
* Assessment should address illustrative instances of how advancements in automation technology, robotics, and global competition influenced the decline in manufacturing jobs in the United States. It should emphasize understanding specific technological changes, such as just-in-time production, that contributed to shifts away from manufacturing toward service and technology sectors. Avoid broad or unrelated economic trends like globalization impacts not directly linked to technological influences on manufacturing.

Common Misconceptions:
* Another misconception is that the decline in manufacturing meant a collapse of American industrial capacity, rather than understanding that there was a shift towards more technologically advanced manufacturing processes that required fewer, but more skilled, workers.
* Some students might assume that the decline in manufacturing jobs was sudden rather than gradual, missing the complex interplay of technological progress, economic policies, and global competition leading to a slow transformation over decades.
* Students may believe that all manufacturing jobs were outsourced purely because of cheaper labor abroad, and not recognize that automation and technological advancements significantly reduced the need for labor in the manufacturing sector.
* There is a common misconception that technological advancements in one sector have no impact on others, whereas technological developments in areas such as computing and automation directly influenced reductions in manufacturing jobs due to increased efficiency and productivity requirements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3380.0
Standard ID: KC-9.2.II
Standard Description: The U.S. population continued to undergo demographic shifts that had significant cultural and political consequences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3381.0
Standard ID: KC-9.2.II+1+A
Standard Description: Explain how demographic shifts to the U.S. population had significant cultural consequences.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how immigration patterns after 1980 have contributed to cultural diversity in contemporary American society.
* Analyze primary and secondary sources to explain the cultural significance of demographic shifts in American society post-1980.
* Compare the cultural effects of demographic shifts in urban versus rural areas post-1980 using statistical data and maps.
* Evaluate the role of urbanization and suburbanization in shaping cultural trends in the U.S. after 1980.
* Explain the cultural consequences of aging populations within the United States since 1980.
* Identify key demographic shifts in the United States after 1980 and describe their cultural impacts.

Assessment Boundaries:
* Assessments should focus on identifying and analyzing specific demographic shifts, such as increased immigration from Latin America and Asia, internal migration towards the South and West, or changes in family structures and roles. Students should be able to discuss how these shifts affected cultural norms, values, and cultural representation in media and politics. Avoid broader political implications unless they directly relate to cultural consequences.

Common Misconceptions:
* A frequent misconception is that the only significant demographic shifts involved immigrants, ignoring internal migrations such as the movement to the South and West, which also deeply influenced American culture.
* Some students might mistakenly think that demographic shifts only influenced political outcomes, failing to recognize their influence on art, cuisine, music, and other cultural domains.
* Students may incorrectly believe that demographic shifts had no substantial impact on culture, overlooking changes in cultural norms, values, and representation in media and politics.
* There is often a misunderstanding that cultural impacts are homogenous across the nation, whereas changes varied widely in different regions and among different communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3382.0
Standard ID: KC-9.2.II+2+A
Standard Description: Explain how demographic shifts to the U.S. population had significant political consequences.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact demographic changes had on voting patterns and political party alignments.
* Compare primary and secondary sources regarding perspectives on demographic shifts and their political implications.
* Correlate demographic data, such as census statistics, with changes in political power structures and representation.
* Describe the political challenges and opportunities brought about by increasing diversity in the U.S. population and how these influenced political discourse.
* Evaluate the significance of demographic shifts in terms of their influence over major political policies and reforms implemented after 1980.
* Explain how demographic trends such as immigration and aging populations after 1980 shaped U.S. political landscapes.
* Identify the key demographic shifts in the U.S. population after 1980 and their immediate political consequences.
* Interpret electoral maps to assess how demographic changes influenced political outcomes in different regions.

Assessment Boundaries:
* Assessment should concentrate on the analysis of how particular demographic changes, such as shifts in population distributions or increased diversity, influenced political realignment and policymaking in the United States post-1980. Emphasize how these shifts affected voting patterns, party strategies, or legislative priorities. Avoid broader or unrelated changes such as purely economic effects or demographic changes outside the specified period.

Common Misconceptions:
* A common belief is that political reactions to demographic shifts were uniform across the country, overlooking the varied responses and policies at state and local levels.
* Some students might inaccurately think demographic shifts started only after 1980, thereby missing how this is part of a long historical process with roots in earlier population movements and policy changes.
* Students may assume that demographic shifts only had cultural or economic impacts, not recognizing their profound influence on political dynamics, such as changing voting patterns and political priorities.
* There is a misconception that immigration is the sole factor in demographic shifts, ignoring other elements like aging population, interstate migration, and changes in birth rates, all contributing to political consequences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3390.0
Standard ID: KC-9.3.I
Standard Description: The Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3391.0
Standard ID: KC-9.3.I+1+A
Standard Description: Explain how the Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze political cartoons and propaganda from the Reagan era to interpret public perceptions of U.S. foreign policy initiatives.
* Analyze the transition and continuity of U.S. interventionist policies from the Reagan administration to subsequent administrations after the Cold War.
* Compare and contrast the interventionist policies of the Reagan administration with those of the George H.W. Bush and Bill Clinton administrations, focusing on specific regional conflicts.
* Describe the influence of Reagan’s foreign policy on the geopolitical strategies of later U.S. administrations using political maps of the Cold War and post-Cold War periods.
* Discuss the long-term implications of Reagan's interventionist foreign policy on current U.S. international relations strategies.
* Evaluate primary and secondary sources to assess the impact of Reagan's foreign policy on international relations.
* Explain the rationale behind the Reagan administration's foreign policy decisions during the Cold War era.
* Identify key elements and events that characterized the Reagan administration's interventionist foreign policy.

Assessment Boundaries:
* Assessments should focus on evaluating students' understanding of specific examples and policies that illustrate the interventionist approach promoted by the Reagan administration and its continuity in subsequent administrations post-Cold War. These examples may include U.S. military interventions, diplomatic initiatives, or significant foreign policy decisions such as the Strategic Defense Initiative (SDI), support for anti-communist movements in Latin America, or the Persian Gulf War. Avoid assessing unrelated domestic policies or broader political ideologies beyond the scope of foreign intervention.

Common Misconceptions:
* Many students incorrectly believe that the interventionist foreign policy began and ended with the Reagan administration, not recognizing its continuation through subsequent administrations even after the Cold War ended.
* Some students may have the misconception that post-Cold War foreign policy was entirely peaceful, overlooking ongoing U.S. engagements and interventions that were part of the broader interventionist approach adopted first by Reagan.
* There is a common misunderstanding that Reagan's foreign policy was solely focused on military build-up, when in reality it also included diplomatic efforts and limited military interventions to assert opposition to communism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3400.0
Standard ID: KC-9.3.II
Standard Description: Following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3401.0
Standard ID: KC-9.3.II+1+A
Standard Description: Explain how, following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. military interventions in Afghanistan and Iraq on global perceptions of terrorism after September 11, 2001.
* Evaluate the role of the Patriot Act in expanding the U.S. government's capabilities to address domestic terrorism concerns and its impact on civil liberties.
* Explain the significance of the Bush Doctrine in reshaping U.S. foreign policy following the September 11 attacks.
* Identify and describe the primary sources that illuminate public opinion regarding U.S. anti-terrorism policies in the years following September 11.
* Identify key U.S. foreign policy initiatives implemented after the September 11, 2001 attacks to combat terrorism globally.
* Use maps and data sets to trace U.S. military presence in global regions following September 11 to combat terrorism, illustrating changes in military strategy.

Assessment Boundaries:
* Focus the assessment on students being able to describe and analyze how U.S. foreign policy efforts specifically targeted fighting terrorism globally after the 9/11 attacks. Assessments should include an understanding of the strategies such as military interventions in Afghanistan and Iraq, the role of NATO in counterterrorism, and international alliances or actions under initiatives like the Patriot Act. Avoid broader explorations into U.S. domestic policy changes unless they directly relate to international counterterrorism efforts post-9/11.

Common Misconceptions:
* Some students believe U.S. foreign policy post-9/11 only targeted the Middle East, not realizing its global reach including Asia and Africa.
* Students often fail to recognize the impact of the post-9/11 focus on terrorism on civil liberties and privacy concerns within the U.S., assuming these were unaffected.
* Students often mistake that the U.S. response to 9/11 was primarily military, not understanding the breadth of diplomatic, economic, and intelligence efforts used to combat terrorism globally.
* There is a misconception that the War on Terror was unanimously supported across the United States, ignoring significant domestic debates and opposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.1
Cluster Name: Contextualizing Period 9
Lesson Name: *None specified*
Lesson Order: 3360.0
Standard ID: Unit 9: Learning Objective A
Standard Description: Explain the context in which the United States faced international and domestic challenges after 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3440.0
Standard ID: KC-9.1.I
Standard Description: Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3441.0
Standard ID: KC-9.1.I+1+B
Standard Description: Explain why conservative beliefs regarding the need for traditional social values advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of economic dissatisfaction during the 1970s on the political success of conservative movements.
* Compare the conservative movement in the 1980s with previous conservative backlashes in U.S. history, including the political realignment that led many Southern White conservatives to shift from the Democratic to the Republican Party.
* Describe how prominent political leaders leveraged traditional social values to gain political support in the 1980s.
* Evaluate the influence of media and cultural narratives in advancing conservative social values in American politics.
* Explain how religious fundamentalism and its opposition to issues like abortion and gay marriage influenced conservative politics after 1980, including the role of organizations like the Moral Majority founded by Jerry Falwell.
* Identify the socio-political issues that contributed to the rise of conservative beliefs in the United States after 1980.
* Utilize political speeches and campaign materials from the 1980s to identify claims regarding traditional social values.

Assessment Boundaries:
* Assessment should focus on explaining the advancement of conservative beliefs regarding traditional social values in U.S. politics after 1980, including the influence of religious organizations like the Moral Majority, the role of political figures like Ronald Reagan in promoting these values, and the political realignment that shifted many Southern conservatives to the Republican Party. Students should be able to analyze how conservative messaging about traditional values resonated with voters and explain the relationship between religious conservatism and political conservatism during this period.

Assessment should not include detailed analysis of specific legislation related to family structures, gender roles, or immigration policies. Questions should avoid exploring pre-1980 conservative movements, economic impacts of conservative policies beyond their connection to social values, or in-depth analysis of opposing perspectives on social welfare programs. Statistical data on demographic changes or policy impacts should also be excluded.

Common Misconceptions:
* Some students might believe that religious organizations like the Moral Majority were peripheral to the conservative movement rather than recognizing their central role in mobilizing voters and shaping the Republican Party's social agenda after 1980.
* Some students might view the conservative movement after 1980 as completely unified, missing the internal debates and varying priorities among different conservative constituencies regarding which traditional values to emphasize.
* Students may think that conservative politicians primarily emphasized economic policies rather than understanding how traditional social values were strategically used to build political coalitions and appeal to voters.
* Students may underestimate how media messaging and campaign rhetoric about 'traditional American values' helped conservative ideas gain broader acceptance beyond religious communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3442.0
Standard ID: KC-9.1.I+2+B
Standard Description: Explain why conservative beliefs regarding the need for a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of major political scandals, like Watergate, on American trust in government and the subsequent rise of conservative ideology.
* Describe the influence of religious fundamentalism in supporting conservative calls for reduced government intervention in social and moral policies.
* Evaluate the role of Reaganomics in advancing conservative ideas of limited government and its economic effects on U.S. society.
* Explain how economic challenges of the 1970s, such as inflation and the Oil Shock, influenced public opinion towards reducing government roles.
* Identify the key political and social factors that led to the advancement of conservative beliefs about reducing government roles after 1980, including later movements such as the 1994 Republican Revolution and the Tea Party movement of the 2010s.
* Utilize primary sources, such as political speeches or campaign materials from the 1980s, to explain the arguments for reducing government roles.

Assessment Boundaries:
* Assessments based on this standard should focus on the advancement of conservative beliefs about reducing government roles from 1980 through the 2010s, including key policies of the Reagan administration (tax cuts, deregulation), the role of religious conservative groups like the Moral Majority, and later movements such as the 1994 Republican Revolution and the Tea Party. Students should demonstrate understanding of the political, economic, and social factors that contributed to these beliefs gaining traction, and be able to analyze primary sources such as political speeches or campaign materials that articulate arguments for reduced government.

Assessments should not include detailed analysis of pre-1980 conservative movements, specific impacts of policies on different demographic groups, or comparative analysis of economic outcomes from conservative policies. Questions about immigration policy, gender roles, family structures, diversity debates, or social welfare program impacts fall outside the scope of this standard and should be avoided. Additionally, students should not be expected to evaluate the effectiveness of conservative policies in achieving their stated goals.

Common Misconceptions:
* Students might believe that conservative economic policies like Reaganomics consistently reduced government spending and the federal deficit, when in fact Reagan's presidency saw significant increases in the national debt alongside tax reductions.
* Students might misunderstand supply-side economics as simply tax cuts, rather than recognizing it as a complex economic theory that argued reduced taxation would increase production, stimulate economic growth, and potentially generate higher government revenue despite lower tax rates.
* Students might perceive the conservative movement after 1980 as a monolithic group with uniform beliefs, rather than understanding the diverse coalition that included religious conservatives, fiscal conservatives, anti-communists, and working-class voters with varying priorities regarding government reduction.
* Students might think that conservative calls for reducing government meant eliminating government influence in all areas, when in reality conservative policies often maintained or expanded government in areas like military spending and certain social regulations aligned with traditional values.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3410.0
Standard ID: KC-9.1.I.A
Standard Description: Ronald Reagan's victory in the presidential election of 1980 represented an important milestone, allowing conservatives to enact significant tax cuts and continue the deregulation of many industries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3411.0
Standard ID: KC-9.1.I.A+1
Standard Description: Explain how Ronald Reagan's victory in the presidential election of 1980 represented an important milestone, allowing conservatives to enact significant tax cuts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Reagan's tax cuts on the American economy during the 1980s using primary and secondary sources for evidence, including the significant increase in federal deficit and national debt resulting from combined tax cuts and increased military spending.
* Describe the broader historical context within which Reagan's election victory allowed for the enactment of conservative policies, including his background as a Hollywood actor and California governor, and his effective campaign rhetoric such as 'Are you better off today than you were four years ago?'
* Evaluate differing perspectives on Reagan's tax cuts, including views from conservative and liberal commentators during the 1980s.
* Explain how Reagan's tax cuts, particularly the Economic Recovery Tax Act of 1981 which reduced income and estate taxes, represented a milestone for conservative economic policies.
* Explain the relationship between Reagan's election victory and the subsequent deregulation of industries in the United States.
* Identify the significant policy changes enacted by conservatives following Ronald Reagan's election victory in 1980.
* Utilize statistical data to assess the economic effects of Reagan's tax policies over time, including their impact on income inequality and wealth distribution.

Assessment Boundaries:
* Assessments based on this standard should focus on Reagan's 1980 election as a milestone for conservative economic policy, emphasizing the Economic Recovery Tax Act of 1981 and its key provisions reducing income and estate taxes. Questions should address the theoretical framework of supply-side economics ('Reaganomics'), the economic impacts of these tax cuts throughout the 1980s, and various contemporary perspectives on these policies. Assessment items may include Reagan's campaign rhetoric related specifically to economic issues.

Assessments should not include broader historical contexts of conservatism prior to 1980, social or cultural aspects of Reagan's presidency unrelated to tax policy, or detailed analysis of industry deregulation unless directly connected to tax legislation. Questions should avoid addressing family structure, immigration, diversity debates, social welfare programs, gender politics, or demographic impacts of economic policies, as these fall outside the scope of this standard.

Common Misconceptions:
* Some students may believe that the Economic Recovery Tax Act of 1981 immediately and permanently resolved the economic challenges of the late 1970s, without recognizing the mixed economic outcomes including significant increases in federal deficits and national debt during Reagan's presidency.
* Students might incorrectly assume that Reagan's tax cuts represented a completely new economic approach, rather than understanding they marked the implementation of conservative economic theories that had been developing in response to perceived failures of previous economic policies.
* Students might think that Reagan's tax cuts were solely designed to benefit wealthy Americans, rather than understanding they were part of a broader economic strategy (supply-side economics) that theorized tax reductions across income levels would stimulate economic growth and eventually increase government revenue.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3412.0
Standard ID: KC-9.1.I.A+2
Standard Description: Explain how Ronald Reagan's victory in the presidential election of 1980 represented an important milestone, allowing conservatives to continue the deregulation of many industries.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify the rationale behind the support for deregulation policies during Reagan's presidency.
* Analyze the impact of deregulation during the Reagan era on the U.S. economy.
* Describe the role of Reagan's presidency in promoting conservative economic policies.
* Evaluate the significance of Reagan's election victory on the conservative movement's policy achievements.
* Explain how Reagan's policies facilitated the process of deregulation in different sectors.
* Identify key industries that were deregulated as a result of Ronald Reagan's policies.

Assessment Boundaries:
* Assessments based on this standard should focus on specific industries deregulated during Reagan's presidency (including banking, transportation, environmental protection, and telecommunications), the policy mechanisms used to implement deregulation, and the immediate economic impacts of these policies. Students should be able to explain how Reagan's election facilitated conservative economic goals, analyze primary sources reflecting rationales for deregulation, and evaluate how deregulation efforts connected to broader conservative economic principles like supply-side economics.

Assessments should not include pre-1980 historical context of deregulation or conservatism, detailed statistical analysis of long-term economic impacts, or comparisons with social policy areas (immigration, family structure, gender roles). Questions about stakeholder influence on deregulation policy, technical aspects of regulatory frameworks, or detailed analysis of specific regulatory legislation should also be avoided.

Common Misconceptions:
* Some students might believe that deregulation during the Reagan era had exclusively positive economic outcomes, rather than recognizing the complex mix of benefits and challenges it created for different sectors, businesses, and consumers.
* Some students might view Reagan's deregulation policies as separate from his other economic initiatives, rather than understanding deregulation as part of a cohesive conservative economic approach that included tax cuts and reduced government spending.
* Students might misunderstand Reagan's role in deregulation by assuming he personally directed all regulatory changes, rather than recognizing how he enabled deregulation through appointments, policy priorities, and creating a supportive political environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3420.0
Standard ID: KC-9.1.I.B
Standard Description: Conservatives argued that liberal programs were counterproductive in fighting poverty and stimulating economic growth. Some of their efforts to reduce the size and scope of government met with inertia and liberal opposition, as many programs remained popular with voters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3421.0
Standard ID: KC-9.1.I.B+1
Standard Description: Explain the conservative argument that liberal programs were counterproductive in fighting poverty and stimulating economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources of conservative rhetoric from the 1980s to identify claims about the ineffectiveness of liberal poverty reduction programs.
* Analyze the economic and social arguments used by conservatives to support claims that liberal programs were counterproductive.
* Describe how public opinion influenced the conservative movement’s approach to reducing government size and scope, despite the popularity of certain liberal programs.
* Evaluate the evidence used by conservatives to argue that liberal policies hindered economic growth during the late 20th century.
* Explain how conservative critiques of liberal programs were reflected in policy debates and measures during the 1980s.
* Identify the main arguments presented by conservatives regarding the ineffectiveness of liberal programs in addressing poverty and economic growth.

Assessment Boundaries:
* Assessment should focus on conservative critiques of liberal programs' effectiveness in addressing poverty and stimulating economic growth during the 1980s. Students should analyze key conservative arguments (including supply-side economics, deregulation, and views on government dependency), examine conservative rhetoric in primary sources, and understand how these arguments were reflected in policy proposals and debates. Assessment should include consideration of how public opinion and political realities shaped conservative approaches to reducing government programs.

Assessment should not include comprehensive analysis of the actual economic or social outcomes of conservative policies, detailed evaluation of specific social safety net programs' effectiveness, or extensive coverage of pre-1980 conservative movements. Questions should avoid requiring students to take positions on the validity of conservative arguments and should not extend into broader cultural debates about immigration, diversity, gender roles, or family structures.

Common Misconceptions:
* Some students might believe that conservative arguments against liberal programs focused exclusively on economic theories, overlooking the ideological principles regarding individual responsibility and limited government intervention that underpinned these critiques.
* Some students might not recognize the political challenges conservatives faced in implementing their ideas, misunderstanding how public support for many existing liberal programs influenced conservative policy approaches and rhetoric.
* Students may incorrectly assume that conservatives sought to eliminate most government programs completely, rather than understanding that many conservatives advocated for modifications, reductions, or different approaches to addressing poverty and economic growth.
* Students might misinterpret supply-side economic theory as merely tax cuts for the wealthy, rather than understanding the broader conservative argument that reducing taxation and regulation across the economy would stimulate growth and indirectly address poverty through job creation and prosperity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3422.0
Standard ID: KC-9.1.I.B+2
Standard Description: Explain why the popularity of many programs with voters caused the conservative efforts to reduce the size and scope of government to be met with inertia and liberal opposition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the specific methods and rhetoric used by conservatives to argue for the reduction in size and scope of the federal government and how these were received by the public and political opponents.
* Assess the various strategies employed by liberals to oppose conservative efforts at reduction, including legislative tactics and public campaigns, and their relative success.
* Evaluate how the popularity of these programs contributed to political inertia, preventing significant policy changes despite conservative control in the 1980s. Explain the role of voter preferences, media influence, and institutional factors.
* Explain the relationship between the conservative policy agenda of the 1980s and earlier historical developments in American governmental policy, such as the New Deal and Great Society programs.
* Explain why these government programs maintained their popularity among voters, focusing on their perceived benefits and the social safety net they provided.
* Identify the key government programs developed during periods of liberal influence that remained popular with voters in the 1980s despite conservative efforts to reform or reduce them.
* Using political cartoons or propaganda posters from the time, analyze public sentiment regarding federal government programs and the political ideologies that influenced it. This involves identifying symbolic elements and interpreting their messages relative to the policy debates.

Assessment Boundaries:
* Assessments based on this standard should focus on specific social safety net programs (Social Security, Medicare, Medicaid) that remained popular during the Reagan era and the conservative rhetoric used to critique them. Questions should examine why these programs maintained voter support across political lines, the specific arguments conservatives made for reducing them, and the strategies liberals employed to defend them. The assessment should evaluate students' understanding of how public sentiment served as a barrier to conservative reform goals of the 1980s.

Assessments should not include statistical data analyzing the demographic impacts of social safety net programs or extend to policy reforms beyond the early 1990s. Questions about immigration policies, diversity debates, family structure controversies, gender role perspectives, or trade policy discussions are outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some learners may believe that resistance to conservative reforms came primarily from liberal politicians, overlooking how program popularity among voters across political affiliations created institutional inertia against change.
* Some students may incorrectly interpret the continued existence of social safety net programs as evidence that conservatives made no serious attempts to reform them, rather than understanding the complex political compromises that occurred during this period.
* Students might incorrectly assume that conservative efforts under Reagan successfully reduced most federal government programs, not recognizing that popular programs like Social Security and Medicare maintained strong voter support that prevented significant reductions.
* Students might misunderstand conservative rhetoric as focusing solely on fiscal concerns about government size, not recognizing the ideological components related to government's proper role that shaped reform efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3430.0
Standard ID: KC-9.1.I.C
Standard Description: Policy debates continued over free-trade agreements, the scope of the government social safety net, and calls to reform the U.S. financial system

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3431.0
Standard ID: KC-9.1.I.C+1
Standard Description: Explain the continued policy debates over free-trade agreements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and compare primary and secondary sources that document different perspectives on free-trade agreements.
* Analyze the role of political ideology in shaping the policy debates over free-trade agreements.
* Evaluate the impact of public opinion and interest groups on the continuation of policy debates regarding free-trade agreements.
* Examine maps or data on trade flows to assess their influence on policy debates regarding free trade.
* Explain how evolving domestic and international economic pressures have influenced policy debates over free-trade agreements.
* Identify key free-trade agreements that have been the center of policy debates.

Assessment Boundaries:
* Assessments should focus on major free-trade agreements (including but not limited to NAFTA, CAFTA, and WTO agreements) and the policy debates surrounding them from the 1980s through the 2010s. Students should be able to identify key agreements, analyze arguments made by proponents and opponents regarding economic impacts, explain how domestic and international economic pressures influenced these debates, and interpret data or primary sources representing different perspectives on free trade. Assessments should emphasize the role of political ideology in shaping trade policy positions while connecting to broader economic concepts like deregulation.

Assessments should not include detailed analysis of specific stakeholder groups' influence on trade policy, statistical impacts of financial reforms, or immigration patterns related to trade. Questions about technical aspects of trade agreement implementation, international relations beyond trade policy debates, or detailed economic modeling of trade outcomes also fall outside the scope of this standard.

Common Misconceptions:
* Learners might perceive free-trade policy debates as being driven primarily by economic considerations, not recognizing how political ideologies, cultural factors, and sovereignty concerns have significantly shaped positions on trade agreements.
* Some students might incorrectly assume that opposition to or support for free-trade agreements falls neatly along partisan lines, when these debates often create divisions within political parties and shift as economic conditions and national priorities change.
* Some students might think that free-trade agreements primarily benefit larger economies while disadvantaging smaller or developing economies, overlooking how various sectors within each country may experience different outcomes regardless of the country's economic size.
* Students may believe that debates over free-trade agreements emerged mainly in recent decades, when in fact significant policy disagreements have existed since the formation of early trade agreements, evolving in response to changing economic and political circumstances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3432.0
Standard ID: KC-9.1.I.C+2
Standard Description: Explain the continued policy debates over the scope of the government social safety net.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how political ideologies shape differing perspectives on the scope of the government social safety net.
* Compare the arguments of two primary sources reflecting opposing views on government involvement in social welfare.
* Evaluate the impact of past government policies on the current debates over the social safety net.
* Explain the relationship between economic trends and calls for expansions or reductions to the social safety net, including debates surrounding the Affordable Care Act of 2010 and its attempted repeals.
* Identify the key issues and positions in ongoing policy debates concerning the government social safety net.
* Interpret visual sources, such as political cartoons, to understand public sentiment towards the social safety net.
* Use statistical data to explain how changes in social safety net policies affect different demographic groups.

Assessment Boundaries:
* Assessments should focus on policy debates concerning social safety net programs in the post-1980 era, including Social Security, Medicare, Medicaid, welfare reform, and the Affordable Care Act. Students should analyze how political ideologies and economic theories influence different perspectives on these programs, explain the relationship between economic trends and arguments for expanding or reducing the safety net, and interpret visual sources reflecting public sentiment toward these programs.

Assessments should not include detailed statistical analysis of policy impacts on demographic groups, in-depth examination of primary sources representing opposing social welfare perspectives, or technical aspects of program implementation and administration. Additionally, assessments should avoid topics like immigration policy, family structure debates, gender-related policies, and trade policy that fall outside the direct scope of social safety net debates.

Common Misconceptions:
* Some students might believe that debates over the social safety net primarily concern program expansions, overlooking substantial discussions about reductions, restructuring, or restrictions advocated particularly by conservative movements since the 1980s.
* Some students might incorrectly assume that debates over the social safety net are driven purely by economic considerations, overlooking how political ideologies, cultural values, and partisan dynamics significantly shape these debates.
* Students may believe that positions on social safety net programs align strictly along party lines, when in reality there are diverse perspectives within political parties, with some conservatives supporting certain programs while opposing others, and similar variations among liberals.
* Students may misunderstand the breadth of the social safety net, thinking it mainly benefits the unemployed, when it encompasses healthcare programs (Medicare, Medicaid, ACA), retirement security (Social Security), and various forms of assistance for low-income workers and families.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3433.0
Standard ID: KC-9.1.I.C+3
Standard Description: Explain the continued policy debates over calls to reform the U.S. financial system

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand differing perspectives on financial reform policies.
* Evaluate the impact of financial policy reforms on the U.S. economy and society, considering both short-term and long-term effects.
* Explain how debates over financial reform reflect broader ideological divides in American politics.
* Identify the key policy debates related to the reform of the U.S. financial system from the 1980s to the present day.
* Utilize graphs or statistical data to assess the effectiveness of specific financial reforms in achieving their intended goals.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to explain key policy debates over U.S. financial system reforms from the 1980s to present, including specific legislative developments like banking deregulation, the Gramm-Leach-Bliley Act, and the Dodd-Frank Act. Questions should address how these debates reflect broader ideological perspectives on government regulation, require analysis of primary and secondary sources presenting different viewpoints on financial reform, and test understanding of how financial crises (like the 2008 recession) influenced reform arguments.

Assessments should not include statistical analysis of economic outcomes resulting from specific financial reforms or their impacts on demographic groups. Questions should avoid evaluating broader economic theories not directly tied to financial system reform debates, exploring social welfare policies beyond financial regulation, or requiring detailed knowledge of international financial systems.

Common Misconceptions:
* Some students might assume that financial reform debates center exclusively on banking regulations, missing how these debates often encompass broader concerns about consumer protection, market stability, and the relationship between government and financial institutions.
* Some students might believe that financial reform debates have primarily occurred in response to economic crises, overlooking the ongoing ideological tensions between advocates of regulation and deregulation that have persisted regardless of economic conditions.
* Students may incorrectly view financial deregulation and regulation as purely partisan positions, rather than understanding how these positions relate to competing economic theories and changing views about government's proper role in financial markets.
* Students might misunderstand the historical trajectory of financial reform debates, assuming that deregulation was a temporary trend rather than recognizing how it fundamentally shifted the framework of financial policy discussions from the 1980s onward.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3450.0
Standard ID: KC-9.2.II.C
Standard Description: Intense political and cultural debates continued over issues such as immigration policy, diversity, gender roles, and family structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3452.0
Standard ID: KC-9.2.II.C+2
Standard Description: Explain the continued intense political and cultural debates over diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of diversity-related debates on federal government policies, using primary source documents from legislative or executive actions.
* Analyze visual stimuli, such as political cartoons or posters, to interpret public sentiment and political stances on diversity issues.
* Compare differing perspectives presented in media or political speeches on issues of diversity.
* Correlate the debates over diversity with economic changes, assessing the interplay between demographic shifts and economic policies.
* Describe the effects of political and cultural debates over diversity on different demographic groups within the United States.
* Discuss the historical significance of major diversity-related protests or movements and how these have shaped contemporary debates.
* Evaluate the role of specific court cases or laws in shaping the debates about diversity and their long-term effects.
* Explain how demographic changes, particularly immigration and diversity, have fueled political and cultural debates in the United States.
* Explain how technological advancements and social media have influenced political and cultural debates about diversity.
* Identify the key political and cultural debates concerning diversity in the United States moving into the 21st century.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing significant court decisions (such as Obergefell v. Hodges) that have shaped political and cultural debates about diversity, and evaluating their long-term effects on American society. Students should demonstrate ability to interpret visual representations of diversity debates, recognize how political polarization has influenced these debates since 1980, and understand the role of various political and social movements in framing diversity issues.

Assessments should not include detailed analysis of specific immigration policies, family structure debates, gender role policy dimensions, or content evolution of specific diversity issues like affirmative action or multiculturalism. Questions about historical contexts of conservatism, economic dimensions of diversity, or policy impacts on social welfare programs should also be avoided unless directly connected to the political and cultural nature of diversity debates.

Common Misconceptions:
* Some students might misunderstand the relationship between political polarization and diversity debates, not recognizing how increasing partisan division since 1980 has shaped both the content and tone of discussions about diversity in American society.
* Students may incorrectly view diversity debates as primarily focused on racial issues, overlooking how these debates also encompass religious freedoms, LGBTQ+ rights (as evidenced in cases like Obergefell v. Hodges), and other aspects of identity and inclusion.
* Students might believe that debates over diversity emerged only recently, not recognizing that these discussions have evolved over decades with significant shifts in framing after the conservative political ascendancy of the 1980s.
* Students might incorrectly assume that court decisions and legislation related to diversity issues represent the resolution of cultural debates, rather than recognizing that legal changes often intensify rather than resolve underlying cultural conflicts about diversity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3453.0
Standard ID: KC-9.2.II.C+3
Standard Description: Explain the continued intense political and cultural debates over gender roles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how movements for gender equality have influenced policy debates about gender roles in diverse cultural contexts within the U.S.
* Compare the arguments made by different feminist movements regarding gender roles and their impacts on policy discussions.
* Corroborate or modify arguments about federal policies on gender roles using primary source documents from various social and political movements.
* Evaluate the impact of major court cases, legislation, and federal responses to public health crises such as the AIDS epidemic on shaping perceptions of gender roles and gender equality.
* Explain how different regions in the United States have responded to changing notions of gender roles and equality.
* Identify and describe the key cultural, social, and political factors contributing to intense debates over gender roles in the United States since the late 20th century.
* Utilize political cartoons, posters, and other visual media to describe and analyze societal attitudes towards gender roles over time.

Assessment Boundaries:
* Assessments based on this standard should focus on analyzing the evolution of political and cultural debates over gender roles from the 1980s to the present, including the influence of conservative movements, feminist perspectives, responses to public health crises such as the AIDS epidemic, and representations of gender in media and popular culture. Students should demonstrate understanding of how various social movements and historical events have shaped perceptions of gender roles in American society and the diverse perspectives within these debates.

Assessments should not include detailed analysis of specific legislation or court cases related to gender equality, regional variations in gender attitudes, or family structure debates unless directly illustrating broader gender role controversies. Additionally, students should not be assessed on technical legal knowledge or detailed policy analysis regarding gender-related legislation.

Common Misconceptions:
* Some students might incorrectly associate gender role debates exclusively with progressive movements, not recognizing how conservative movements like the Moral Majority significantly shaped these discussions.
* Some students might think that debates over gender roles are primarily concerned with women's issues, overlooking how these debates also encompass masculinity, LGBTQ+ identities, and broader questions about gender expression in society.
* Students may believe that shifts in gender role perspectives follow a simple linear progression toward greater equality, missing the complex cycles of change and resistance that have characterized these debates since the 1980s.
* Students might assume that feminist movements present a unified perspective on gender roles, overlooking the diversity of viewpoints within feminism regarding what gender equality means and how it should be achieved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3454.0
Standard ID: KC-9.2.II.C+4
Standard Description: Explain the continued intense political and cultural debates over family structures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of federal and state policies in shaping the debates over family structures, including the impact of the 2015 Obergefell v. Hodges Supreme Court decision on same-sex marriage rights.
* Critically assess primary and secondary source documents discussing family structures to identify biases and underlying arguments.
* Describe the continuity and change over time in family structure debates from the 20th to the 21st century.
* Evaluate how debates over family structures impact broader societal shifts, including gender roles and diversity.
* Explain how different perspectives on family structures are influenced by cultural, political, and religious beliefs.
* Identify key debates concerning family structures in contemporary U.S. history, such as those involving gender roles and marriage.
* Utilize political cartoons from recent decades to explain differing perspectives on family structures.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying and explaining the continued political and cultural debates over family structures in the post-1980 United States, including the diverse perspectives within these debates. Students should be able to recognize significant events that catalyzed these debates, such as the 2015 Obergefell v. Hodges Supreme Court decision on same-sex marriage, and understand how conservative movements like the Moral Majority contributed to shaping public discourse around traditional family values.

Assessments should not include detailed analysis of specific federal or state policies and their implementation impacts on different family types. Additionally, historical contexts of family structures before 1980, the technical analysis of media representations of family structures, and the economic dimensions of family policy fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might perceive debates over family structures as isolated social issues, without recognizing their connection to broader conservative movements like the Moral Majority that mobilized around traditional family values as part of their political agenda.
* Some students might think that debates over family structures began only recently with the same-sex marriage movement, overlooking how these discussions have evolved throughout the post-1980 period and incorporated various perspectives on traditional and non-traditional family models.
* Students may incorrectly view the Obergefell v. Hodges decision as resolving or ending debates over family structures, rather than understanding it as a significant moment within ongoing political and cultural conversations that continue to evolve.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.2
Cluster Name: 1. Reagan and Conservatism
Lesson Name: *None specified*
Lesson Order: 3410.0
Standard ID: Unit 9: Learning Objective B
Standard Description: Explain the causes and effects of continuing policy debates about the role of the federal government over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3460.0
Standard ID: KC-9.3.I.A
Standard Description: Reagan asserted U.S. opposition to communism through speeches, diplomatic efforts, limited military interventions, and a buildup of nuclear and conventional weapons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3461.0
Standard ID: KC-9.3.I.A+1
Standard Description: Explain how Reagan asserted U.S. opposition to communism through speeches.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Reagan's speeches on public perception of U.S. foreign policy during the Cold War.
* Compare Reagan's speech rhetoric with other diplomatic efforts against communism during his presidency.
* Evaluate the effectiveness of Reagan's speeches in garnering international support for U.S. anti-communist policies.
* Explain how Reagan's speeches advocated for specific foreign policies against communism.
* Identify the key themes and phrases used in Reagan's speeches to assert U.S. opposition to communism, including his 'evil empire' speech delivered in 1983 that denounced the Soviet Union as morally evil.
* Use primary source transcripts of Reagan's speeches to identify changes in his rhetoric over time.

Assessment Boundaries:
* Assessments based on this standard should focus on Reagan's rhetorical strategies in his major anti-communist speeches, including the 'Evil Empire' speech (1983) and the Berlin Wall speech (1987). Students should demonstrate understanding of key themes, phrases, and arguments Reagan used to articulate opposition to communism, as well as how these speeches advocated for specific foreign policies and influenced public perception of the Cold War. Assessments may include basic analysis of how Reagan's rhetoric evolved over his presidency and its intended impact on domestic and international audiences.

Assessments should not include detailed analysis of Reagan's military strategies, defense spending figures, or the economic impact of his policies on the Soviet Union. Questions about specific diplomatic negotiations, detailed treaty provisions, military interventions, or in-depth examination of Eastern European political movements should be excluded. Additionally, comprehensive content analysis of speech patterns across Reagan's presidency and post-Cold War developments fall outside the scope of this standard.

Common Misconceptions:
* Some students might believe Reagan's speeches were the primary cause of the Cold War's end, overlooking other critical factors such as economic challenges within the Soviet Union, Gorbachev's reforms, and broader diplomatic efforts.
* Some students might incorrectly assume Reagan's speeches represented spontaneous personal opinions rather than carefully crafted strategic communications designed to advance specific foreign policy objectives and shape public opinion about the Cold War.
* Students might misunderstand that Reagan's anti-communist speeches primarily targeted the Soviet Union as the main adversary, rather than equally addressing all communist nations around the world.
* Students might perceive Reagan's rhetoric toward the Soviet Union as consistently confrontational, when his speeches often balanced criticism of communism with expressions of respect for Russian people and, especially in his second term, included calls for cooperation and peace.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3462.0
Standard ID: KC-9.3.I.A+2
Standard Description: Explain how Reagan asserted U.S. opposition to communism through diplomatic efforts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Reagan's diplomatic efforts on U.S.-Soviet relations during his presidency.
* Describe the outcomes of Reagan's diplomatic efforts in reducing tensions with the Soviet Union.
* Evaluate Reagan's diplomatic strategies in the context of the broader Cold War and their effectiveness in opposing communism.
* Explain how Reagan's diplomatic efforts contributed to the United States' strategies against communism in international relations.
* Identify Reagan's key diplomatic efforts used to oppose communism during his presidency.

Assessment Boundaries:
* Assessments based on this standard should focus on Reagan's key diplomatic initiatives opposing communism, including the series of summits with Gorbachev (Geneva, Reykjavik, Washington, and Moscow) from 1985-1987, the negotiation of the Intermediate-Range Nuclear Forces (INF) Treaty, and how Reagan's diplomatic rhetoric functioned as part of his diplomatic approach. Students should demonstrate understanding of how these diplomatic efforts represented opposition to communism while simultaneously creating opportunities for negotiation and reducing tensions.

Assessments should not include detailed military spending data, specific Eastern European political movements, post-Cold War interventions, or comprehensive content analysis of Reagan's speeches. Questions about the effectiveness of Reagan's diplomatic strategies should focus on their direct impacts on U.S.-Soviet relations rather than broader geopolitical changes in Eastern Europe or the post-Cold War international order.

Common Misconceptions:
* Some learners might mistakenly view the summits between Reagan and Gorbachev as merely symbolic meetings rather than recognizing their concrete diplomatic outcomes, including arms reduction agreements and improved communication channels.
* Some students might incorrectly believe that Reagan's diplomatic initiatives with the Soviet Union represented an abandonment of his anti-communist stance, rather than a strategic approach that maintained ideological opposition while pursuing practical engagement.
* Students may misunderstand the relationship between Reagan's strong anti-communist rhetoric (such as the 'evil empire' speech) and his willingness to engage in substantive diplomatic negotiations, seeing these as contradictory rather than complementary approaches.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3463.0
Standard ID: KC-9.3.I.A+3
Standard Description: Explain how Reagan asserted U.S. opposition to communism through limited military interventions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents or speeches from the Reagan era to understand the administration's messaging and justification for military interventions.
* Analyze the impacts of Reagan's limited military interventions on U.S. foreign policy and global perceptions of American power.
* Evaluate the effectiveness and controversy surrounding Reagan's military interventions by examining contemporaneous and modern perspectives, including the Iran-Contra Affair that revealed tensions in executive foreign policy powers.
* Explain how these military interventions were situated within the broader context of the Cold War tensions, exemplified by the Reagan Doctrine that supported anti-communist resistance movements in Afghanistan, Angola, Cambodia, and Nicaragua.
* Explain the rationale behind choosing limited military interventions as a strategy to assert opposition to communism under Reagan's presidency.
* Identify specific instances of limited military interventions during Reagan's presidency that were intended to oppose communism, including the 1983 invasion of Grenada where American forces overthrew a pro-Cuban regime.
* Utilize maps to identify geographic regions where these interventions occurred and examine the strategic importance of these regions in the context of Cold War geopolitics.

Assessment Boundaries:
* Assessments based on this standard should focus on specific limited military interventions during Reagan's presidency that opposed communism, including the 1983 invasion of Grenada (Operation Urgent Fury) and support for anti-communist resistance movements under the Reagan Doctrine in places like Afghanistan, Angola, Cambodia, and Nicaragua. Students should understand the strategic rationale, implementation, outcomes, and controversies of these interventions, including the Iran-Contra Affair and the constraints posed by the Boland Amendment. Assessments should emphasize how these actions demonstrated Reagan's approach to asserting U.S. opposition to communism without engaging in large-scale warfare.

Assessments should not include comprehensive analysis of Reagan's speeches, nuclear buildup strategies, or detailed military expenditure data unless directly connected to specific limited military interventions. Questions about Eastern European political movements, post-Cold War military actions, or the diplomatic outcomes following the Soviet Union's dissolution are outside this standard's scope. Additionally, analysis of international perspectives on American power or public opinion data regarding these interventions should be avoided.

Common Misconceptions:
* Learners may incorrectly view Reagan's limited military interventions as isolated tactical decisions rather than part of a broader strategic doctrine that systematically supported anti-communist resistance movements across multiple regions.
* Some students might confuse Reagan's approach to opposing communism through limited military interventions with strategies aimed at directly confronting or provoking military conflict with the Soviet Union itself, when interventions typically targeted regional communist influences.
* Students may believe that Reagan's limited military interventions primarily involved direct U.S. combat operations, when many consisted of covert support, training, funding, and supplying equipment to anti-communist forces through indirect means.
* Students might misunderstand the legal and political constraints on Reagan's anti-communist initiatives, such as how the Boland Amendment restricted aid to the Nicaraguan Contras, which contributed to the controversial Iran-Contra affair.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3464.0
Standard ID: KC-9.3.I.A+4
Standard Description: Explain how Reagan asserted U.S. opposition to communism through a buildup of nuclear and conventional weapons.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Reagan’s nuclear and conventional weapons buildup on U.S.-Soviet Union relations.
* Compare Reagan’s defense buildup with previous U.S. military strategies during the Cold War.
* Evaluate the historical significance of the military buildup in ending the Cold War.
* Explain how Reagan's buildup of nuclear and conventional weapons exemplified the U.S. opposition to communism.
* Identify and describe the key components of the nuclear and conventional military buildup during the Reagan administration, including the Strategic Defense Initiative (SDI or 'Star Wars'), and explain how these contributed to Soviet economic strain.
* Utilize documents and data sets reflecting military expenditures to explain Reagan’s defense priorities.

Assessment Boundaries:
* Assessments based on this standard should focus on Reagan's specific initiatives to build up nuclear and conventional weapons as opposition to communism, including the Strategic Defense Initiative (SDI) and the Reagan Doctrine's support for anti-communist resistance movements. Students should demonstrate understanding of how these military buildups affected U.S.-Soviet relations, contributed to Soviet economic strain, and played a role in the broader Cold War dynamics that eventually led to its conclusion.

Assessments should not include comprehensive budget figures or economic data related to Reagan-era military expenditures, content analysis of Reagan's anti-communist speeches, or detailed examination of diplomatic initiatives and arms reduction talks except as they directly relate to the weapons buildup. Post-Cold War military interventions, Eastern European political movements, and international perspectives on American power use also fall outside this standard's scope.

Common Misconceptions:
* Some students might believe that Reagan's buildup of nuclear and conventional weapons was solely an aggressive move, not recognizing that it was also intended as a deterrent against Soviet expansion and to strengthen America's negotiating position.
* Some students might incorrectly view Reagan's military buildup as directly causing the end of the Cold War, without recognizing multiple contributing factors including internal Soviet economic problems, political changes in Eastern Europe, and diplomatic initiatives.
* Students might incorrectly assume that the Strategic Defense Initiative (SDI or 'Star Wars') was fully implemented and operational during Reagan's presidency, rather than understanding it remained primarily a research program that never became fully operational.
* Students might misunderstand the relationship between Reagan's military buildup and arms reduction treaties, potentially viewing these as contradictory strategies rather than seeing how the buildup was used to negotiate from a position of strength.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3470.0
Standard ID: KC-9.3.I.B
Standard Description: Increased U.S. military spending, Reagan’s diplomatic initiatives, and political changes and economic problems in Eastern Europe and the Soviet Union were all important in ending the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3471.0
Standard ID: KC-9.3.I.B+1
Standard Description: Explain the importance of Increased U.S. military spending in ending the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of increased U.S. military spending on diplomatic negotiations with the Soviet Union, leading to disarmament agreements such as the INF Treaty.
* Evaluate how Reagan's military initiatives created economic pressure on the Soviet Union, contributing to the Cold War's conclusion.
* Explain how U.S. military spending contributed to overcoming Soviet economic capabilities and hastening the end of the Cold War.
* Identify the extent of U.S. military spending during the Cold War era, focusing on key programs and budgets.
* Use economic data comparisons to analyze the impact of military spending on the U.S. economy versus the Soviet economy during the Cold War.

Assessment Boundaries:
* Assessment based on this standard should focus on key U.S. military spending initiatives during the Reagan administration, particularly the Strategic Defense Initiative (SDI) and conventional weapons buildup. Questions should address how these military initiatives created economic pressure on the Soviet Union and influenced diplomatic negotiations leading to arms control agreements such as the INF Treaty. Assessment should emphasize the causal relationship between U.S. military expenditures and Soviet economic challenges that contributed to the Cold War's conclusion.

Assessment should not include detailed budget figures, comprehensive economic data, or comparative spending across administrations. Questions should avoid focusing on post-Cold War military interventions, Eastern European political movements, or content analysis of Reagan's speeches. Assessment should not require detailed knowledge of internal Soviet political dynamics beyond their direct relationship to U.S. military spending pressures.

Common Misconceptions:
* Learners might not recognize the connection between Reagan's military buildup and the diplomatic breakthroughs that followed, particularly how military spending strengthened the U.S. negotiating position leading to agreements like the INF Treaty.
* Some students may underestimate how specific programs like the Strategic Defense Initiative (SDI) influenced Soviet decision-making by forcing costly responses that strained their economy and pushed them toward arms control negotiations.
* Students might believe that increased U.S. military spending was primarily about accumulating weapons rather than understanding its strategic purpose in creating economic pressure that the Soviet system could not sustain.
* Students might incorrectly view the end of the Cold War as inevitable due to internal Soviet weaknesses alone, without appreciating how U.S. military spending accelerated economic challenges that influenced Soviet reform decisions under Gorbachev.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3472.0
Standard ID: KC-9.3.I.B+2
Standard Description: Explain the importance of Reagan’s diplomatic initiatives in ending the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to explain Reagan's role in Cold War diplomacy.
* Assess the relative importance of diplomatic versus military approaches in Reagan's strategies to end the Cold War.
* Evaluate the impact of Reagan's diplomatic initiatives on the eventual collapse of the Soviet Union.
* Explain how Reagan's diplomatic initiatives contributed to changes in the political and economic structures of Eastern Europe and the Soviet Union.
* Identify the specific diplomatic initiatives undertaken by Reagan to facilitate the end of the Cold War, including the START I (1991) and START II (1992) treaties that dramatically reduced nuclear arsenals.

Assessment Boundaries:
* Assessment should focus on Reagan's key diplomatic initiatives including the Geneva Summit (1985), Reykjavik Summit (1986), and the resulting treaties (INF Treaty, START I, START II) that contributed to ending the Cold War. Students should analyze how these initiatives related to Gorbachev's reforms (glasnost and perestroika), influenced political changes in Eastern Europe, and contributed to the eventual dissolution of the Soviet Union. Assessment should also evaluate the complementary roles of diplomatic and strategic pressure (including the Strategic Defense Initiative) in Reagan's approach to Soviet relations.

Assessment should not include detailed analysis of military expenditure data, specific Eastern European political movements, or post-Cold War geopolitical developments beyond the immediate consequences of the Soviet dissolution. Comprehensive analysis of Reagan's rhetoric, detailed examination of internal Soviet economic problems, and post-Cold War U.S. military interventions are outside the scope of this standard.

Common Misconceptions:
* Some students may believe that Reagan's diplomatic initiatives alone caused the collapse of the Soviet Union, not recognizing that internal economic challenges, political reform movements, and Gorbachev's policies of glasnost and perestroika were significant contributing factors.
* Some students may confuse the chronology and causal relationships of key events, failing to recognize that while Reagan's diplomatic initiatives contributed to reducing Cold War tensions, events like the fall of the Berlin Wall and Soviet dissolution occurred after many of Reagan's most important diplomatic efforts had concluded.
* Students might incorrectly assume that Reagan's approach was primarily confrontational, overlooking his evolution toward substantive negotiation and compromise during summits with Gorbachev that produced meaningful arms reduction agreements.
* Students might misunderstand the relationship between Reagan's Strategic Defense Initiative (SDI) and his diplomatic achievements, viewing it simply as a military program rather than recognizing how it functioned as diplomatic leverage that influenced negotiations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3473.0
Standard ID: KC-9.3.I.B+3
Standard Description: Explain the importance of political changes and economic problems in Eastern Europe and the Soviet Union in ending the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the dissolution of the Soviet Union into fifteen independent nations following the failed coup against Gorbachev in 1991 on the geopolitical landscape of Eastern Europe.
* Assess the significance of the fall of the Berlin Wall as a symbol of political change and Cold War termination.
* Compare political developments in two Eastern European countries during the Cold War's final years to understand varied paths to reform and independence.
* Evaluate the role of Eastern European political movements, like the Solidarity movement in Poland, in accelerating the end of the Cold War.
* Explain how internal political reforms in the Soviet Union, such as Glasnost and Perestroika, influenced the collapse of the Cold War.
* Identify the key political changes in Eastern Europe that contributed to the end of the Cold War.
* Utilize primary source documents to identify and explain the arguments of Eastern European leaders advocating for political reforms during the late 1980s.

Assessment Boundaries:
* Assessments based on this standard should focus on major political reforms in the Soviet Union (glasnost and perestroika), the symbolic importance of the Berlin Wall's fall, the general pattern of communist regime collapse in Eastern Europe, and the economic challenges that contributed to these changes. Students should demonstrate understanding of how these internal political changes and economic problems within the Soviet bloc contributed to ending the Cold War during the period from approximately 1985-1991, including Gorbachev's leadership role and the ultimate dissolution of the Soviet Union.

Assessments should not include detailed analysis of country-specific political movements in Eastern Europe, comprehensive data on U.S. military spending, or developments that occurred after the Soviet Union's dissolution. Questions about Reagan's specific policies, post-Cold War diplomatic relationships, U.S. military interventions beyond brief mention of the Persian Gulf War, or detailed analysis of international reactions to the Cold War's end should be avoided.

Common Misconceptions:
* Some students may think that political changes in Eastern Europe and the Soviet Union occurred simultaneously and at the same pace, not recognizing that reform movements progressed differently across the region with some transitions being relatively peaceful while others involved significant conflict.
* Some students might assume that the fall of the Berlin Wall in 1989 immediately ended the Cold War, not understanding that this event, while symbolically powerful, was part of a process that culminated with the Soviet Union's dissolution in 1991 following failed coup attempts and political restructuring.
* Students might believe that Gorbachev introduced political reforms like glasnost and perestroika with the intention of ending communism or dissolving the Soviet Union, rather than attempting to strengthen and preserve the existing system through modernization.
* Students might incorrectly attribute the end of the Cold War exclusively to political reforms, overlooking how economic problems such as production inefficiencies, consumer goods shortages, and unsustainable military spending created pressures that made reform necessary.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3480.0
Standard ID: KC-9.3.I.C
Standard Description: The end of the Cold War led to new diplomatic relationships but also new U.S. military and peacekeeping interventions, as well as continued debates over the appropriate use of American power in the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3481.0
Standard ID: KC-9.3.I.C+1
Standard Description: Explain how the end of the Cold War led to new diplomatic relationships.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the United States in international organizations and alliances formed after the Cold War as the world shifted from a bipolar structure to a multipolar system including Europe, Japan, China, India, and Brazil.
* Compare and contrast the United States' diplomatic strategies before and after the Cold War using primary and secondary sources.
* Evaluate the effectiveness of new diplomatic relationships initiated by the United States after the Cold War.
* Explain how the end of the Cold War impacted the formation of new diplomatic initiatives and accelerated globalization characterized by increased international trade and cultural exchange as former communist countries integrated into the global economy.
* Identify maps or documents that illustrate changes in U.S. diplomatic relations post-Cold War and explain their significance.
* Identify new diplomatic relationships established by the United States following the end of the Cold War.

Assessment Boundaries:
* Assessments based on this standard should focus on how the end of the Cold War reshaped diplomatic relationships through major events including the fall of the Berlin Wall, German reunification, Soviet dissolution, and key treaties like START I/II and the INF Treaty. Students should demonstrate understanding of the shift from a bipolar to multipolar global structure and how this transition facilitated new diplomatic initiatives and accelerated globalization through increased international trade and cultural exchanges. Assessment should include how former adversaries developed new relationships and how international organizations adapted to the post-Cold War environment.

Assessments should not include detailed analysis of military interventions or peacekeeping missions unless directly connected to diplomatic negotiations. Specific country-by-country political developments in Eastern Europe, detailed NATO expansion processes, economic data on military expenditures, or in-depth analysis of post-Cold War foreign policy doctrines should be excluded from assessment.

Common Misconceptions:
* Learners may believe that new diplomatic relationships after the Cold War primarily involved the United States and Russia, overlooking how the shift to a multipolar world created new diplomatic connections among various nations including China, European countries, and emerging powers.
* Some students might assume that new diplomatic relationships formed after the Cold War immediately resolved previous tensions, without recognizing that many geopolitical challenges evolved into different forms of international competition and cooperation.
* Students may incorrectly believe that globalization after the Cold War affected primarily political relationships, without recognizing how diplomatic changes facilitated broader economic integration and cultural exchanges between formerly separated regions.
* Students might think that the end of the Cold War was a single event rather than a process marked by several key diplomatic developments including the fall of the Berlin Wall, German reunification, and the eventual dissolution of the Soviet Union.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3482.0
Standard ID: KC-9.3.I.C+2
Standard Description: Explain how the end of the Cold War led to new U.S. military and peacekeeping interventions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of post-Cold War U.S. military interventions on international relations and global perceptions of American power.
* Describe the relationship between the dissolution of the Soviet Union and the subsequent strategic military actions undertaken by the United States.
* Evaluate the effectiveness of U.S. peacekeeping efforts in maintaining stability in regions affected by the Cold War's end.
* Explain how changes in U.S. foreign policy after the Cold War influenced American military strategy and interventions worldwide.
* Explain the role of U.S. peacekeeping missions initiated due to the geopolitical changes resulting from the end of the Cold War.
* Identify key U.S. military interventions that occurred after the end of the Cold War, explaining the reasons behind each intervention, including the Persian Gulf War (1991) where President Bush built a 29-nation coalition for Operation Desert Storm.
* Use primary and secondary sources to analyze debates over the use of American military power in the post-Cold War era, identifying different perspectives and arguments.

Assessment Boundaries:
* Assessment should focus on explaining how the end of the Cold War and dissolution of the Soviet Union in 1991 created a new geopolitical context for U.S. military interventions, with primary emphasis on the Persian Gulf War (1991) as a key example. Students should understand the shift from a bipolar to multipolar world order and how this affected America's strategic calculations, alongside basic knowledge of debates over the appropriate use of American military power in the post-Cold War era.

Assessment should not include detailed analysis of multiple U.S. military interventions beyond the Persian Gulf War, specific peacekeeping mission mandates, or comprehensive international reactions to American military actions. Additionally, detailed arguments for or against military interventions, evolution of post-Cold War foreign policy doctrines, and country-specific political developments in Eastern Europe fall outside the assessment boundary.

Common Misconceptions:
* Learners may believe that U.S. military actions after the Cold War occurred without international cooperation or coalition-building, overlooking examples like the 29-nation coalition formed during Operation Desert Storm.
* Some students may mistakenly view the Persian Gulf War (1991) as a continuation of Cold War tensions, rather than recognizing it as representing a new type of military intervention occurring after the Soviet Union's dissolution.
* Students might incorrectly assume that the transition from a bipolar to multipolar world system following the Cold War's end reduced debates about U.S. military power, when these debates actually continued and evolved around questions of America's role in the new international order.
* Students might incorrectly believe that the end of the Cold War eliminated the need for U.S. military interventions globally, rather than understanding that interventions continued but with different justifications and in new geopolitical contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3483.0
Standard ID: KC-9.3.I.C+3
Standard Description: Explain how the end of the Cold War led to continued debates over the appropriate use of American power in the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the dissolution of the Soviet Union influenced the United States' foreign policy approaches and debates about its international role.
* Analyze primary sources, such as international reaction to U.S. policies, to discuss the global perspective on American power use.
* Compare the viewpoints of different political leaders and scholars on America's role in global affairs post-Cold War.
* Discuss the role of international organizations, like the UN, in shaping debates on American military engagement and their criticisms or support of U.S. actions.
* Evaluate the impact of the Bush Doctrine and the War on Terror in shaping the debate on U.S. military power.
* Examine maps and strategic military documents to understand geographic focuses of U.S. military power post-Cold War and their implications for global politics.
* Explain the arguments for and against U.S. military interventions following the end of the Cold War, citing specific examples.
* Identify and describe changes in U.S. foreign policy objectives following the end of the Cold War by examining primary source speeches of Presidents during this period.
* Identify key events and interventions by the United States after the Cold War that contributed to debates over its power use.
* Use data and graphs to assess and explain public opinion trends on U.S. military interventions in the decades following the Cold War.

Assessment Boundaries:
* Assessment should focus on students' ability to explain how the Cold War's conclusion sparked debates about American power use internationally, including limited analysis of the Persian Gulf War (1991), the transition from a bipolar to multipolar international system, and comparisons of different viewpoints on America's global role. Students should be able to identify how Soviet dissolution influenced U.S. foreign policy approaches and connect this to subsequent debates about American interventions and international engagement.

Assessment should exclude detailed analysis of multiple post-Cold War military interventions beyond the Persian Gulf War, specific U.S. peacekeeping missions, comprehensive examination of post-2001 foreign policy doctrines, and geopolitical developments in Eastern Europe following Soviet dissolution. Questions about Reagan-era policies, international organizations, or public opinion data regarding U.S. military actions also fall outside this standard's scope.

Common Misconceptions:
* Some students might misunderstand the Persian Gulf War (1991) as unrelated to post-Cold War debates, rather than seeing it as a significant event that sparked discussions about America's military role in the new international order.
* Some students might think that the end of the Cold War created a period of global harmony and significantly reduced international conflicts, overlooking how new debates and tensions emerged about America's military and political roles in a changing world order.
* Students may believe that the dissolution of the Soviet Union automatically positioned the U.S. as an unchallenged global leader, not recognizing the emergence of a more complex multipolar system with rising powers that influenced debates about appropriate American power projection.
* Students may incorrectly focus on military aspects when analyzing debates over American power after the Cold War, overlooking how economic influence, diplomatic approaches, and cultural factors were also central to discussions about America's proper global role.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.3
Cluster Name: 2. The End of the Cold War
Lesson Name: *None specified*
Lesson Order: 3460.0
Standard ID: Unit 9: Learning Objective C
Standard Description: Explain the causes and effects of the end of the Cold War and its legacy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3490.0
Standard ID: KC-9.2.I.A
Standard Description: Economic productivity increased as improvements in digital communications enabled increased American participation in worldwide economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3491.0
Standard ID: KC-9.2.I.A+1
Standard Description: Explain how economic productivity increased as improvements in digital communications enabled increased American participation in worldwide economic opportunities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how international economic institutions like the World Trade Organization influenced American participation in global markets, including debates over their effects on labor standards and environmental protections.
* Compare how different American industries (such as music, news media, and retail) have been transformed by digital technologies, affecting their production, distribution, and consumption models.
* Evaluate how geopolitical changes such as the end of the Cold War, alongside digital communication advancements, contributed to accelerated economic globalization and affected American global competitiveness in the 1990s.
* Explain the relationship between digital communication advancements and increased economic productivity in the United States.
* Identify specific communication technologies (such as satellites, fiber optics, and cellular phones) and explain how they facilitated American participation in global markets and business operations.
* Use graphs and data sets to illustrate the correlation between digital communication adoption and economic productivity growth in the U.S. over time.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific digital communication technologies from the 1980s through 2008 (such as satellites, fiber optics, cellular phones, and the internet) enabled increased American participation in worldwide economic opportunities. Students should demonstrate understanding of the relationship between these technologies and economic productivity across multiple sectors, the role of international economic frameworks like NAFTA and WTO, and how digital communications contributed to the changing nature of work and economic globalization. Assessments may include general patterns of industry transformation without requiring technical implementation details.

Assessments should not include detailed statistical analysis of economic impacts, post-2008 developments like social media or cloud computing, or comprehensive analysis of government policy impacts beyond their general relationship to digital communication advancements. Additionally, industry-specific implementation strategies, the internet's effects on education, and visual/artistic representations of technological change should be excluded from assessment.

Common Misconceptions:
* Learners may attribute American participation in worldwide economic opportunities primarily to trade agreements like NAFTA, underestimating how digital communication technologies created the technical infrastructure that made global business operations and outsourcing practically feasible.
* Some students might think that digital communication advances benefited all economic sectors and workers equally, not recognizing that while overall productivity increased, manufacturing jobs declined, wages stagnated for many workers, and economic inequality grew during this period.
* Students may believe that digital communications primarily increased economic productivity through faster message transmission, overlooking how these technologies enabled fundamental business transformations including e-commerce, global supply chains, and new service delivery models.
* Students might assume that the economic impacts of digital communications were immediate and revolutionary, rather than understanding that the transformation of industries and business practices occurred gradually from the 1980s through the 2000s as technologies were adopted and adapted across different sectors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3500.0
Standard ID: KC-9.2.I.B
Standard Description: Technological innovations in computing, digital mobile technology, and the internet transformed daily life, increased access to information, and led to new social behaviors and networks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3501.0
Standard ID: KC-9.2.I.B+1
Standard Description: Explain how technological innovations in computing, digital mobile technology, and the internet transformed daily life.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of digital mobile technology on social interactions and personal behavior.
* Analyze visual media, such as political cartoons or digital artworks, to explain societal reactions to technological innovations.
* Compare primary and secondary sources to understand diverse perspectives on the impact of internet and mobile technologies on daily life.
* Evaluate how access to information has been transformed by the internet and its impact on education and learning.
* Explain how computing technologies have influenced daily work and communication practices.
* Identify key technological innovations in computing, digital mobile technology, and the internet and describe their features.
* Utilize statistical data to assess the growth of digital technologies and their adoption in various societal sectors.

Assessment Boundaries:
* Assessments based on this standard should focus on specific technological innovations in computing, digital mobile technology, and the internet from the 1980s onwards, examining how they transformed everyday activities such as communication, information access, consumer behavior, and social networking. Questions should address how these technologies changed work practices, personal communication patterns, social interactions, and media consumption, including the evaluation of diverse perspectives on these changes through primary and secondary sources.

Assessments should not include detailed economic analysis, industry-specific implementation strategies, comprehensive statistical data, or government policies related to economic transitions. Questions about the internet's impact on formal education, visual/artistic representations of technological change, and technological developments beyond approximately 2010 should be avoided, as should questions requiring specialized technical knowledge of how these technologies function.

Common Misconceptions:
* Some students might focus primarily on hardware innovations (computers, mobile phones) without recognizing how software developments and networking infrastructure were equally important in transforming daily life experiences.
* Some students might think that technological innovations primarily benefited tech-savvy individuals, overlooking how these technologies transformed everyday activities such as communication, shopping, and social interactions for diverse demographic groups.
* Students may believe that digital technologies mainly impacted how people communicate with friends and family, without recognizing their broader effects on work practices, consumer behavior, media consumption, and civic engagement.
* Students might emphasize the benefits of technological innovations without considering accompanying challenges such as privacy concerns, digital divides based on geography and socioeconomic factors, and changes to work-life boundaries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3502.0
Standard ID: KC-9.2.I.B+2
Standard Description: Explain how technological innovations in computing, digital mobile technology, and the internet increased access to information.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the connections between technological innovations in computing and digital platforms that contributed to new networks and social behaviors, using visual data or graphs.
* Analyze the impact of internet advancements on societal access to information, using statistical data to corroborate the analysis.
* Explain how the development of digital mobile technology transformed access to information and communication.
* Explain the historical significance of computing innovations in expanding global access to information and evaluate the societal changes that resulted.
* Identify and describe the claims made about the internet's role in increasing information access in primary and secondary sources.
* Identify major technological innovations in computing, digital mobile technology, and the internet that significantly increased access to information.

Assessment Boundaries:
* Assessments should focus on how specific innovations in computing (such as personal computers), digital mobile technology (such as smartphones), and internet developments (such as the World Wide Web) increased access to information from the 1980s through the early 21st century. Students should be able to explain how these technologies transformed communication patterns, enabled new social behaviors and networks, and changed how information is produced, distributed, and consumed in different contexts.

Assessments should not include detailed educational applications of these technologies, comprehensive statistical analyses of technology adoption, industry-specific implementation strategies, or government policies affecting economic transitions. Questions about artistic representations of technological change or detailed economic impacts beyond general trends in information access also fall outside this standard's scope.

Common Misconceptions:
* Some learners might attribute increased information access primarily to hardware innovations, overlooking how software developments, networking protocols, and digital platforms were equally crucial in transforming access to information.
* Some students might believe that digital technology provided equal access to information across all demographic groups, overlooking how socioeconomic factors, geographic location, and infrastructure disparities created digital divides in information access.
* Students may focus predominantly on positive aspects of increased information access, without considering challenges such as information overload, privacy concerns, misinformation, and changing attention patterns that accompanied these technological innovations.
* Students may think that increased access to information through digital technologies automatically improved information literacy, without recognizing the skills needed to effectively find, evaluate, and use digital information.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3503.0
Standard ID: KC-9.2.I.B+3
Standard Description: Explain how technological innovations in computing, digital mobile technology, and the internet led to new social behaviors and networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to compare the evolution of social behaviors before and after the introduction of significant technologies like the internet.
* Analyze the emergence of new social networks and communities facilitated by innovations in digital technology.
* Evaluate the impact of internet-based social platforms on traditional social structures and behaviors.
* Explain how technological advancements in computing and mobile technology have transformed communication patterns and social interactions.
* Identify the key technological innovations in computing, digital mobile technology, and the internet that have shaped modern social behaviors and networks.
* Utilize data from graphs or charts to explain trends in technology usage and the formation of social networks.

Assessment Boundaries:
* Assessments based on this standard should focus on how specific technological innovations in computing, digital mobile technology, and internet platforms transformed social behaviors, communication patterns, and network formation. Students should demonstrate understanding of how digital technologies have changed social interaction methods, created new forms of communities, and altered traditional social structures and behaviors in both personal and professional contexts. Questions may require interpretation of basic data trends showing technology adoption and social network formation.

Assessments should not address economic impacts such as productivity changes, employment shifts, manufacturing decline, or wage patterns. Questions should avoid detailed statistical analysis, industry-specific implementation strategies, educational impacts of technology, government policies related to economic transitions, and artistic representations of technological change. Technical specifications of devices and comprehensive histories of specific technologies also fall outside this standard's scope.

Common Misconceptions:
* Learners might incorrectly view the transformation of social behaviors through technology as a completed process rather than an ongoing evolution that continues to change how people interact, build communities, and maintain relationships.
* Some students may believe that social networks emerged only with internet technologies, not recognizing how digital platforms transformed existing social structures and behaviors rather than creating entirely new phenomena.
* Some students might underestimate how technological innovations have affected privacy norms and expectations, assuming that participating in digital social networks involves the same privacy considerations as traditional social interactions.
* Students might assume that technological innovations in computing and digital communication affected all populations similarly, overlooking how the digital divide creates disparities in access and participation in new social networks based on factors like geography, socioeconomic status, and age.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3510.0
Standard ID: KC-9.2.I.C
Standard Description: Employment increased in service sectors and decreased in manufacturing, and union membership declined.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3511.0
Standard ID: KC-9.2.I.C+1
Standard Description: Explain the increase in employment in service sectors and decrease in manufacturing.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how manufacturing decline concentrated in northeastern and midwestern regions (the Rust Belt) resulted from automation and overseas outsourcing to countries like China and Mexico, and evaluate the resulting economic and demographic impacts.
* Describe the economic implications of the decline in manufacturing jobs and how it affected workforce demographics.
* Evaluate the impact of international trade agreements such as NAFTA (1994) on American manufacturing employment and economic integration with global markets.
* Explain how technological advancements influenced the shift from manufacturing to service-oriented economies.
* Identify the historical factors that contributed to the increase in employment in service sectors during the late 20th and early 21st century.
* Use statistical data to analyze employment trends from the late 20th century to the early 21st century, indicating the shift towards service sectors.

Assessment Boundaries:
* Assessments based on this standard should focus on explaining the increase in service sector employment and decrease in manufacturing jobs from the 1980s through the early 21st century. Students should analyze the roles of technological advancements (automation, computing, internet), globalization (international outsourcing, trade agreements like NAFTA), and changing economic patterns that contributed to these employment shifts. Assessment should include understanding of regional impacts (particularly in the Rust Belt), general employment trends, and related economic consequences such as changes in union membership and wage patterns.

Assessments should not include detailed statistical analysis of technology adoption patterns, comprehensive evaluations of specific government policy mechanisms, or in-depth analysis of post-2010 employment trends. Additionally, educational impacts of technology, artistic/visual representations of economic change, and industry-specific implementation strategies for digital technologies fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Learners may mischaracterize the service sector as consisting primarily of low-wage jobs, not recognizing the significant growth in high-skill, knowledge-based service employment in fields such as healthcare, finance, and technology alongside growth in retail and hospitality sectors.
* Some students may misunderstand that while manufacturing employment declined significantly, manufacturing productivity often increased during the same period due to technological efficiencies and automation, leading to misconceptions about the sector's overall economic contribution.
* Students might believe that the shift from manufacturing to service sectors was primarily due to a single factor (like technology or globalization), rather than recognizing the complex interplay of multiple causes including automation, international outsourcing, changing consumer demands, and trade policies.
* Students might incorrectly assume that manufacturing decline affected all regions and demographics equally, overlooking the disproportionate impact on specific geographic areas like the Rust Belt and on certain workforce populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3512.0
Standard ID: KC-9.2.I.C+2
Standard Description: Explain the decline in union membership.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze government policies and legislative acts of the past few decades to evaluate their impact on union strength and membership.
* Compare primary and secondary sources of labor unions' influence pre- and post-industrial shifts to understand variances in membership dynamics.
* Evaluate the effect of automation and technological advancements on the demand for union labor in various industries.
* Examine the role of globalization and offshoring in influencing the reduction of union jobs in traditional manufacturing sectors.
* Explain how the shift from manufacturing to service-oriented employment affected union membership rates in the late 20th and early 21st centuries.
* Identify key economic and technological developments over time that contributed to the decline in union membership in the United States.
* Utilize data charts or graphs to identify trends in employment and union membership, describing the observed patterns and hypothesizing potential causes.

Assessment Boundaries:
* Assessments based on this standard should focus on the major factors contributing to union membership decline from the 1960s through the early 2000s, including the shift from manufacturing to service-sector employment, the impacts of globalization and trade agreements like NAFTA, technological changes including automation, and regional economic changes particularly in the Rust Belt. Students should be able to analyze relationships between these economic and social transformations and corresponding trends in union membership, identifying multiple causes rather than single explanations.

Assessments should not include detailed analysis of specific government labor policies beyond their general impact on union membership, nor should they cover labor movements prior to the 1960s. Questions requiring comprehensive statistical analysis of technology adoption patterns, detailed implementation of digital technologies across industries, or visual/artistic representations of technological change should be avoided as they fall outside this standard's scope.

Common Misconceptions:
* Some students may attribute union membership decline primarily to trade agreements like NAFTA, without understanding the longer-term economic transformations that began in the 1960s and accelerated through subsequent decades.
* Some students may overlook internal factors affecting union membership, such as unions' challenges in adapting to new economic realities and difficulties in organizing workers in emerging service industries.
* Students might believe that the shift from manufacturing to service sectors was the primary cause of union decline, without recognizing how other factors like automation, globalization, and changing labor relations contributed to this trend.
* Students might incorrectly assume that technological innovations affected all industries similarly in terms of union membership, when in fact different sectors experienced varying impacts from automation and digital technologies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3520.0
Standard ID: KC-9.2.I.D
Standard Description: Real wages stagnated for the working and middle class amid growing economic inequality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3521.0
Standard ID: KC-9.2.I.D+1
Standard Description: Explain how real wages stagnated for the working and middle class amid growing economic inequality.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphs and charts to explain the trends in real wage growth and economic inequality.
* Analyze the relationship between technological advancements and wage stagnation during the period of growing economic inequality.
* Evaluate the impact of government policies on wage stagnation and economic inequality.
* Explain how specific economic changes impacted real wage growth for different social classes.
* Identify the factors that contributed to the stagnation of real wages for the working and middle class amid increasing economic inequality.
* Use statistical data to identify patterns of wage stagnation and economic inequality over time.

Assessment Boundaries:
* Assessment should focus on analyzing the causes and patterns of real wage stagnation for the working and middle classes since the late 1970s, including the impacts of shifts from manufacturing to service sectors, declining union membership, automation, outsourcing, and general trade developments. Students should be able to interpret basic data, graphs, and charts showing wage trends and growing disparities between economic classes, while explaining how technological changes and labor market transformations contributed to these patterns.

Assessment should not include detailed analysis of specific government policies, trade agreements, or tax legislation beyond their general relation to wage patterns. Questions requiring comprehensive statistical analysis methodologies, industry-specific technology implementation strategies, or detailed economic modeling of inequality should be avoided. Additionally, artistic representations of economic change and the internet's impact on education fall outside the scope of this standard.

Common Misconceptions:
* Some learners might think that declining union membership had minimal connection to wage trends, not recognizing the historical relationship between collective bargaining power and middle-class wage growth.
* Some students might believe that economic growth necessarily translates to wage growth for most workers, not recognizing that productivity gains and economic expansion can occur simultaneously with wage stagnation for significant portions of the workforce.
* Students may incorrectly assume that technological advancements typically benefit workers at all skill levels equally, overlooking how automation and digital technologies can replace certain jobs or depress wages in specific sectors while benefiting others.
* Students might misunderstand that 'real wages' account for inflation, incorrectly believing that stable nominal wages maintain purchasing power even when costs of living increase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.4
Cluster Name: 3. A Changing Economy
Lesson Name: *None specified*
Lesson Order: 3490.0
Standard ID: Unit 9: Learning Objective D
Standard Description: Explain the causes and effects of economic and technological change over time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3530.0
Standard ID: KC-9.2.II.A
Standard Description: After 1980, the political, economic, and cultural influence of the American South and West continued to increase as population shifted to those areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3531.0
Standard ID: KC-9.2.II.A+1
Standard Description: Explain the increasing political influence of the American South and West as the population shifted to those areas after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the cultural and political values of the American South and West were reflected in national politics post-1980, including the emergence of the region as a conservative Republican stronghold and resulting political polarization, using primary and secondary source materials.
* Compare the political influence of the American South and West before and after 1980, highlighting key changes over time.
* Examine political campaign strategies and policies that emerged in response to the increasing influence of the American South and West.
* Explain how the migration to the South and West impacted political representation in Congress.
* Identify the factors that contributed to the population shift to the American South and West (commonly known as the 'Sun Belt' region) after 1980, including climate advantages, economic opportunities, and quality of life considerations.
* Utilize statistical data and visual aids (such as graphs and maps) to illustrate the population and political trends of the South and West.

Assessment Boundaries:
* Assessments based on this standard should focus on the broad political changes resulting from population shifts to the American South and West after 1980, including changes in regional political influence, the emergence of the Sun Belt as a politically significant region, and impacts on national electoral politics and congressional representation. Students should be able to explain how these demographic shifts altered the political landscape, identify major factors driving population movement to these regions, and analyze how the political values of these regions influenced national politics.

Assessments should not include detailed statistical data about demographic changes, specific economic policies affecting these regions, or comprehensive analysis of immigration patterns from Latin America and Asia. Additionally, questions involving detailed cultural impacts of population shifts, specific legislation implementation, or state-by-state electoral outcomes fall outside the scope of this standard and should be avoided.

Common Misconceptions:
* Some students may believe that the political influence of the South and West after 1980 stemmed primarily from retiree migration to warmer climates, overlooking the importance of economic opportunities, technological growth, and metropolitan expansion that attracted diverse populations to these regions.
* Students may mistakenly perceive the political landscape of the post-1980 South and West as politically homogeneous, not recognizing the significant variations in political ideology between rural and urban areas, different states within these regions, and among various demographic groups.
* Students might incorrectly assume that the population shift to the South and West primarily increased economic influence without significant political consequences, when in fact these demographic changes substantially altered electoral patterns, congressional representation, and the ideological makeup of national politics.
* Students might misunderstand the timeline of political change, viewing the increasing influence of the South and West as a sudden shift that occurred immediately after 1980, rather than recognizing it as a gradual process that built upon demographic and political trends beginning decades earlier.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3532.0
Standard ID: KC-9.2.II.A+2
Standard Description: Explain the increasing economic influence of the American South and West as the population shifted to those areas after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify arguments about economic opportunities in the American South and West during this period.
* Analyze the impact of demographic changes on the economic landscape in the American South and West after 1980.
* Describe the connections between economic growth in the South and West and broader national economic trends in the late 20th and early 21st centuries.
* Evaluate the role of political and economic policies in promoting economic development in the American South and West since 1980.
* Explain how technological advancements facilitated economic growth in the American South and West post-1980.
* Identify the economic factors that contributed to the shift in population to the American South and West after 1980.
* Use statistical data to explain the increase in economic influence in the American South and West by comparing economic indicators before and after 1980.

Assessment Boundaries:
* Assessments should focus on broad economic patterns in the American South and West after 1980, including the growth of key industries, development of regional economic centers, and general population movement trends that contributed to increased economic influence. Questions may address how technological advancements, changing labor markets, and demographic shifts broadly affected regional economic development, as well as the general relationship between these regional changes and national economic patterns.

Assessments should avoid detailed statistical data, specific immigration policy evaluations, or comprehensive demographic analyses. Questions should not require knowledge of specific cultural impacts, detailed urban settlement patterns, sector-specific immigrant contributions, or political activism related to immigration. Additionally, assessments should not focus on push-pull factors driving immigration from specific countries.

Common Misconceptions:
* Some students might think that population migration was the primary factor driving economic growth in these regions, overlooking the significant roles of technological innovation, industry diversification, favorable business conditions, and infrastructure development.
* Students may misunderstand the temporal nature of these economic shifts, viewing them as quickly completed events rather than ongoing processes that continue to reshape regional and national economic patterns.
* Students might incorrectly believe that economic growth occurred evenly throughout the South and West, when in reality areas like the Sunbelt, Silicon Valley, and certain metropolitan centers experienced significantly more development than other parts of these regions.
* Students might underestimate how international migration contributed to labor force growth in these regions, failing to recognize how immigrants from Latin America and Asia helped support economic expansion across various industries in the South and West.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3533.0
Standard ID: KC-9.2.II.A+3
Standard Description: Explain the increasing cultural influence of the American South and West as the population shifted to those areas after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of media representations of the American South and West in shaping national perceptions and cultural influence.
* Evaluate the significance of the South and West in redefining American national identity post-1980.
* Explain how migration patterns to the South and West after 1980 contributed to cultural transformation both within those regions and in the nation as a whole.
* Explain the role of demographic shifts in the American South and West in enhancing their cultural influence.
* Identify key cultural practices and symbols that have spread from the American South and West to other regions since the 1980s.
* Utilize maps and statistical data to assess demographic changes in the American South and West and correlate these with cultural influence.

Assessment Boundaries:
* Assessments based on this standard should focus on broader patterns of cultural influence resulting from population shifts to the American South and West after 1980, including the development of multiculturalism, changes in regional and national cultural identity, and the general impact of both internal migration and international immigration from Latin America and Asia. Questions should address how these demographic shifts contributed to cultural transformations, the role of media in spreading regional cultural influences, and how the South and West gained prominence in defining American cultural identity in the post-1980 era.

Assessments should not include statistical data on population changes, specific economic or political policies affecting migration, detailed examples of cultural practices or media representations, or comprehensive information about immigration patterns. Questions should avoid addressing the economic contributions of immigrants, urban demographic changes, social movements, political activism by immigrant communities, or specific push/pull factors related to immigration from Latin America and Asia.

Common Misconceptions:
* Some students might believe that cultural influence from the South and West emerged primarily from political power shifts rather than understanding how factors such as climate, technology development, entertainment industries, and lifestyle appeal contributed to these regions' growing cultural prominence after 1980.
* Some students might perceive the cultural influence of the South and West as a one-way process that spread uniformly across the nation, rather than recognizing the regional variations, adaptations, and instances of resistance that characterized this cultural diffusion.
* Students may think that the cultural transformation of the South and West resulted primarily from internal migration within the United States, overlooking how international immigration from Latin America and Asia significantly shaped the cultural landscape and influenced national identity in these regions.
* Students might misunderstand multiculturalism as it developed in the South and West after 1980, perceiving it as either a complete replacement of existing regional cultures or as merely superficial cultural additions, rather than recognizing the complex integration and evolution of diverse cultural elements that redefined regional and national identity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3540.0
Standard ID: KC-9.2.II.B
Standard Description: International migration from Latin America and Asia increased dramatically. The new immigrants affected U.S. culture in many ways and supplied the economy with an important labor force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3541.0
Standard ID: KC-9.2.II.B+1
Standard Description: Explain the dramatic increase in international migration from Latin America and Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. immigration policy on migration trends from Latin America and Asia, including the Immigration and Nationality Act of 1965 and the Immigration Reform and Control Act of 1986.
* Describe the cultural and demographic changes in the United States resulting from increased immigration from Latin America and Asia.
* Evaluate how international migration from Latin America and Asia has contributed to the U.S. labor force and economy.
* Explain economic factors in migrant-sending countries that contributed to the increase in migration from Latin America and Asia.
* Identify the push and pull factors that led to increased migration from Latin America and Asia at the turn of the 21st century, including significant refugee movements such as those from Cuba and Southeast Asia.
* Interpret statistical data to identify trends in international migration from Latin America and Asia over recent decades, including the growth of Hispanic Americans to become the largest minority group in the U.S. by the early 21st century.

Assessment Boundaries:
* Assessment should focus on the broad patterns and causes of increased migration from Latin America and Asia since the late 20th century, including the impacts of major policy changes like the Immigration and Nationality Act of 1965 and the Immigration Reform and Control Act of 1986. Students should demonstrate understanding of general demographic trends resulting from this migration, including refugee movements from Cuba and Southeast Asia, as well as the broad cultural and economic contributions of these immigrant populations to American society.

Assessment should not include detailed statistical analysis of immigration patterns or country-specific numbers, nor comprehensive examination of sector-specific economic contributions or urban settlement patterns. Detailed analysis of political activism, social movements within immigrant communities, or specific examples of cultural exchange and adaptation fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might believe that U.S. immigration policy changes like the Immigration and Nationality Act of 1965 had immediate effects on migration patterns, when in fact their impact developed gradually over several decades.
* Some students might think that immigration patterns from Latin America and Asia followed similar trajectories and timelines, when each region experienced distinct migration waves influenced by different historical, political, and economic circumstances.
* Students may incorrectly assume that economic factors were the primary drivers of migration from Latin America and Asia, overlooking significant refugee movements like those from Cuba following Castro's revolution and from Southeast Asia after the Vietnam War.
* Students may underestimate how immigration from Latin America and Asia transformed American demographics, not recognizing that Hispanic Americans grew from approximately 6 million in 1960 to become the largest minority group in the United States by the early 21st century.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3542.0
Standard ID: KC-9.2.II.B+2
Standard Description: Explain the many ways new immigrants affected U.S. culture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how new immigrant populations have influenced American music, cuisine, and art, including specific contributions such as Hispanic and Asian culinary traditions, cultural celebrations, media networks, and musical styles.
* Analyze primary sources such as personal narratives, interviews, and memoirs of immigrants to understand their cultural impact on U.S. society
* Evaluate the role of immigrant communities in shaping American social movements and political activism.
* Evaluate the role of immigrant communities in shaping American social movements, political activism, and the emergence of multiculturalism as an alternative to earlier assimilationist approaches.
* Explain the influence of Latin American and Asian immigrant communities on the cultural landscape of American cities.
* Identify the cultural contributions of immigrants from Latin America and Asia to the United States.

Assessment Boundaries:
* Assessments based on this standard should focus on students' ability to identify and explain specific cultural influences of Latin American and Asian immigrants on American society from the 1980s to the present. Key areas should include culinary traditions, language integration, religious practices, cultural celebrations, arts (music, literature, visual arts), media representation, and the concept of multiculturalism as an alternative to assimilation. Assessment may include analysis of primary sources such as personal narratives or cultural artifacts that illustrate cultural exchange and integration.

Assessments should not include detailed demographic statistics, economic contributions of immigrant labor, or specific political policies related to immigration. Questions about social movements and political activism should remain at a general cultural impact level without focusing on specific organizations, leaders, or policy achievements. Additionally, regional settlement patterns and urban demographic changes should be excluded from assessment.

Common Misconceptions:
* Some students might assume that the concept of multiculturalism simply means the presence of multiple cultures rather than understanding it as a specific alternative to earlier assimilationist approaches that emerged during this period.
* Some students might think that cultural contributions from immigrants primarily remain isolated within specific ethnic communities, underestimating how these influences have been integrated into mainstream American culture through cuisine, language, music, media, and celebrations.
* Students may incorrectly believe that cultural exchange between immigrant communities and mainstream American society flows in only one direction, overlooking how immigrant cultures both influence and are influenced by broader American culture.
* Students might mistakenly believe that the cultural influence of Latin American and Asian immigrants has been uniform across the United States, not recognizing regional variations in cultural adoption and integration based on local demographics and histories.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3543.0
Standard ID: KC-9.2.II.B+3
Standard Description: Explain the many ways new immigrants supplied the economy with an important labor force.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and economic interactions between immigrant communities and domestic labor markets, including competition, cooperation, and innovation.
* Evaluate how U.S. immigration policies and labor laws have evolved in response to the economic contributions of new immigrants, including contemporary approaches like the 2012 Deferred Action for Childhood Arrivals (DACA) program.
* Examine how cultural exchanges between new immigrant workers and the existing U.S. population affected workplace environments and practices.
* Explain how the influx of immigrants from Latin America and Asia supported economic growth and addressed labor shortages in various U.S. industries.
* Identify the key roles that immigrants from Latin America and Asia played in the U.S. labor market, particularly in industries such as agriculture, technology, and service sectors.
* Use statistical data to explain trends in labor force participation among new immigrant groups and their contributions to GDP growth.

Assessment Boundaries:
* Assessments based on this standard should focus on how post-1980 immigrants from Latin America and Asia contributed to various sectors of the U.S. economy as an important labor force, addressing labor shortages in different industries. Questions may address general trends in immigrant contributions to economic growth, the evolution of major immigration policies like the Immigration Act of 1965, the Immigration Reform and Control Act of 1986, and DACA, as well as how cultural exchanges between immigrant workers and existing populations influenced workplace environments.

Assessments should not include detailed statistical data about immigration patterns, comprehensive push/pull factors driving migration, specific examples of competition or cooperation between immigrant and domestic workers, or advocacy movements by immigrant communities. Questions should avoid detailed analysis of demographic changes in specific regions or comprehensive evaluations of policy effectiveness.

Common Misconceptions:
* Learners may believe that cultural exchanges between immigrants and existing populations occurred primarily outside the workplace, not recognizing how these interactions influenced workplace practices, communication styles, and business innovations across various industries.
* Some students may think that immigrant labor generally decreased employment opportunities for native-born workers, when research suggests immigrants often complemented the domestic workforce by filling different niches or addressing specific labor shortages.
* Students might assume that immigration policies like the Immigration Reform and Control Act of 1986 or DACA were designed primarily to restrict immigration, rather than recognizing that these policies often balanced multiple objectives including workforce needs, family reunification, and humanitarian concerns.
* Students might believe that immigrants primarily contributed to agricultural and other low-skilled labor sectors, overlooking their significant contributions to skilled industries such as healthcare, technology, and entrepreneurship.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.5
Cluster Name: 4. Migration and Immigration in the 1990s and 2000s
Lesson Name: *None specified*
Lesson Order: 3530.0
Standard ID: Unit 9: Learning Objective E
Standard Description: Explain the causes and effects of domestic and international migration over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3550.0
Standard ID: KC-9.3.II.A
Standard Description: In the wake of attacks on the World Trade Center and the Pentagon in 2001, the United States launched military efforts against terrorism and lengthy, controversial conflicts in Afghanistan and Iraq.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3551.0
Standard ID: KC-9.3.II.A+1
Standard Description: Explain the United States' military efforts against terrorism and lengthy, controversial conflicts in Afghanistan in the wake of attacks on the World Trade Center and the Pentagon in 2001,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze secondary sources to identify and explain the challenges and outcomes associated with the lengthy conflicts in Afghanistan, including significant milestones such as the 2011 covert operation that killed Osama bin Laden in Pakistan.
* Analyze the impact of the 2001 terrorist attacks on United States domestic and foreign policy decisions, particularly concerning military engagements in Afghanistan.
* Compare perspectives from different stakeholders involved in or affected by the U.S. military efforts in Afghanistan, using both domestic and international viewpoints.
* Describe the September 11, 2001 Al Qaeda terrorist attacks that killed nearly 3,000 people and analyze how these attacks influenced public opinion in the U.S. regarding military action in Afghanistan, using supporting evidence from opinion polls or media reports.
* Evaluate the effectiveness of U.S. military strategies in Afghanistan in achieving their intended goals and the controversies surrounding these strategies.
* Explain the objectives of the United States' military campaign in Afghanistan and how these objectives evolved over time, including the 2021 military withdrawal and its impact on regional stability.
* Identify the key events and decisions that led to the United States launching military efforts in Afghanistan following the 2001 terrorist attacks, including the origins of Al Qaeda during the Soviet-Afghan War and its development into a global terrorist network under Osama bin Laden.
* Use primary source accounts to describe the rationale behind the U.S. decision to initiate military actions in Afghanistan, including the Taliban's rise to power in the 1990s, their establishment of strict Islamic rule, and their harboring of Al Qaeda prior to the 9/11 attacks.

Assessment Boundaries:
* Assessments based on this standard should focus on the U.S. military response to the September 11, 2001 attacks, including the historical context of Al Qaeda's development and the Taliban regime in Afghanistan, specific military operations like Operation Enduring Freedom, the evolution of military objectives from 2001-2021, and the controversies surrounding military strategies. Students should demonstrate understanding of key milestones including the initial invasion, the killing of Osama bin Laden in 2011, and the final U.S. withdrawal in 2021, along with their impacts on regional stability.

Assessments should not include broader geopolitical analyses of Middle East energy politics, domestic security policies like the PATRIOT Act or Department of Homeland Security formation, or public opinion polling data about the conflict. Additionally, comparisons to or details about the Iraq War, except when directly necessary to contextualize Afghanistan operations, fall outside the scope of this standard.

Common Misconceptions:
* Some students might believe that the military intervention in Afghanistan was primarily a short-term operation with clearly defined endpoints, not recognizing the lengthy nature of the conflict that evolved over two decades and multiple presidential administrations.
* Some students might incorrectly assume that the military objectives in Afghanistan remained constant throughout the conflict, when in fact they evolved from initial counterterrorism operations to nation-building efforts and ultimately to a managed withdrawal.
* Students may confuse Al Qaeda and the Taliban as the same organization, rather than understanding that Al Qaeda was a terrorist network that carried out the 9/11 attacks while the Taliban was the governing regime in Afghanistan that provided safe haven to Al Qaeda.
* Students might believe that the killing of Osama bin Laden in 2011 marked the end of the Afghanistan conflict, overlooking the decade of continued military operations that followed before the final U.S. withdrawal in 2021.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3552.0
Standard ID: KC-9.3.II.A+2
Standard Description: Explain the United States' military efforts against terrorism and lengthy, controversial conflicts in Iraq in the wake of attacks on the World Trade Center and the Pentagon in 2001,

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political, social, and economic effects of the U.S. military presence in Iraq on both the United States and the Middle East, including the emergence of ISIS from the chaos of the Iraq War and its establishment of a self-declared caliphate with global terrorist operations.
* Corroborate the claims made by U.S. officials regarding the presence of Weapons of Mass Destruction in Iraq with diverse sources, evaluating the validity of these claims in light of the outcomes of the war.
* Evaluate the rationale behind the United States' decision to engage in lengthy conflicts in Iraq, considering the context of the 9/11 terrorist attacks and the Bush Doctrine's shift toward preemptive military action against perceived threats.
* Explain how the military efforts in Iraq were perceived both domestically and internationally, and how these perceptions influenced subsequent U.S. foreign policy.
* Identify key military strategies and operations that the United States employed in Iraq as part of its efforts against terrorism following the 9/11 attacks.
* Interpret maps and other visual data to understand the geographical challenges and strategies of the U.S. military campaigns in Iraq.
* Use primary and secondary sources to describe the impact of U.S. military efforts in Iraq on the global war on terrorism and on American domestic policy.

Assessment Boundaries:
* Assessments based on this standard should focus on the U.S. military campaigns in Iraq following the 9/11 attacks, including the 2003 invasion rationale, the Bush Doctrine of preemptive action, controversies surrounding WMD justifications, and resulting consequences such as sectarian conflicts and the emergence of ISIS. Students should demonstrate understanding of key military operations, strategic decisions, and the chronological development of the Iraq conflict from invasion through U.S. withdrawal, including attempts to establish political stability in Iraq.

Assessments should not include debates over civil liberties or human rights concerns related to counter-terrorism policies, media representations of U.S. leadership during military interventions, or connections between U.S. Middle East policy and fossil fuel interests or environmental impacts. Additionally, detailed analysis of intelligence failures, specific military tactics, or technical aspects of weapons systems falls outside the scope of this standard.

Common Misconceptions:
* Some students might believe the Iraq War was directly caused by Iraqi involvement in the 9/11 attacks, rather than understanding the more complex rationale involving perceived threats from weapons of mass destruction and the broader Bush Doctrine of preemptive action against potential threats.
* Some students might misunderstand the relationship between the Iraq War and terrorist organizations, not recognizing how ISIS emerged specifically from the power vacuum and sectarian conflicts following the removal of Saddam Hussein's regime.
* Students may incorrectly associate the primary justification for the Iraq invasion with verified intelligence about weapons of mass destruction, without recognizing the subsequent controversy when such weapons were not found and how this affected perceptions of the conflict's legitimacy.
* Students may underestimate the complexity and duration of U.S. military involvement in Iraq, incorrectly assuming there was a clear exit strategy or that military withdrawal signaled successful resolution of the conflict rather than ongoing regional instability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3560.0
Standard ID: KC-9.3.II.B
Standard Description: The war on terrorism sought to improve security within the United States but also raised questions about the protection of civil liberties and human rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3561.0
Standard ID: KC-9.3.II.B+1
Standard Description: Explain the war on terrorism's goal to improve security within the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data regarding the outcomes of enhanced security measures post-9/11.
* Analyze the impact of the war on terrorism on U.S. civil liberties and human rights protections.
* Describe the factors that led to the adoption of specific security strategies during the war on terrorism, including responses to emerging threats such as cyber attacks from nations targeting U.S. digital infrastructure.
* Evaluate the effectiveness of U.S. strategies to improve security as part of the war on terrorism.
* Explain how the goal of improving security through the war on terrorism influenced U.S. domestic policies.
* Identify the security measures implemented in response to the war on terrorism within the United States, including the establishment of the Department of Homeland Security and the consolidation of federal agencies to enhance national security.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying specific domestic security measures implemented as part of the war on terrorism, including the establishment of the Department of Homeland Security, passage of the USA PATRIOT Act, enhanced airport security protocols, and responses to emerging cyber threats. Students should demonstrate understanding of the organizational and policy changes adopted to improve U.S. security following the 9/11 attacks and explain the factors that informed these strategic decisions. Assessment may include conceptual evaluation of these security approaches in addressing terrorism threats within the United States.

Assessments should not include detailed analysis of tensions between security measures and civil liberties, statistical data on security outcomes, or public perception of leadership during this period. Questions about military operations in Afghanistan and Iraq should be limited to contextual information rather than detailed evaluation, and discussions about energy policy, fossil fuel dependence, or climate change connections to Middle East policy should be excluded.

Common Misconceptions:
* Some students may think that the security measures implemented after 9/11 were temporary emergency responses rather than recognizing the long-term institutional and policy changes that permanently transformed U.S. domestic security frameworks.
* Students might incorrectly believe that the war on terrorism focused primarily on military actions abroad, overlooking the significant domestic security infrastructure changes like the creation of the Department of Homeland Security and enhanced transportation security measures.
* Students might underestimate the role of cyber security concerns within the broader war on terrorism, not recognizing how digital threats from foreign actors became integrated into domestic security strategy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3562.0
Standard ID: KC-9.3.II.B+2
Standard Description: Explain why the war on terrorism raised questions about the protection of civil liberties and human rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze differing perspectives on the balance between national security and individual rights during the war on terrorism.
* Describe the historical context in which the U.S. government justified the limitations on civil liberties in the post-9/11 era.
* Examine how legal challenges and Supreme Court decisions reflect the tension between security measures and civil liberties post-9/11.
* Explain how the implementation of the Patriot Act and other security measures post-9/11 contributed to concerns about civil liberties.
* Identify specific civil liberties and human rights issues that were questioned or highlighted as a result of the policies implemented during the war on terrorism.
* Utilize primary and secondary sources to evaluate the impact of anti-terrorism policies on the perception of human rights in the United States

Assessment Boundaries:
* Assessment should focus on students' ability to identify and explain the general types of tensions that emerged between national security priorities and civil liberties protections during the war on terrorism. Students should demonstrate understanding of the major categories of concerns related to civil liberties and human rights that emerged in response to post-9/11 security measures, and recognize the existence of diverse perspectives on these issues.

Assessment should not include detailed analysis of specific policies, legal challenges, or statistical data regarding security outcomes. Questions about the effectiveness of counter-terrorism measures, public opinion polling data, or the technical details of surveillance programs are outside the scope of this standard. Assessment should also avoid requiring students to evaluate the justification or legitimacy of specific security policies.

Common Misconceptions:
* Learners may believe that questioning the civil liberties implications of counter-terrorism measures was rare or marginalized, not understanding that these concerns were raised by diverse voices including legal experts, elected officials, civil society organizations, and citizens across the political spectrum.
* Some students might incorrectly assume that concerns about civil liberties and human rights primarily affected foreign nationals and non-citizens, without recognizing that many debates centered on the rights of American citizens and the broader principles of constitutional protections.
* Students might assume that tensions between security measures and civil liberties represented a completely new phenomenon in American history, rather than understanding that similar debates have occurred during previous national security crises, though with different contexts and technologies involved.
* Students might believe that concerns about civil liberties during the war on terrorism emerged only later in the conflict, rather than recognizing that debates about the balance between security and freedom began immediately following the implementation of new security measures after 9/11.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3570.0
Standard ID: KC-9.3.II.C
Standard Description: Conflicts in the Middle East and concerns about climate change led to debates over U.S. dependence on fossil fuels and the impact of economic consumption on the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3571.0
Standard ID: KC-9.3.II.C+1
Standard Description: Explain how conflicts in the Middle East led to debates over U.S. dependence on fossil fuels and the impact of economic consumption on the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Middle Eastern conflicts on U.S. economic debates concerning environmental and energy policy.
* Correlate data from energy consumption graphs with historical events in the Middle East to understand shifts in U.S. policy.
* Evaluate the significance of public debates in the U.S. about economic consumption and environmental impact in the context of Middle Eastern conflicts.
* Examine primary sources such as political speeches to identify different perspectives on U.S. energy dependence during Middle Eastern conflicts.
* Explain how U.S. foreign policy decisions related to Middle Eastern conflicts contributed to its dependence on fossil fuels.
* Identify the key conflicts in the Middle East that influenced debates over U.S. energy policy.

Assessment Boundaries:
* Assessment should focus on students identifying specific conflicts in the Middle East (such as the Iraq War, Afghanistan War, and confrontations with terrorist organizations) and explaining how these conflicts prompted public and political debates about U.S. energy security and environmental concerns. Students should demonstrate understanding of how these conflicts raised awareness about the economic and environmental implications of fossil fuel consumption and the general trajectory of energy policy discussions from the early 2000s through the Obama administration.

Assessment should not include detailed statistical data about U.S. fossil fuel consumption, specific climate policy proposals, or technical aspects of alternative energy technologies. Questions should avoid requiring students to evaluate the legitimacy of U.S. military interventions, analyze specific civil liberties concerns related to the War on Terror, or take positions on contemporary environmental policies not directly connected to Middle East conflicts.

Common Misconceptions:
* Some students might believe that Middle East conflicts were primarily driven by religious or ethnic tensions, overlooking how strategic interests related to energy resources significantly influenced U.S. foreign policy in the region.
* Some students might think that Middle East conflicts had minimal influence on domestic environmental discussions in the U.S., not recognizing how these conflicts heightened public awareness about fossil fuel consumption and its environmental implications.
* Students may incorrectly assume that public debates about U.S. energy dependence began only after the September 11, 2001 attacks, when in fact these discussions have historical roots in earlier events such as the energy crises of the 1970s that were intensified by subsequent Middle East conflicts.
* Students may misunderstand the complexity of reducing U.S. dependency on Middle Eastern oil, potentially assuming that transitioning to alternative energy sources represented a straightforward policy choice rather than a complex economic, technological, and infrastructural challenge.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3572.0
Standard ID: KC-9.3.II.C+2
Standard Description: Explain how concerns about climate change led to debates over U.S. dependence on fossil fuels and the impact of economic consumption on the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the various arguments put forward by policymakers and environmental activists in the debate over the U.S.'s economic consumption patterns and their environmental impact.
* Compare and contrast differing perspectives on how the U.S. should address its fossil fuel dependence in the face of climate change concerns using primary and secondary sources.
* Corroborate or qualify the argument that economic consumption patterns in the U.S. significantly impact the environment by integrating diverse sources, such as scientific reports and economic analyses.
* Evaluate the historical significance of major international agreements on climate change, such as the 2015 Paris Agreement under President Obama, and their influence on U.S. domestic energy policies amid political divisions over environmental issues.
* Explain how concerns about climate change have catalyzed policy and public debates regarding the U.S.'s reliance on fossil fuels.
* Identify the key factors driving U.S. dependence on fossil fuels and the major environmental impacts associated with this dependence.
* Use graphs and statistical data to explain trends in U.S. fossil fuel consumption and its correlation with climate change indicators.

Assessment Boundaries:
* Assessments based on this standard should focus on the evolution of climate change debates in American society, the different perspectives on fossil fuel dependence, and the relationship between economic consumption patterns and environmental concerns. Students should analyze the significance of key moments like the Paris Agreement and how competing viewpoints have shaped public discourse around environmental policies in the 21st century. The assessment should emphasize the political divisions and ideological differences that have influenced these debates.

Assessments should not include specific statistical data on emissions, detailed policy implementation plans, or technical analyses of energy technologies. Additionally, the intersection of U.S. energy security with Middle East foreign policy falls outside the scope of this standard and should be avoided in assessments, as should detailed economic analyses of fossil fuel industries or specific environmental impact studies.

Common Misconceptions:
* Some students may believe that major international agreements like the Paris Agreement led to immediate and substantial changes in U.S. energy policies, rather than understanding the gradual and politically contested nature of climate policy development in the United States.
* Some students may perceive climate change debates as simply partisan political disagreements, without recognizing how regional economic interests, scientific understanding, and varying perspectives on government's role have contributed to complex viewpoints across the political spectrum.
* Students might assume that environmental sustainability and economic growth are inherently incompatible goals, overlooking how technological innovation, renewable energy development, and changing consumption patterns have been proposed as ways to address both concerns simultaneously.
* Students might perceive the debate over U.S. fossil fuel dependency as primarily driven by environmental concerns, without recognizing how economic interests, energy security considerations, and political ideologies have significantly shaped different positions in these discussions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3580.0
Standard ID: KC-9.3.II.D
Standard Description: Despite economic and foreign policy challenges, the United States continued as the world’s leading superpower in the 21st century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3581.0
Standard ID: KC-9.3.II.D+1
Standard Description: Explain how, despite economic and foreign policy challenges, the United States continued as the world’s leading superpower in the 21st century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of economic policies in sustaining the United States as a leading superpower during international challenges, including responses to the Great Recession of 2008 and its impacts on unemployment, housing markets, and financial institutions.
* Compare U.S. leadership approaches to those of other contemporary superpowers in dealing with significant global issues.
* Correlate U.S. responses to domestic and international challenges with the continuation of its superpower status.
* Critically analyze media reports and opinion pieces to understand varying perspectives on U.S. responses to key challenges in maintaining its superpower status, including domestic social movements like Black Lives Matter that emerged in response to police violence and systemic racism.
* Evaluate how foreign policy strategies contributed to the United States' position as a global leader amid 21st-century challenges.
* Explain how elements of continuity and change in U.S. foreign policy from the 20th to the 21st century impacted its global standing.
* Explain how specific events or challenges led to adaptations in U.S. policy to retain its status as a world-leading nation, including the impact of the 2000 presidential election and the Bush v. Gore Supreme Court decision on American governance.
* Explain how the United States maintained global leadership despite economic, political, and foreign policy challenges in the 21st century, including domestic events like the January 6, 2021 Capitol attack that raised concerns about democratic institutions.
* Identify key economic and foreign policy challenges the United States confronted in the 21st century, including the COVID-19 pandemic which caused unprecedented disruption and exposed healthcare disparities, and assess how these challenges were addressed.
* Utilize political cartoons or visual sources to analyze public perceptions of U.S. leadership during times of economic and foreign policy challenges.

Assessment Boundaries:
* Assessment should focus on how the United States maintained its superpower status through economic resilience (including responses to the Great Recession and COVID-19 pandemic), military responses to terrorism, technological leadership, and diplomatic influence in the 21st century. Students should demonstrate understanding of specific U.S. policies, international alliances, and institutional adaptations that contributed to continued global leadership despite domestic and international challenges like the 2000 election dispute, the 9/11 attacks, economic downturns, and the Capitol attack of January 6, 2021.

Assessments should not include debates about tensions between national security measures and civil liberties, media and public perceptions of U.S. leadership during key events, or discussions of fossil fuel dependence and climate policy in relation to Middle East foreign policy. Additionally, detailed analysis of the legitimacy of specific military interventions or the effectiveness of domestic social policies unrelated to superpower status falls outside the scope of this standard.

Common Misconceptions:
* Some students might think that military interventions in Afghanistan and Iraq were the primary means by which the U.S. demonstrated global leadership in the 21st century, not recognizing the importance of economic strength, technological innovation, and diplomatic relationships in sustaining superpower status.
* Students may incorrectly assume that political polarization and domestic events like the contested 2000 election or the January 6, 2021 Capitol attack fundamentally undermined U.S. global leadership, rather than understanding how institutional resilience helped maintain America's international standing despite internal challenges.
* Students may mistakenly believe that economic challenges like the Great Recession of 2008 and the COVID-19 pandemic represented irreversible decline in U.S. global influence, overlooking how institutional responses and economic adaptations helped maintain America's superpower status.
* There's a possibility that students might view the U.S. withdrawal from conflicts like Afghanistan as evidence of diminished superpower status, rather than recognizing how the U.S. continued to project power through other means including economic influence, technological dominance, and cyber capabilities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.6
Cluster Name: 5. Challenges of the 21st Century
Lesson Name: *None specified*
Lesson Order: 3550.0
Standard ID: Unit 9: Learning Objective F
Standard Description: Explain the causes and effects of the domestic and international challenges the United States has faced in the 21st century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3590.0
Standard ID: KC-9.1.I
Standard Description: Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3591.0
Standard ID: KC-9.1.I+1+G
Standard Description: Explain how conservative beliefs regarding the need for traditional social values advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how conservative policies on major social issues, such as abortion and marriage, influenced U.S. political discourse after 1980.
* Evaluate the effectiveness of conservative political strategies in embedding traditional social values within national legislation during this period.
* Explain how religious fundamentalism contributed to the advancement of conservative social values in U.S. politics, analyzing key catalysts such as opposition to Roe v. Wade and IRS policies toward religious schools in mobilizing evangelical voters.
* Identify key conservative figures and organizations that promoted traditional social values in U.S. politics after 1980.
* Interpret statistical data to assess the impact of conservative social policies on American society.
* Utilize primary source speeches or writings from conservative leaders to explore their views on social values and their political strategies.

Assessment Boundaries:
* Assessments based on this standard should focus on the cultural and political factors that contributed to the advancement of conservative social values in U.S. politics after 1980, the role of religious movements in mobilizing political support, and the major social issues that became focal points in conservative political discourse. Students should be able to analyze how opposition to specific policies like Roe v. Wade and concerns about family structure catalyzed conservative political activity, and evaluate the effectiveness of conservative strategies in influencing national legislation and policy debates.

Assessments should not include specific references to individual conservative figures, organizations, or detailed analysis of primary source documents. Questions should avoid statistical data about demographic changes, manufacturing decline, or voting patterns, as well as economic policies and foreign affairs that aren't directly connected to the advancement of traditional social values.

Common Misconceptions:
* Some students may incorrectly believe that conservative positions on social issues remained static after 1980, rather than recognizing how these positions evolved in response to changing cultural contexts and political realities over the decades.
* Some students may think that the conservative emphasis on social values was primarily a calculated political strategy, overlooking how religious beliefs and cultural concerns authentically motivated many supporters and organizations within the movement.
* Students might assume that economic factors like stagflation were the primary drivers of conservative political success after 1980, underestimating how specific social issues like abortion and school prayer served as powerful catalysts for mobilizing evangelical voters.
* Students might believe that conservative social values advanced rapidly and uniformly in the political landscape after 1980, when in reality there was significant regional variation in their acceptance and many liberal social policies from the 1960s and 1970s changed only gradually over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3592.0
Standard ID: KC-9.1.I+2+G
Standard Description: Explain how conservative beliefs regarding the need for a reduced role for government advanced in U.S. politics after 1980.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the stagflation crisis of the 1970s influenced public discourse and political rhetoric supporting the conservative push for a reduced government role in the 1980s.
* Analyze primary sources, such as speeches or political documents from key conservative figures, to identify rhetoric advocating for a reduced role of government.
* Analyze the impact of conservative policies on federal government functions in sectors such as welfare and environmental regulation during the 1980s and beyond.
* Evaluate the significance of major legislative changes initiated by conservative lawmakers in reshaping the role of the federal government after 1980.
* Explain how economic policies such as deregulation and tax reduction advanced the conservative agenda of reducing governmental influence.
* Identify the key policy initiatives that characterized the conservative approach to reducing the role of government in the U.S. after 1980, including the Economic Recovery Tax Act of 1981 and its impact on government size and consumer spending.

Assessment Boundaries:
* Assessments based on this standard should focus on how conservative economic philosophy advocating for reduced government advanced through specific policy initiatives after 1980, such as the Economic Recovery Tax Act of 1981, deregulation efforts, and changes to welfare programs. Students should be able to explain the historical context of the stagflation crisis of the 1970s and analyze how this influenced public support for conservative economic approaches and rhetoric advocating smaller government.

Assessments should not include analysis of traditional social values promoted by conservatives (such as positions on abortion, gay rights, school prayer, or family structure), statistical data on demographic shifts, or detailed analysis of manufacturing decline and technology sector growth. Foreign policy initiatives and developments following the September 11, 2001 attacks should also be excluded unless directly connected to domestic government role reduction.

Common Misconceptions:
* Some students may believe that Reagan's economic policies like tax cuts and deregulation immediately and dramatically reduced the size of the federal government, when in fact institutional factors and political compromise limited the scope of government reduction.
* Students might incorrectly assume that economic policies promoting reduced government stemmed solely from ideological preferences, rather than understanding how specific historical contexts like the stagflation crisis of the 1970s created public support for these approaches.
* Students might think that the conservative push for reduced government after 1980 resulted in the elimination of major government programs, when in reality many programs like Social Security and Medicare continued with broad public support despite the changing political climate.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3600.0
Standard ID: KC-9.2.I
Standard Description: New developments in science and technology enhanced the economy and transformed society, while manufacturing decreased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3601.0
Standard ID: KC-9.2.I+1+G
Standard Description: Explain how new developments in science and technology enhanced the economy and transformed society, while manufacturing decreased.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze economic trends including union membership decline, wage stagnation, and executive compensation growth, and compare these patterns across different regions in the United States.
* Analyze the impact of technological innovations on societal changes, including shifts in labor markets, education, communication, and retail business models, particularly the transformation of shopping due to internet technology.
* Explain how specific advances in technology contributed to the transition from a manufacturing-based economy to a service-oriented and technology-driven economy.
* Identify key scientific and technological developments in the United States after 1980 that drove economic growth and societal transformation.
* Use visual aids such as graphs and charts to analyze the relationship between technological advancements and economic indicators, like GDP growth or unemployment rates.
* Utilize statistical data to explain the decline of manufacturing jobs in the U.S. due to offshoring to lower-wage countries and technological automation, and correlate these trends with the rise of the technology sector.

Assessment Boundaries:
* Assessments should focus on how key technological developments from the 1980s onward (such as computing, the internet, and digital communications) transformed the U.S. economy and society, including the shift from manufacturing to service and technology sectors. Questions should address how specific innovations changed business operations, retail models, labor markets, and communication patterns, while also examining the relationship between technological automation, offshoring, and manufacturing decline. Understanding the timeline and progression of these technological impacts on the economy should be emphasized.

Assessments should not include detailed statistical data or quantitative analysis of manufacturing decline, technology sector growth, or demographic changes. Questions about specific conservative political figures, organizations, or social value legislation should be avoided, as should analysis of regional variations in technology adoption or detailed examination of political implications of demographic shifts.

Common Misconceptions:
* Some learners might think that the internet's transformation of business operations and retail happened rapidly in the 1990s, rather than understanding this was a gradual process that intensified in the 2010s with more profound effects on brick-and-mortar stores.
* Some students might believe that technological advancements primarily eliminated jobs without creating new economic opportunities, failing to recognize how innovations like the internet and computing spawned new industries and employment sectors.
* Students may assume that manufacturing decline occurred primarily due to technological automation, overlooking how companies moving production to countries with lower labor costs was also a significant factor in this economic shift.
* Students might incorrectly associate economic changes like wage stagnation and declining union membership solely with technological advancement, without recognizing the complex interplay of multiple economic, political, and social factors involved in these trends.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3610.0
Standard ID: KC-9.2.II
Standard Description: The U.S. population continued to undergo demographic shifts that had significant cultural and political consequences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3611.0
Standard ID: KC-9.2.II+1+G
Standard Description: Explain how demographic shifts to the U.S. population had significant cultural consequences.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of increased immigration on American cultural identity and diversity, examining how family reunification provisions and humanitarian crises in Latin America shaped migration patterns.
* Assess how the demographic shifts have affected traditional cultural institutions in the United States, such as family structures, language use, and religious practices.
* Evaluate how demographic changes influenced American arts and literature, focusing on themes of identity and multiculturalism.
* Explain how these demographic shifts influenced cultural trends in the United States, such as changes in popular culture and media representations.
* Explain the relationship between demographic shifts and changes in American social norms, values, and attitudes.
* Identify the demographic changes in the United States after 1980, including the growth of minority populations and shifts in age demographics.
* Use primary and secondary sources to analyze public debates and policies regarding immigration and cultural diversity in the United States from 1980 onwards.

Assessment Boundaries:
* Assessments based on this standard should focus on the qualitative understanding of demographic shifts in the United States after 1980, including immigration patterns, population movement trends, and changes in the age and ethnic composition of communities. Students should demonstrate understanding of how these shifts influenced cultural elements such as media representation, arts and literature, social norms and values, and cultural institutions. The assessment should emphasize students' ability to connect specific demographic changes to resulting cultural transformations using appropriate primary and secondary sources.

Assessments should not include quantitative statistical analysis of demographic data, political implications of demographic shifts such as voting patterns or policy priorities, or economic impacts of population changes. Questions should avoid focusing on specific conservative figures or organizations promoting traditional values, manufacturing decline, or detailed regional variations in technological adoption. Immigration policy details should only be assessed in relation to their cultural consequences, not their political dimensions.

Common Misconceptions:
* Some students may assume immigration was the primary demographic shift influencing American culture after 1980, not recognizing the importance of internal migrations, changing birth rates, and aging population patterns in shaping cultural expressions and institutions.
* Some students may incorrectly view the relationship between demographic shifts and cultural change as one-directional, not recognizing how existing cultural institutions and practices both influenced and were transformed by changing population patterns and community compositions.
* Students might believe that cultural consequences of demographic shifts were immediate and readily apparent, rather than understanding that many cultural changes emerged gradually through complex processes of adaptation, resistance, and integration that continue to evolve over decades.
* Students might incorrectly believe that demographic shifts affected all regions of the United States in the same way, overlooking significant regional variations such as the rapid population growth in Sun Belt states and different patterns of cultural change in urban versus rural areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3612.0
Standard ID: KC-9.2.II+2+G
Standard Description: Explain how demographic shifts to the U.S. population had significant political consequences.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how demographic shifts have altered political representation and policy priorities at various levels of government in the U.S.
* Analyze statistical data on demographic changes to discuss their impact on U.S. political dynamics.
* Compare and contrast the political consequences of demographic changes in different regions, particularly the rapid population growth in Sun Belt states due to technology sector expansion and housing affordability.
* Evaluate the role of immigration policies, particularly the Immigration Reform and Control Act of 1986 and its consequences, in shaping the demographic and political landscape of the United States since 1980.
* Explain how demographic changes in the U.S. since 1980 have impacted political party strategies and electoral outcomes.
* Identify the major demographic shifts in the U.S. population after 1980 and their significant political consequences.
* Use maps and graphs to identify regions where demographic shifts have had profound political consequences.

Assessment Boundaries:
* Assessments based on this standard should focus on identifying major post-1980 demographic shifts (including immigration patterns, internal migration to Sun Belt states, and changing population distribution) and explaining their political consequences such as impacts on representation, party strategies, and policy priorities. Students should be able to explain specific immigration policies like the Immigration Reform and Control Act of 1986 and analyze how demographic changes had varying political impacts across different regions of the United States.

Assessments should not include quantitative or statistical analysis of demographic data, detailed voting pattern statistics, or specific examples of how political parties adapted their strategies in response to demographic changes. Additionally, discussions of manufacturing decline, technology sector growth, or specific conservative figures and organizations promoting traditional social values fall outside the scope of this standard and should be avoided in assessments.

Common Misconceptions:
* Some students might assume that demographic shifts translate quickly and directly into political changes, not recognizing the complex and often delayed relationship between population changes and their political consequences.
* Some students might think that demographic shifts are primarily about changing numbers of people, without recognizing how these changes influence political representation, party strategies, and policy priorities at various levels of government.
* Students may believe that post-1980 demographic changes were driven solely by immigration, overlooking other important factors such as internal migration patterns (particularly to Sun Belt states), changing age distributions, and evolving family structures.
* Students might misunderstand the varying regional impacts of demographic shifts, potentially believing that immigration policies like the Immigration Reform and Control Act of 1986 affected all parts of the country in similar ways rather than having distinct political consequences in different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3620.0
Standard ID: KC-9.3.I
Standard Description: The Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3621.0
Standard ID: KC-9.3.I+1+G
Standard Description: Explain how the Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the foreign policy initiatives from the Reagan era interacted with internal Soviet reforms (glasnost and perestroika), contributed to the fall of communism in Eastern Europe, and continued under subsequent administrations.
* Compare the foreign policy approaches of the Reagan administration with that of a subsequent administration, using primary sources such as presidential speeches.
* Describe the impact of Reagan's interventionist policy on U.S. relations with other countries during the Cold War.
* Evaluate the historical significance of continued interventionist policies in the post-Cold War era, citing examples of continuity and change.
* Explain the reasoning behind the Reagan administration's shift towards an interventionist foreign policy during and after the Cold War.
* Identify the key components of the interventionist foreign policy promoted by the Reagan administration.
* Use maps to illustrate significant regions affected by Reagan's interventionist policies and explain their strategic importance.

Assessment Boundaries:
* Assessments should focus on Reagan's specific interventionist foreign policy actions (including military interventions in Grenada and Lebanon, support for anti-communist forces in Latin America, and the Strategic Defense Initiative), their relationship with Soviet internal reforms (glasnost and perestroika), and how these policies evolved and continued in post-Cold War administrations. Students should analyze primary sources such as presidential speeches and use maps to illustrate affected regions, while demonstrating understanding of how interventionist approaches adapted to new global challenges after the Cold War.

Assessments should not include detailed statistical analysis of domestic economic policies, demographic changes, or technological developments not directly related to foreign policy. Quantitative data about manufacturing decline, union membership changes, immigration patterns, or the growth of technology sectors should be excluded, as should detailed analysis of conservative social values or religious movements within the United States.

Common Misconceptions:
* Some students may believe that interventionist policies reflected consensus within American politics, not appreciating the significant domestic debates, congressional challenges, and public opposition that shaped and limited these policies both during and after the Reagan administration.
* Some students might attribute the end of the Cold War primarily to Reagan's interventionist policies, overlooking how internal Soviet factors such as economic difficulties, glasnost reforms, and popular movements in Eastern Europe contributed significantly to communist governments' collapse.
* Students may incorrectly believe that interventionist foreign policy originated with Reagan rather than recognizing it as part of a longer tradition in U.S. foreign policy that Reagan intensified and reframed within Cold War contexts.
* Students might incorrectly view post-Cold War interventionist policies as direct continuations of Reagan-era strategies, not recognizing how these approaches evolved to address new challenges like terrorism, humanitarian crises, and regional conflicts in places like the Middle East and the Balkans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3630.0
Standard ID: KC-9.3.II
Standard Description: Following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3631.0
Standard ID: KC-9.3.II+1+G
Standard Description: Explain how, following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the September 11 attacks influenced the shift in U.S. foreign policy priorities toward fighting terrorism around the world.
* Analyze primary and secondary source texts to discern the themes and arguments about America’s role in combatting terrorism globally after 9/11.
* Corroborate or refute arguments about the long-term impacts of post-9/11 foreign policy on international relations using diverse sources of evidence.
* Evaluate the effectiveness and challenges of U.S. counter-terrorism efforts post-9/11, including the Iraq War's consequences such as sectarian violence and the rise of ISIS, considering both military and diplomatic dimensions.
* Examine the impact of the Bush Doctrine, emphasizing pre-emptive war and combating terrorism, on subsequent U.S. military engagements.
* Explain the political and strategic principles underlying the global War on Terror launched after 9/11, including analysis of Al Qaeda's motivations related to U.S. presence in the Middle East and fundamentalist religious interpretations.
* Identify key U.S. foreign policy initiatives and strategies enacted following the September 11, 2001 attacks to combat terrorism globally, including the USA PATRIOT Act and its implications for domestic surveillance and civil liberties.
* Utilize maps and geographic data to describe the regions most affected by U.S. foreign policy changes following 9/11.

Assessment Boundaries:
* Assessments based on this standard should focus on U.S. foreign policy responses to terrorism following the September 11, 2001 attacks, including the War on Terror, military interventions in Afghanistan and Iraq, the Bush Doctrine of pre-emptive war, and legislative measures like the USA PATRIOT Act. Students should analyze the motivations behind Al Qaeda's attacks, evaluate the effectiveness and consequences of counter-terrorism strategies, and understand how these policies affected international relations, civil liberties, and security outcomes like the rise of ISIS.

Assessments should not include detailed analysis of domestic political polarization, economic impacts, or demographic changes unless directly connected to counter-terrorism policy. Questions about specific conservative social movements, manufacturing decline, technology sector growth, or statistical demographic analysis are outside the scope of this standard. Detailed military tactics or specific technological surveillance methods should also be avoided.

Common Misconceptions:
* Some students might believe that Al Qaeda targeted the U.S. simply because they opposed Western values and culture, rather than understanding the specific grievances related to U.S. military presence in Saudi Arabia and American influence in Muslim countries.
* Some students might believe that the U.S. response to 9/11 focused primarily on military interventions, overlooking the multifaceted approach that included intelligence gathering, diplomatic coalitions, financial measures targeting terrorist funding, and legislative changes like the USA PATRIOT Act.
* Students may incorrectly assume that the Iraq War was directly connected to the 9/11 attacks, not recognizing that Iraq was not involved in the attacks and that the war's justification shifted from terrorism to weapons of mass destruction concerns.
* Students might misunderstand the long-term consequences of post-9/11 policies, believing that military interventions effectively eliminated terrorist threats, when in fact the Iraq War contributed to regional instability and the eventual rise of ISIS in 2014.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: AP United States History
Unit ID: AP USH Unit 9
Unit Name: Period 9: 1980-Present
Cluster ID: AP USH Topic 9.7
Cluster Name: 6. Causation in Period 9
Lesson Name: *None specified*
Lesson Order: 3590.0
Standard ID: Unit 9: Learning Objective G
Standard Description: Explain the relative significance of the effects of change in the period after 1980 on American national identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: DBQ Complexity
Standard Description: DBQ Complexity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: DBQ Contextualization
Standard Description: DBQ Contextualization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: DBQ Outside Evidence
Standard Description: DBQ Outside Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: DBQ Thesis Construction
Standard Description: DBQ Thesis Construction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: Describe with Stimulus
Standard Description: Describe with Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: Describe without Stimulus
Standard Description: Describe without Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: Document Analysis
Standard Description: Document Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: Document Use
Standard Description: Document Use

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: Explain with Stimulus
Standard Description: Explain with Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: Explain without Stimulus
Standard Description: Explain without Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: Historical Reasoning
Standard Description: Historical Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: LEQ Complexity
Standard Description: LEQ Complexity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: LEQ Contextualization
Standard Description: LEQ Contextualization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: LEQ Outside Evidence
Standard Description: LEQ Outside Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: American History
Course: FRQ Skills - AP United States History
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: LEQ Thesis Construction
Standard Description: LEQ Thesis Construction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: SYI-1.A.1
Standard Description: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.A.1+1
Standard Description: Explain that the major molecules that comprise living things are polymers made of smaller subunits.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to illustrate the steps involved in polymer formation and breakdown, indicating where each type of bond formation or cleavage occurs.
* Describe the process of polymer formation from monomers, including the types of bonds involved in this process.
* Explain how the subunits and sequence of monomers in a polymer influence the overall structure and function of the biological molecule.
* Explain the role of dehydration synthesis and hydrolysis in the formation and breakdown of polymers.
* Identify and compare the monomers and polymers for carbohydrates, proteins, nucleic acids, and lipids, and describe their respective biological roles.

Assessment Boundaries:
* Students should focus on understanding that biological macromolecules are polymers composed of monomers and should not need to memorize the names of specific monomers or molecular formulas.

Common Misconceptions:
* Some students may assume that all large biological molecules are polymers, not understanding that lipids, while crucial, do not fit the typical polymer definition.
* Students might believe that all macromolecules are formed by a single type of subunit, instead of recognizing that different types of polymers are composed of different monomers (e.g., proteins are made of amino acids, carbohydrates are made of monosaccharides).
* Students might think that the properties and functions of a polymer are not influenced by the sequence and arrangement of its monomer units.
* There could be a misconception that nucleic acids (like DNA and RNA) are the same and not composed of different nucleotide subunits, leading to confusion about their distinct structures and functions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: SYI-1.A.2
Standard Description: Living systems depend on properties of water that result from its polarity and hydrogen bonding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.A.2+1
Standard Description: Explain how the polarity of water gives rise to hydrogen bonding.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular structure of water and discuss how this structure results in polarity.
* Explain the origin of hydrogen bonding between water molecules and how this arises from the polarity of water.
* Explain the relationship between water's polarity, hydrogen bonding, and its ability to dissolve various substances in biological systems.

Assessment Boundaries:
* The scope of assessment for this substandard should be limited to explaining the molecular structure of water, how its polarity arises from the differences in electronegativity between oxygen and hydrogen, and how this polarity enables hydrogen bonding. Specific details or memorization of related compounds other than water or their graphic representations are beyond this boundary.

Common Misconceptions:
* Students may assume that hydrogen bonds only occur between water molecules and not between water and other polar molecules.
* Students may incorrectly believe that the polarity of water is due to the presence of hydrogen alone rather than the difference in electronegativity between hydrogen and oxygen.
* Students may misunderstand the concept of polarity, believing that it refers to electrical charge rather than the distribution of electrical charge within the molecule.
* Students may think that hydrogen bonds are the result of covalent bonding between water molecules, rather than an attraction between polar molecules.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: SYI-1.A.3+1
Standard Description: Hydrogen bonding between water molecules gives rise to the cohesive properties of water.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how hydrogen bonds between water molecules contribute to the cohesion of water.
* Explain how the cohesive property of water, due to hydrogen bonding, impacts biological processes such as transpiration.

Assessment Boundaries:
* Assessment boundaries should not cover the specific molecular or atomic interactions at a quantum level or details of the electronic structure that contribute to hydrogen bonding. Rather, focus on the observable properties and biological implications of water cohesion resulting from hydrogen bonding.

Common Misconceptions:
* Some students may assume that cohesion is the same as adhesion, not understanding the difference between water molecules sticking to each other (cohesion) and sticking to other substances (adhesion).
* Students may think that cohesion is solely due to covalent bonds between water molecules, without recognizing the role of hydrogen bonds.
* Students might believe that the cohesive properties of water have no impact on its biological functions, ignoring their role in processes like transpiration and water transport in plants.
* There might be a misunderstanding that the hydrogen bonds in water are equally strong as covalent bonds, not appreciating the temporary and weaker nature of hydrogen bonds.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: SYI-1.A.3+2
Standard Description: Hydrogen bonding between water molecules gives rise to the adhesive properties of water.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular mechanism by which hydrogen bonds form between water molecules and how this leads to adhesion with different substances.
* Explain how biological systems leverage the adhesive properties of water for their functions, connecting this to broader biological principles such as nutrient transport in plants.
* Explain how hydrogen bonding between water molecules results in adhesive properties, supporting claims with evidence from the interaction of water with various surfaces.
* Explain the relationship between hydrogen bonding and the adhesive properties of water in applied contexts such as capillary action in plants.
* Illustrate how the adhesive properties of water, resulting from hydrogen bonding, are crucial for phenomena such as capillary action, using flow charts to represent these mechanisms.
* Interpret a graph that shows the adhesion force of water molecules across different materials, explaining trends and providing reasons for differences observed.
* Predict the effects of alterations in hydrogen bonding strength on the adhesive properties of water, providing reasoning based on molecular interactions.
* Use mathematical calculations to analyze experimental data on water adhesion, determining the relative adhesion forces on various materials.

Assessment Boundaries:
* Assessment of adhesive properties should focus on general principles of hydrogen bonding and polarity without requiring knowledge about specific real-world biological examples beyond what is described in the general curriculum.

Common Misconceptions:
* Some students might believe that hydrogen bonding in water only affects its cohesive properties, not realizing its importance in adhesion.
* Students may confuse adhesion with cohesion, thinking that adhesion refers only to water molecules sticking to each other rather than to other substances.
* Students may incorrectly assume that nonpolar molecules can form hydrogen bonds with water molecules, contributing to adhesion, rather than understanding that only polar molecules can participate in this interaction.
* Students may think that adhesive properties of water are due to cohesion alone, without recognizing the role of hydrogen bonds between water molecules and other surfaces.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.1
Cluster Name: Structure of Water and Hydrogen Bonding
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: SYI-1.A.3+3
Standard Description: Surface tension is a product of the cohesive property.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the hydrogen bonding between water molecules contributes to the cohesive property of water.
* Explain the relationship between cohesion and surface tension in water.

Assessment Boundaries:
* Diagrams or calculations involving specific quantitative measurements of surface tension are not required.

Common Misconceptions:
* Students may assume that surface tension occurs with all liquids similarly, not understanding the unique role of hydrogen bonds in water.
* Students may believe that only dense objects can affect water's surface tension, rather than attributing the tension to cohesive properties.
* Students may think that surface tension is due to adhesive forces rather than cohesive forces among water molecules.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.2
Cluster Name: Elements of Life
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: ENE-1.A.1
Standard Description: Organisms must exchange matter with the environment to grow, reproduce, and maintain organization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.2
Cluster Name: Elements of Life
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.1+1
Standard Description: Describe how all organisms take in molecules from their environment in order to survive.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual data representation showing the flow of molecules (e.g., nutrients, gases) from the environment into the organism and describe the processes involved.
* Create a bar graph representing the intake of essential macromolecules by different organisms from their environment, including proper scaling, labeling, and orientation, to demonstrate the dependency of organisms on environmental molecules for survival.
* Describe how organisms take in molecules such as water, oxygen, and nutrients from their environment to support essential biological processes necessary for survival.
* Explain how the intake of environmental molecules, such as nutrients and gases, supports vital biological processes in different organisms, allowing them to grow, reproduce, and maintain structural organization.
* Explain the mechanisms at the cellular level that enable organisms to absorb necessary molecules from their environment and how these contribute to maintaining homeostasis.
* Interpret experimental data on how variations in environmental molecule availability (e.g., oxygen levels, nutrient concentrations) impact organism survival and physiological functions.
* Predict the potential impacts on an ecosystem when certain nutrients essential for organismal survival are limited or depleted, based on scientific data presented in graphs or models.
* Propose and justify changes to an experimental setup designed to measure the uptake of essential molecules from the environment under different conditions, including identifying variables and controls.
* Use visualizations to describe the intake of molecules by organisms from their environment and explain the relationship between these molecules and the organisms’ survival.

Assessment Boundaries:
* The detailed biochemical pathways for molecule uptake or specific environmental conditions affecting molecule availability are not included.

Common Misconceptions:
* Students may assume molecules taken in are immediately usable by the organism without processing.
* Students may believe that only multicellular organisms need to intake molecules from the environment.
* Students may confuse passive and active transport mechanisms for molecule intake.
* Students may think all organisms can produce essential molecules without external input.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.2
Cluster Name: Elements of Life
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: ENE-1.A.2+1
Standard Description: Carbon forms up to 4 covalent bonds. These 4 bonds complete carbon's valence octet. Single bonds can pivot, but double and triple bonds are rigid. Carbon-carbon bonds and carbon-hydrogen bonds are nonpolar. Cabon-oxygen and carbon-nitrogen bonds are polar. Assess 1 of these ideas in a particular question.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the atomic structure of carbon and explain how it enables carbon to form up to four covalent bonds with other atoms.
* Describe the difference between polar and nonpolar covalent bonds using examples such as C-C single bonds, C=C double bonds, and C-H, C-O, and C-N bonds.
* Explain how the polarity of carbon-oxygen and carbon-nitrogen bonds contributes to the overall chemical properties of biomolecules.
* Explain the significance of carbon’s ability to form single, double, and triple bonds and how these bonding structures affect molecular flexibility and stability.

Assessment Boundaries:
* Understanding should focus on the ability of carbon to form covalent bonds with other elements, specifically highlighting the nonpolar and polar characteristics of these bonds, without delving into advanced molecular orbital theories or quantum mechanical descriptions.

Common Misconceptions:
* A common misconception is that the polarity of a bond is only determined by the element paired with carbon, not by the difference in electronegativity.
* Some students mistakenly believe that carbon-hydrogen bonds are polar because hydrogen bonds in other contexts are generally polar.
* Students may think that carbon can form more than four covalent bonds simultaneously.
* Students might assume that double and triple bonds in carbon compounds can pivot or rotate.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.2
Cluster Name: Elements of Life
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: ENE-1.A.2+2
Standard Description: Proteins and nucleic acids contain nitrogen (and other elements). The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the elements that constitute proteins, with specific emphasis on nitrogen, and explain the role of nitrogen in the structure and function of amino acids. *[AP Biology Skill 1.A]*
* Evaluate hypothetical scenarios where nitrogen availability is altered and predict the biochemical and physiological outcomes on protein and nucleic acid production in cells. *[AP Biology Skills 6.D, 6.E]*
* Explain the chemical structure of nucleic acids, focusing on the presence of nitrogen and other elements, and assess how these elements contribute to the properties and functions of nucleic acids. *[AP Biology Skills 1.B, 1.C]*

Assessment Boundaries:
* Details on the specific nitrogen-containing structures of proteins and nucleic acids are beyond the scope of the course. Focus on understanding that these macromolecules contain nitrogen as a key element.

Common Misconceptions:
* Students may misunderstand the specific roles of nitrogen in the structure of nucleic acids and proteins, leading to confusion about the importance of this element in these macromolecules.
* Students may think that proteins are composed only of carbon, hydrogen, and oxygen, neglecting the presence of nitrogen.
* Students might believe that nucleic acids only contain phosphorus and deoxyribose or ribose sugars, overlooking nitrogenous bases.
* There might be a misconception that all macromolecules, including carbohydrates and lipids, contain nitrogen due to confusion with proteins and nucleic acids.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.2
Cluster Name: Elements of Life
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: ENE-1.A.2+3
Standard Description: Nucleic acids and certain lipids contain phosphorus (and other elements). The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the chemical composition and function of nucleic acids and phospholipids, emphasizing the role of phosphorus in each.
* Describe the structure of nucleic acids, including how the phosphorus element is incorporated into their backbone.
* Explain the role of phosphorus in the structural makeup of certain lipids, specifically in the formation of phospholipids.
* Predict how alterations in phosphorus availability might affect the synthesis and stability of nucleic acids and certain lipids. (stimulus required)

Assessment Boundaries:
* The detailed biochemical pathways and mechanisms for the incorporation of phosphorus into nucleic acids and lipids should not be assessed. Focus should remain on the broad understanding that phosphorus is a critical element in these molecules and the basic function it provides within them.

Common Misconceptions:
* Students may incorrectly believe that nucleic acids like DNA and RNA do not contain phosphorus, overlooking the presence of phosphate groups in their structures.
* Students may think that all lipids contain phosphorus, not understanding that only certain types like phospholipids do.
* Students might assume that phosphorus is only found in nucleic acids and miss its role in certain types of lipids such as phospholipids.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.3
Cluster Name: Introduction to Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: SYI-1.B.1+1
Standard Description: Dehydration synthesis creates polymers from smaller monomers. The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of dehydration synthesis and its role in forming polymers from monomers.
* Evaluate the biological significance of dehydration synthesis in the formation and stability of polymers such as proteins, nucleic acids, and polysaccharides.
* Explain the type and role of covalent bonds formed during dehydration synthesis in biological macromolecules.

Assessment Boundaries:
* The detailed molecular structures of the larger biological macromolecules themselves should not be included, focusing instead on the general process of dehydration synthesis and its role in forming macromolecules.

Common Misconceptions:
* Students may mistakenly believe that dehydration synthesis is exclusive to carbohydrate formation and not applicable to proteins or nucleic acids.
* Students may think that dehydration synthesis does not involve the removal of water but rather the addition of water to form bonds.
* Students might confuse dehydration synthesis with hydrolysis, thinking both reactions are the same.
* Students might misunderstand that dehydration synthesis breaks down polymers rather than forming them from monomers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.3
Cluster Name: Introduction to Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: SYI-1.B.1+2
Standard Description: Dehydration synthesis removes a single molecule of water from two monomers, creating a new covalent bond. The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of dehydration synthesis, identifying the monomers involved and the covalent bonds formed during the reaction.
* Describe the relationship between dehydration synthesis and hydrolysis, explaining the role of water in both processes.
* Explain how the removal of a water molecule results in the formation of a covalent bond between two monomers, incorporating the roles of the hydroxyl (-OH) and hydrogen (-H) groups.

Assessment Boundaries:
* The molecular structure of specific nucleotides and amino acids is beyond the scope of the AP Exam. Additionally, understanding specific carbohydrate polymers is not required.

Common Misconceptions:
* Some students might assume that no molecules are lost or gained during the formation of a covalent bond between monomers.
* Students may incorrectly believe that dehydration synthesis adds a single molecule of water to two monomers, rather than removing it.
* Students may think that all types of bond formations between monomers involve dehydration synthesis, not recognizing that there are different methods of bond formation.
* There is a misconception that dehydration synthesis and hydrolysis are essentially the same processes, rather than being opposite reactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.3
Cluster Name: Introduction to Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: SYI-1.B.1+3
Standard Description: Hydrolysis breaks down large biological polymers into smaller monomers. The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a case study involving a metabolic disorder related to impaired hydrolysis (e.g., lactose intolerance), explaining the underlying biochemical mechanisms.
* Compare and contrast the processes of hydrolysis and dehydration synthesis, explaining how each process affects the structure and function of biological macromolecules.
* Construct a graph representing the rate of hydrolysis over time under varying enzyme concentrations, labeling axes, units, and indicating any trends or outliers.
* Describe the chemical process of hydrolysis, including the role of water molecules in breaking covalent bonds between monomers.
* Describe the step-by-step mechanism of hydrolysis using visual diagrams, indicating the involvement of water molecules and the breaking of specific covalent bonds.
* Design a controlled experiment to test how different environmental factors affect the rate of hydrolysis in a specific substrate, identifying control and experimental variables.
* Explain the biological significance of hydrolysis in cellular metabolism, including how it facilitates the breakdown of polymers into usable monomers.
* Predict the effects of hydrolysis on specific types of macromolecules (carbohydrates, proteins, nucleic acids) and how these effects contribute to cellular processes.

Assessment Boundaries:
* The molecular structure of specific monomers and how distinct polymers break down into monomers beyond recognizing the role of hydrolysis should be excluded.

Common Misconceptions:
* Some students may think that hydrolysis can occur without the addition of water.
* Students may believe that hydrolysis only applies to carbohydrates and not to other macromolecules like proteins and nucleic acids.
* Students might confuse hydrolysis with dehydration synthesis, believing water is removed rather than added during the breakdown of polymers.
* Students might think that hydrolysis happens spontaneously without the need for enzymes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.3
Cluster Name: Introduction to Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: SYI-1.B.1+4
Standard Description: In hydrolysis, a molecule of water is consumed when a covalent bond in a biological polymer is broken. The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast hydrolysis and dehydration synthesis in the context of macromolecule breakdown and formation.
* Describe the process of hydrolysis and identify the molecules consumed and produced in the reaction.
* Explain the role of water in breaking covalent bonds during the hydrolysis of biological polymers.

Assessment Boundaries:
* The molecular structure of specific biological molecules is beyond the scope of the course.

Common Misconceptions:
* Some students might think only certain biological polymers can undergo hydrolysis, rather than understanding it applies to all biological polymers.
* Students may assume that hydrolysis only occurs in specific conditions, not recognizing it as a general biological process.
* Students may believe that hydrolysis results in the release of a water molecule rather than its consumption.
* Students may confuse hydrolysis with dehydration synthesis, thinking that both processes produce a water molecule.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: SYI-1.B.2+1
Standard Description: How monomers are assembled influences the structure and function of polymers. The names and structure of particular biological molecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between the sequence of nucleotide monomers in nucleic acids and the resulting structure and function of DNA and RNA.
* Explain how the specific order of amino acids in a polypeptide determines the protein's primary structure and influences its overall shape and function.
* Explain the role of saturation in determining the structure and function of lipid molecules, including the differences between saturated and unsaturated fatty acids.

Assessment Boundaries:
* Students are not required to memorize the detailed structures of monomers such as all nucleotides, amino acids, sugars, or lipids. Instead, they should understand how the assembly and type of monomers affect the polymer's properties and functionality.

Common Misconceptions:
* Students may assume that only proteins have directionality and not other types of biological macromolecules like nucleic acids.
* Students may think that the order in which monomers are assembled does not affect the final shape and function of the polymer.
* Students might believe that all polymers have similar structures and functions irrespective of their monomer composition.
* Students might misunderstand the importance of non-covalent interactions and believe only covalent bonds determine the structure and function of polymers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: SYI-1.B.2+10
Standard Description: The R groups in amino acids determine the structure and function of a protein. The names and properties of particular amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of R groups in the primary, secondary, tertiary, and quaternary structure of proteins.
* Explain how changes or mutations in R groups can affect protein function and provide a specific example involving an enzyme or receptor protein.
* Explain how the chemical properties of R groups (hydrophobic, hydrophilic, or ionic) influence the folding and stability of a protein.

Assessment Boundaries:
* The assessment boundary focuses on the ability to relate the chemical properties of different R groups, such as hydrophobic, hydrophilic, or ionic, to their influence on protein structure and function. Specificity about particular protein structures or examples is beyond the scope.

Common Misconceptions:
* Some students may believe that the primary structure of proteins is only determined by hydrophobic and hydrophilic interactions and overlook the role of ionic interactions.
* Students may incorrectly assume that all amino acids contribute equally to protein structure and function, ignoring how specific R groups can drastically alter a protein's properties.
* Students might think that all R groups of amino acids are either hydrophobic or hydrophilic, without considering the existence of ionic R groups.
* There may be a misconception that the R group interactions only determine the secondary structure of proteins, without recognizing their role in tertiary and quaternary structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: SYI-1.B.2+11
Standard Description: Lipids are nonpolar macromolecules. The names and properties of particular lipids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular structure of lipids, emphasizing the nonpolar nature of fatty acid chains and the resulting hydrophobic interactions.
* Evaluate the role of lipid structure in the formation of biological membranes, predicting how changes in lipid composition affect membrane fluidity and function.
* Explain how the nonpolar characteristics of lipids influence their solubility and behavior in biological systems, such as forming cell membranes and storing energy.

Assessment Boundaries:
* Focus on the role of hydrophobic interactions in the formation of lipid structures and the impact on membrane formation, without delving into specific lipid types or their complex chemistry.

Common Misconceptions:
* Students may assume that all parts of a lipid molecule are nonpolar, without recognizing the amphipathic nature of molecules like phospholipids.
* Students may think that all macromolecules, including lipids, are always hydrophilic and interact with water easily.
* Students might believe that lipids have similar physical properties as carbohydrates, such as solubility in water.
* Students might misunderstand that the nonpolar characteristic of lipids means they cannot interact with any other types of molecules, not realizing that nonpolar molecules can interact with each other through van der Waals forces.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: SYI-1.B.2+12
Standard Description: Complex carbohydrates are polymers of sugar monomers. The names and properties of particular carbohydrates is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the biochemical process of hydrolysis in breaking down complex carbohydrates into simpler sugars and its importance in biological systems.
* Explain the process of polymerization in complex carbohydrates, detailing how monosaccharides combine through dehydration synthesis to form disaccharides and eventually polysaccharides.
* Identify and describe the monomeric building blocks of complex carbohydrates and the types of glycosidic linkages that join them to form polysaccharides.

Assessment Boundaries:
* The specific metabolic pathways of carbohydrate synthesis and degradation are beyond the scope of the course. Focus on understanding the general structure of carbohydrates and their polymeric nature.

Common Misconceptions:
* Some students may assume that all polysaccharides have the same structure and function, not understanding that different arrangements of sugar monomers result in different properties (e.g., starch vs. cellulose).
* Students may believe that all carbohydrates are simple sugars like glucose or fructose, and not recognize that complex carbohydrates are made up of many sugar monomers.
* Students may think that the process of forming complex carbohydrates involves adding water molecules rather than the removal of water molecules (dehydration synthesis).
* Students might incorrectly believe that complex carbohydrates are not important for energy storage or structural purposes in organisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: SYI-1.B.2+13
Standard Description: Saturated lipids and unsaturated lipids have different shapes and functions in the cell membrane.  The names and properties of particular lipids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the functional roles of saturated and unsaturated lipids in the cell membrane, particularly in terms of their interaction with other membrane components.
* Describe the distinct structural characteristics of saturated and unsaturated lipids and how these characteristics influence their shapes within the cell membrane.
* Explain how the presence of saturated versus unsaturated lipids affects the fluidity of the cell membrane under various temperature conditions.

Assessment Boundaries:
* Focus on the distinction between the structural differences in saturation that lead to varied functions of saturated and unsaturated lipids, without delving into other types of molecules. Experimental methods to determine lipid saturation are excluded.

Common Misconceptions:
* Some students might believe that all lipids are equally hydrophobic and do not recognize the amphipathic nature of some, such as phospholipids.
* Students may assume that saturated and unsaturated fats have similar effects on the fluidity of the cell membrane, while saturated fats decrease fluidity and unsaturated fats increase it.
* Students might confuse which fats (saturated or unsaturated) are liquid or solid at room temperature. Saturated fats are typically solid, whereas unsaturated fats are usually liquid.
* There can be a misconception that saturated fats have kinks in their structure due to double bonds, when in fact it is unsaturated fats that have double bonds inducing kinks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: SYI-1.B.2+14
Standard Description: Phospholipids possess both their ionic and non-polar regions, which allow them to create a bilayer.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of phospholipid bilayers to identify and explain how the arrangement contributes to membrane structure and function.
* Compare the behaviors of hydrophobic tails and hydrophilic heads of phospholipids in aqueous environments.
* Describe how the amphipathic nature of phospholipids contributes to their function in cell membranes.
* Describe the structure of phospholipids, detailing their ionic and non-polar regions, and their significance in forming a bilayer.
* Explain the role of hydrophobic and hydrophilic interactions in the self-assembly of phospholipid bilayers.

Assessment Boundaries:
* Understanding the specific mechanisms by which the ionic and non-polar regions of phospholipids arrange into a bilayer and the subsequent interactions between these regions and other polar and nonpolar molecules should be the key focus, excluding detailed quantitative analysis of membrane interactions.

Common Misconceptions:
* Some students might assume that phospholipid bilayers are static structures, not realizing the dynamic nature facilitated by the fluid mosaic model.
* Students may believe that only the nonpolar regions of phospholipids interact with water, disregarding the role of polar regions.
* Students might think that the polar regions of phospholipids interact with nonpolar molecules, misunderstanding the amphipathic nature of phospholipids.
* There might be a misconception that phospholipids can form a monolayer to serve as a cell membrane, instead of a bilayer.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: SYI-1.B.2+2
Standard Description: The sequencing of nucleotides in a nucleic acid stores information.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural components of nucleotides and the role of the sugar-phosphate backbone in the sequence of nucleic acids.
* Evaluate the role of complementary base pairing in maintaining the integrity of genetic information during DNA replication and RNA transcription.
* Explain the relationship between the sequence of nucleotide bases in DNA and the storage of genetic information.
* Predict the effects of changes or mutations in nucleotide sequences on the genetic information stored and the resulting phenotype.

Assessment Boundaries:
* Details of specific gene sequences or mechanisms of gene regulation are beyond the scope.

Common Misconceptions:
* Many students may think that the sequence of nucleotides has no impact on the function of the nucleic acid, not realizing that changes in sequence can result in different genetic information.
* Some may incorrectly assume that all nucleic acids (DNA and RNA) store information in the same way, not recognizing the differences in structure and function between DNA and RNA.
* Students might confuse the structure of nucleotides, believing that the nitrogenous base does not play a role in storing genetic information.
* Students often believe that nucleotide sequences are only important during replication, not understanding their role in transcription and translation processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: SYI-1.B.2+3
Standard Description: Each nucleotide contains: a five-carbon sugar (deoxyribose or ribose), a phosphate group, and a nitrogenous base. Details about each of these subcomponents can be assessed independently.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of the phosphodiester bond in linking nucleotides together within a nucleic acid polymer.
* Describe the structural components of a nucleotide, including the five-carbon sugar (deoxyribose or ribose), the phosphate group, and the nitrogenous base.
* Explain how the sequence of nucleotide monomers determines the encoded biological information in nucleic acids.
* Explain the differences in the structure and function between DNA and RNA based on their nucleotide composition.
* Predict the outcome of structural changes in nucleotide components on the overall formation and function of nucleic acids, using theoretical models.
* Represent the relationship between the nucleotide components and their assembly into nucleic acid polymers using diagrams or flow charts.

Assessment Boundaries:
* Focus on the role and variation of nitrogenous bases in nucleotides rather than detailed mechanical mechanisms of synthesis.

Common Misconceptions:
* Some students mistakenly believe that all nitrogenous bases are the same or are always interchangeable between DNA and RNA.
* Students may confuse deoxyribose and ribose, not understanding that deoxyribose lacks an oxygen atom on the second carbon.
* Students often think that nucleotides are made up of only a sugar and a nitrogenous base, neglecting the phosphate group.
* Students sometimes think that nucleotides of DNA and RNA pair in the exact same way, not recognizing the distinct base pairing rules for DNA (adenine-thymine) and RNA (adenine-uracil).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: SYI-1.B.2+4
Standard Description: The different functions of DNA and RNA within the cell.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural components of DNA and RNA and explain how these structures enable their respective functions within the cell.
* Explain how errors in DNA and RNA processes, such as mutations or faulty transcription, can impact cellular function and lead to specific cellular disorders.
* Explain the role of DNA in directing synthesis of RNA through transcription, and the role of RNA in protein synthesis, emphasizing their distinct functions.

Assessment Boundaries:
* Focus on the differences in structure between DNA and RNA as they relate to their functions, but do not require detailed knowledge of specific nucleotide sequences or advanced mechanisms of gene expression.

Common Misconceptions:
* It is common for students to misunderstand the different types of RNA (mRNA, tRNA, rRNA, etc.), thinking all RNA molecules play identical roles rather than having specialized functions in protein synthesis.
* Some students assume that RNA performs the same long-term genetic storage function as DNA, rather than understanding its role in the immediate production of proteins and regulation of genes.
* Students may think that DNA and RNA have the same function in protein synthesis, not realizing DNA is primarily for storage of information and RNA is primarily for the production of proteins.
* Students often confuse the process of transcription with replication, mistakenly believing that RNA is produced through the same mechanism as DNA replication.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: SYI-1.B.2+5
Standard Description: The sequence order of amino acids (primary structure) determines the shape of the protein. The names and structure of particular amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how changes in amino acid sequences due to mutations can affect the primary structure and potentially alter the overall shape and function of a protein.
* Explain the concept of amino acid directionality and its influence on protein shape and function.

Assessment Boundaries:
* The assessment should focus on understanding the primary structure in terms of amino acid sequence and its impact on protein folding and shape, excluding detailed discussions on tertiary and quaternary structures.

Common Misconceptions:
* Students may misunderstand the concept of amino acid side chains (R groups) and their influence on protein folding and final shape.
* Students may think that only secondary and tertiary structures influence the final shape of the protein, disregarding the role of the primary structure.
* Students might believe that the primary structure of a protein is not important in determining the overall shape of the protein.
* Students might incorrectly assume that the sequence of amino acids can be altered without affecting the protein’s function, not understanding the specificity required.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: SYI-1.B.2+6
Standard Description: Primary, secondary, teriary, and quaternary structure are all important in determining a protein's shape.  The names and structure of particular amino acids is beyond the scope of the course. Details about each of these levels of structure can be assessed independently.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how various interactions between R groups (including hydrogen bonds, ionic bonds, disulfide bridges, and hydrophobic interactions) shape the tertiary structure of a protein.
* Construct a flow chart representing the four levels of protein structure and their connectivity to protein function.
* Describe how hydrogen bonding contributes to the formation of alpha helices and beta-pleated sheets in the secondary structure of proteins.
* Evaluate the role of quaternary structure in the functionality of multi-subunit protein complexes by explaining the interactions among polypeptide subunits.
* Explain the significance of the amino acid sequence (primary structure) in determining the overall conformation and functional capabilities of a protein.
* Illustrate how changes or disruptions in primary, secondary, tertiary, or quaternary structures of a protein can impact its function, providing specific examples.

Assessment Boundaries:
* Description of specific biochemical pathways or enzyme functions where protein structure plays a role is beyond the scope of this substandard.

Common Misconceptions:
* Many students misunderstand secondary structure, believing it only consists of alpha-helices, disregarding beta-pleated sheets and turns.
* Students may believe that quaternary structures are always present in proteins, whereas not all proteins have quaternary structures.
* Students often think that the primary structure alone determines the protein's final shape, ignoring the importance of secondary, tertiary, and quaternary structures.
* There is a common misconception that tertiary structure only involves covalent bonds, failing to recognize the role of hydrogen bonds, ionic interactions, and hydrophobic interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: SYI-1.B.2+7
Standard Description: Proteins have directionality, with an amino (NH2) terminus and a carboxyl (COOH) terminus.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the directionality of amino acids in a polypeptide to other macromolecules that exhibit directionality, such as nucleic acids, and discuss the functional implications.
* Describe the structure of an amino acid, identifying the amino (NH2) terminus and carboxyl (COOH) terminus, and discuss the implications of this directionality for protein synthesis.
* Explain the significance of protein directionality in terms of primary structure determination and how the sequence influences the protein's overall structure and function.

Assessment Boundaries:
* Specific amino acid sequences or the detailed processes that form polypeptide chains are beyond this scope.

Common Misconceptions:
* Some may believe that the amino terminus always interacts with other amino termini and the carboxyl terminus in the same manner, not understanding the implications of different R groups in protein folding and function.
* Students may incorrectly think that the directionality of a protein does not impact its function or structure.
* Students might assume that the termini (amino and carboxyl) can be randomly located at any point within the protein, rather than specifically at the ends.
* Students might believe that both termini of a protein have the same functional group, not realizing that one end has an amino group and the other a carboxyl group.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: SYI-1.B.2+8
Standard Description: Amino acids can be categorized by their R groups: hydrophobic, hydrophilic, or ionic. The names and properties of particular amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the chemical properties of amino acids and categorize them by their R groups: hydrophobic, hydrophilic, or ionic.
* Evaluate the impact of changes in amino acid sequence, particularly in the R groups, on the overall structure and function of proteins using experimental evidence.
* Explain how the different properties of hydrophobic, hydrophilic, and ionic R groups affect the structure and function of proteins.

Assessment Boundaries:
* Identification of specific amino acid structures beyond their R group categorization is not required.

Common Misconceptions:
* Some students might think that all hydrophilic R groups are positively charged, not understanding the broader range of properties that can make a group hydrophilic.
* Students may believe that hydrophobic R groups are attracted to water rather than repelled by it.
* Students may confuse ionic R groups with neutral ones, failing to recognize the presence of charges.
* There might be a misconception that R groups do not affect the overall structure and function of proteins, ignoring their significant role.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.4
Cluster Name: Properties of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: SYI-1.B.2+9
Standard Description: The R group in an amino acid determines how proteins domains interact with water, lipids, and other biological molecules. The names and properties of particular amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the behavior of proteins with different R groups in polar versus nonpolar environments using statistical tests and data analysis.
* Describe the impact of hydrophobic, hydrophilic, and ionic R groups on the interaction of protein domains with water.
* Evaluate a model describing the interaction between protein domains and polypeptide chains with various R groups, providing examples where these interactions determine the biological function of the protein.
* Explain how hydrophobic R groups contribute to the structural stability of proteins in lipid environments.

Assessment Boundaries:
* Assessments will focus on general categories of R group interactions (e.g., hydrophobic, hydrophilic, ionic) rather than specific interactions of particular amino acids with other biological molecules.

Common Misconceptions:
* Some students may incorrectly assume that the R groups in amino acids do not influence the interactions of protein domains with other biological molecules like lipids.
* Students may believe that all R groups in amino acids interact equally with water, regardless of their chemical nature.
* Students may think that all R groups in amino acids are either always hydrophobic or always hydrophilic, failing to recognize ionic and other potential interactions.
* Students might think that hydrophobic R groups will generally seek interactions with water instead of avoiding them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: SYI-1.C.1+1
Standard Description: During DNA and RNA synthesis, nucleotides are added to the 3’ end of the growing strand. Do not reference any of the proteins involved in DNA and RNA synthesis.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the synthesis of the leading and lagging strands in DNA replication, with an emphasis on the role of the 3’ end in continuous and discontinuous synthesis.
* Describe the process by which nucleotides are added to the 3' end of a growing DNA or RNA strand, ensuring correct pairing and covalent bonding.
* Explain how the directionality of nucleic acids influences their synthesis, particularly focusing on the addition of nucleotides to the 3' end.
* Explain the importance of the 3' hydroxyl group in the elongation process of DNA and RNA synthesis.
* Interpret visual representations of DNA and RNA synthesis, focusing on the role of the 3' end in nucleotide addition (stimulus needed).
* Predict the effects of disrupting the 3’ end on the overall synthesis of DNA and RNA strands.

Assessment Boundaries:
* The assessment should not involve detailed mechanisms of enzymes involved in nucleotide addition or transcription/translation processes.

Common Misconceptions:
* Students may believe that nucleotides can be added to either the 3’ or the 5’ end of a growing DNA or RNA strand during synthesis.
* Students may erroneously conceive that the directionality (3’ to 5’ and 5’ to 3’) is irrelevant to the process of DNA or RNA synthesis.
* Students may mistakenly think that nucleotides can only be added to the 5’ end of the growing DNA or RNA strand.
* Students may misunderstand that the 3' end refers to a specific nucleotide rather than the specific position on the sugar-phosphate backbone where new nucleotides are added.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: SYI-1.C.1+10
Standard Description: The alpha helix is a type of protein secondary structure. The particular names and structures of the amino is beyond the scope of the course. Reference only the shape of the alpha helix.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the formation and stabilization of the alpha helix in proteins.
* Explain how changes in amino acid sequence can affect the formation and stability of the alpha helix structure in proteins.
* Explain the significance of hydrogen bonds in maintaining the alpha helix structure.

Assessment Boundaries:
* Specific amino acid sequences forming alpha helices or details of hydrogen bonding in secondary structures are beyond the scope of the course.

Common Misconceptions:
* Students may confuse alpha helices with beta sheets, not understanding that they are distinct types of secondary structures.
* Students may think that the alpha helix is formed by covalent bonds between amino acids instead of hydrogen bonds.
* Students might believe that all proteins contain alpha helices, rather than recognizing that only some proteins have this secondary structure.
* Students might think that the formation of alpha helices is influenced by external factors like pH or temperature, rather than by the sequence of amino acids and hydrogen bonding interactions within the protein.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: SYI-1.C.1+11
Standard Description: The beta sheet is a type of protein secondary structure. The particular names and structures of the amino is beyond the scope of the course. Reference only the shape of the beta sheet.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast beta sheets with alpha helices as types of secondary structures, focusing on their structural differences and how these differences affect protein folding and stability.
* Describe the beta sheet as a type of secondary protein structure, highlighting its formation through hydrogen bonds between the backbone amides in different parts of the polypeptide chain.
* Explain the role of beta sheets in the overall stability and function of protein structure, including how their presence can influence the protein’s physical properties.
* Predict the potential effect of a mutation that disrupts the formation of beta sheets on the structure and function of a protein, using biological principles and reasoning.

Assessment Boundaries:
* No assessment boundary necessary.

Common Misconceptions:
* Students may assume that beta sheets are always parallel, despite beta sheets being able to form in both parallel and antiparallel orientations.
* Students may incorrectly believe that beta sheets do not involve hydrogen bonds, when in fact they are stabilized by hydrogen bonds between the backbone amides in different strands.
* Students may think that beta sheets are the same as alpha-helices, not recognizing the distinct hydrogen bonding pattern that gives beta sheets their unique flat, sheet-like structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: SYI-1.C.1+12
Standard Description: The tertiary structure of a protein is the overall three-dimensional shape of the protein, which minimizes free energy. The particular names and structures of proteins is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Construct models or diagrams showing the relationship between protein folding pathways and the minimization of free energy.
* Describe how changes in temperature or pH can affect the tertiary structure of a protein and predict the impact on the protein's stability and function.
* Explain the role of different types of bonds, including hydrogen bonds, disulfide bridges, and hydrophobic interactions, in maintaining the tertiary structure of proteins.

Assessment Boundaries:
* The details of specific protein folding patterns such as exact alpha helix and beta sheet configurations, and specific examples or names of proteins that illustrate tertiary structure, are beyond the scope of this substandard.

Common Misconceptions:
* Some students might mistakenly believe that the tertiary structure alone determines the function of a protein, without considering the roles of primary, secondary, and quaternary structures.
* Students may believe that the primary structure of a protein plays no role in determining the tertiary structure, overlooking the importance of amino acid sequences in folding.
* Students may think that all interactions within a protein's tertiary structure are the same, not recognizing the differences between hydrogen bonds, ionic bonds, disulfide bridges, and hydrophobic interactions.
* Students often assume that the tertiary structure of a protein is static and unchanging, rather than dynamic and able to undergo conformational changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: SYI-1.C.1+13
Standard Description: The quaternary structure of a protein arises from interactions between multiple polypeptide units. The particular names and structures of proteins is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how interactions between multiple polypeptide units lead to the formation of a protein's quaternary structure, emphasizing the types of bonds involved.
* Evaluate hypotheses regarding the evolutionary advantage of quaternary structures in certain proteins by linking structure to specific functional benefits.
* Explain the relationship between the quaternary structure of a protein and its functional properties, highlighting how the arrangement of polypeptide units can influence activity.
* Predict how changes in the interaction of polypeptide units might affect the stability and function of the protein in given scenarios.

Assessment Boundaries:
* Focus on the interactions such as hydrogen bonds, ionic bonds, and hydrophobic interactions that contribute to the quaternary structure without requiring specific examples of proteins.

Common Misconceptions:
* Some students may believe that only covalent bonds are involved in forming quaternary structures, not understanding the role of non-covalent interactions such as hydrogen bonds, ionic interactions, and hydrophobic interactions.
* Students may think that quaternary structure refers to interactions within a single polypeptide chain rather than between multiple polypeptide chains.
* Students might think that all proteins achieve quaternary structure, not realizing that some proteins function at the tertiary level.
* Students often confuse quaternary structure with tertiary structure, believing both involve the overall three-dimensional shape of a single protein chain.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: SYI-1.C.1+14
Standard Description: Differences between how monomers are attached in linear and branched carbohydrates allow different carbohydrates to perform different functions. The names and structures of particular carbohydrates is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the position of glycosidic linkages in carbohydrate polymers affects the resulting molecular shape and function of the carbohydrates in biological systems.
* Describe the different ways in which linear and branched carbohydrates contribute to energy storage and structural support in cells.
* Explain the structural differences between linear and branched carbohydrate polymers and relate these differences to their specific biological functions.
* Propose a scientific experiment to investigate the role of carbohydrate branching in plant cell wall rigidity, and justify the predicted outcomes based on known carbohydrate structures.

Assessment Boundaries:
* The identification of specific carbohydrate structures is not required.

Common Misconceptions:
* A common misunderstanding is that linear and branched forms of carbohydrates differ only superficially, without deeply affecting their biochemical interactions and resultant biological roles.
* Some students may incorrectly assume that linear and branched carbohydrates are interchangeable in their roles within biological systems, such as assuming that both can equally serve as structural components and energy reserves without distinguishing their specific functionalities.
* Students may believe that the attachment of monomers by covalent bonds is the only factor that affects carbohydrate function, overlooking the significance of their arrangement in linear or branched forms.
* There is often a misconception that all carbohydrates serve the same functional purpose regardless of their structure, ignoring how the structural differences of linear and branched carbohydrates allow them to perform distinct functions (e.g., storage versus quick energy release).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: SYI-1.C.1+2
Standard Description: DNA and RNA strands possess distinct 3' and 5' ends. DNA and RNA are read directionally.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart illustrating the process of DNA replication, labeling the 3' and 5' ends and the direction of synthesis.
* Describe experiments illustrating the directional synthesis of DNA and RNA, including methods used to identify the 3' and 5' ends.
* Describe the antiparallel nature of DNA strands and how it relates to the 3' and 5' ends.
* Describe the structural differences between the 3' and 5' ends of DNA and RNA strands.
* Explain how the directionality of DNA and RNA strands influences their function in replication and transcription.
* Explain the process through which nucleotides are added to the 3' end during DNA and RNA synthesis.
* Explain the relationship between the 3' and 5' directionality of DNA/RNA and the mechanisms of enzyme action in these processes.
* Identify or predict the results of an experiment showing the effects of inhibiting nucleotide addition at the 3' end on DNA/RNA synthesis.

Assessment Boundaries:
* Details regarding specific mechanisms of DNA polymerase function not required, focus is on the 3’ and 5’ nucleotide orientation and implications for reading directionality.

Common Misconceptions:
* Students could believe that the antiparallel nature of DNA strands means that one strand is read and synthesized from 5' to 3' and the other strand from 3' to 5'.
* Students may think that DNA and RNA chains do not have distinct directional ends, thus can be read or synthesized from any end.
* Students might misunderstand that the 3' and 5' terminology refers to something other than the carbon position in the sugar molecule of the nucleotide.
* There might be confusion that DNA and RNA chains grow by adding new nucleotides to either end, instead of exclusively the 3' end.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: SYI-1.C.1+3
Standard Description: DNA is an antiparallel double helix. This influences how DNA is read and replicated.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of hydrogen bonds in the antiparallel double helix and how these bonds influence the separation of DNA strands during replication.
* Describe how the antiparallel structure of DNA ensures accurate base-pairing and its importance in maintaining genetic fidelity during replication.
* Describe the antiparallel double helix structure of DNA and explain how it influences the directionality of nucleotide addition during replication.
* Explain the process of DNA replication in detail, highlighting how the antiparallel nature of DNA impacts the synthesis of leading and lagging strands.

Assessment Boundaries:
* Mechanistic details of replication enzymes beyond recognition of directionality and general process are not expected.

Common Misconceptions:
* Some students may incorrectly assume that because the strands are antiparallel, they are not replicated simultaneously.
* Students may misunderstand that DNA polymerase can add nucleotides to both 5' and 3' ends, rather than only to the 3' end of the growing strand.
* Students might think that both strands of DNA are synthesized in the same direction, rather than one being synthesized continuously (leading strand) and the other discontinuously (lagging strand).
* Students often believe that the antiparallel nature of DNA has no impact on replication errors, not realizing that it influences proofreading mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: SYI-1.C.1+4
Standard Description: Before Watson and Crick, there were other competing theories about DNA's structure and method of replication.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the historical context of competing theories about DNA's structure and replication before Watson and Crick, describing key concepts and the scientists who proposed them.
* Compare and contrast Watson and Crick’s double-helix model with other pre-existing models of DNA structure, highlighting the scientific reasoning used to support each model.
* Construct a timeline that details the major milestones in the discovery of DNA's structure, including the contributions of scientists before Watson and Crick.
* Describe how the prevailing theories about DNA's replication mechanisms influenced research methods and focus before the double-helix model was accepted.

Assessment Boundaries:
* Discussion of specific competing theories of DNA structure prior to Watson and Crick, and details of those theories should not be included. Focus should be on the impact of Watson and Crick's model on understanding DNA structure and function, without delving into historical specifics.

Common Misconceptions:
* Students may believe that Watson and Crick's model was the only theory proposed about DNA's structure.
* Students may misunderstand that prior to Watson and Crick, scientists already had a clear understanding of DNA’s helical structure and replication.
* Students might assume that the double helix was universally accepted immediately without any controversy.
* Students might think that the concept of DNA replication was not debated or that alternative replication mechanisms were never proposed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: SYI-1.C.1+5
Standard Description: Adenine pairs with thymine via two hydrogen bonds, while cytosine pairs with guanine via three hydrogen bonds.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the hydrogen bonding patterns between adenine-thymine pairs and cytosine-guanine pairs, and evaluate the significance of these differences in terms of genetic fidelity and mutation rates.
* Describe the bonding pattern between cytosine and guanine, including the formation of three hydrogen bonds, and analyze the implications of this bond stability for DNA structure and function.
* Explain the molecular interactions between adenine and thymine that allow them to pair via two hydrogen bonds, and infer how these interactions contribute to the stability of the DNA double helix.
* Explain the role of hydrogen bonds in maintaining the specific pairing of nitrogenous bases in DNA, and predict how changes in environmental conditions could disrupt these interactions.
* Predict the potential impact of a mutation that changes an adenine-thymine pair to a cytosine-guanine pair within a DNA sequence, connecting this change to broader concepts of genetic variation and evolution.

Assessment Boundaries:
* The specific biochemical mechanisms by which the hydrogen bonding occurs between these nucleotides are beyond the scope of the course. The focus is on recognizing the base pairing and the number of hydrogen bonds.

Common Misconceptions:
* Some students may assume that hydrogen bonds between bases are the primary forces holding the DNA double helix together, instead of understanding that these bonds complement the backbone bonding to maintain the helical structure.
* Students may believe that all base pairs are held together by the same number of hydrogen bonds, rather than recognizing that adenine and thymine form two hydrogen bonds and cytosine and guanine form three hydrogen bonds.
* Students might think that adenine pairs with cytosine and thymine pairs with guanine, rather than understanding the correct pairings of adenine with thymine and cytosine with guanine.
* There can be a misconception that the strength and specificity of base pairing are not influenced by the number of hydrogen bonds, ignoring that the triple bonds of cytosine and guanine make their pairing more stable.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: SYI-1.C.1+6
Standard Description: Utilize Chargaff's rule quantitatively in an applied context.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data to apply Chargaff's rule in determining nucleotide compositions of different DNA samples.
* Predict nucleotide pairings and base percentages in an unknown DNA sequence using Chargaff's rule.
* Utilize Chargaff's rule to calculate the base percentage of adenine, thymine, cytosine, and guanine in a DNA sample from quantitative data.

Assessment Boundaries:
* No assessment boundary necessary.

Common Misconceptions:
* Students may believe Chargaff's rule implies a direct 1:1 ratio of all bases, rather than a specific pairing between adenine-thymine and guanine-cytosine.
* Students may incorrectly think the percentage of adenine equals the percentage of cytosine, instead of thymine.
* Students might misunderstand and apply Chargaff's rule to RNA, not recognizing that RNA usually does not form double-stranded structures and involves uracil instead of thymine.
* Students might wrongly assume Chargaff's rule only applies to double-stranded DNA, ignoring its relevance to DNA quantification in general.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: SYI-1.C.1+7
Standard Description: Amino acid polymerization occurs on the carboxyl end of the growing peptide. The particular names and structures of proteins is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the directionality of amino acid addition in the context of protein synthesis with the addition of nucleotides in nucleic acid synthesis.
* Describe the process of amino acid polymerization, identifying the role of the carboxyl terminus in forming peptide bonds and describing how this influences protein structure.
* Explain the mechanism by which amino acids are added to the carboxyl end of a growing peptide during translation, highlighting the chemical interactions involved in forming peptide bonds.
* Interpret a diagram of a ribosome with an elongating polypeptide, labeling the active sites and tracing the addition of amino acids to the carboxyl terminus.
* Predict the effects of disrupting the function of enzymes involved in peptide bond formation on the carboxyl end of a growing peptide, supported by the underlying biological principles and molecular interactions.

Assessment Boundaries:
* Focus on the polymerization process at the carboxyl end rather than the overall protein structure.

Common Misconceptions:
* Students could assume that amino acid polymerization is random and not specific to the carboxyl end.
* Students may confuse the ends of the peptide chain entirely, thinking that polymerization occurs at the 5' or 3' end, similar to nucleic acids.
* Students may incorrectly believe that amino acids can add to either end of the growing peptide chain.
* Students might think that the amino end (N-terminus) allows for amino acid polymerization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: SYI-1.C.1+8
Standard Description: A protein's primary structure is its sequence order of amino acids. The particular names and structures of the amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the primary structure of a protein, identifying the sequence of amino acids in a given protein segment.
* Evaluate the impact of a single amino acid substitution on the function of a protein by predicting changes in protein function based on provided examples of single amino acid changes.
* Explain how the primary structure of a protein influences its higher-level structures, discussing the impact of amino acid sequence on secondary, tertiary, and quaternary structures.
* Explain the role of peptide bonds in the formation of a protein's primary structure, describing how peptide bonds are formed and how they link amino acids in a polypeptide chain.
* Interpret experimental data to determine the primary structure of an unknown protein, utilizing techniques such as peptide sequencing to deduce the amino acid sequence of a given protein based on provided experimental data.

Assessment Boundaries:
* The detailed study and identification of specific amino acids in proteins is beyond the scope of the substandard.

Common Misconceptions:
* Students may believe that altering the sequence of amino acids has no effect on the protein's function.
* Students may have the misconception that the primary structure of a protein can be modified by denaturation.
* Students may think that the primary structure of a protein includes secondary structures like alpha-helices and beta-sheets.
* Students might assume that the primary structure is determined by the protein's environment rather than its genetic code.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.5
Cluster Name: Structure and Function of Biological Macromolecules
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: SYI-1.C.1+9
Standard Description: Protein secondary structure arises through local folding of the amino acid chain into elements such as alpha-helices and beta-sheets. The particular names and structures of the amino acids is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the local folding within a polypeptide chain that leads to the formation of protein secondary structures, including alpha-helices and beta-sheets.
* Explain the role of hydrogen bonding in stabilizing the secondary structure of proteins and predict the impact of altering these bonds on the overall structure.
* Provide reasoning to justify how changes in amino acid composition can influence the formation of alpha-helices versus beta-sheets within a protein's secondary structure.

Assessment Boundaries:
* The assessment should focus on how local folding leads to secondary structures like alpha-helices and beta-sheets, without requiring an understanding of the molecular interactions (e.g., hydrogen bonds) in detail or protein tertiary and quaternary structures.

Common Misconceptions:
* Students may think that secondary structures such as alpha-helices and beta-sheets are formed by disulfide bridges rather than hydrogen bonds.
* Students often believe that hydrogen bonds in protein secondary structures only occur between R-groups, rather than between the carbonyl and amino groups of the protein backbone.
* Students sometimes assume that the formation of secondary structures like alpha-helices and beta-sheets depends on the sequence of amino acids, rather than interactions between nearby amino acids in the primary structure.
* There is a misconception that secondary structures are the final, fully functional form of a protein, rather than just an intermediate stage towards forming the tertiary structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: IST-1.A.1+1
Standard Description: DNA and RNA have structural similarities and differences related to their functions.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the structure and arrangement of the phosphate groups and the sugar-phosphate backbones in DNA and RNA and how these influence their respective functionalities.
* Describe the structural features of DNA and RNA that contribute to their different functions, focusing on the sugar component, nitrogenous bases, and strand configuration.
* Explain how the differences in nitrogenous bases (uracil in RNA vs. thymine in DNA) influence the stability and function of DNA and RNA.

Assessment Boundaries:
* The assessment should not include in-depth analysis of the chemical interactions beyond describing the basic structural components and their role in DNA and RNA function.

Common Misconceptions:
* Students may assume that DNA and RNA have the same nitrogenous bases.
* Students may believe that both DNA and RNA are always double-stranded.
* Students may think DNA and RNA contain the same sugar.
* Students might think the structural differences between DNA and RNA do not relate to their functions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: IST-1.A.1+10
Standard Description: One of the ways that DNA and RNA are different is that DNA is usually double stranded and RNA is usually single stranded.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural characteristic of DNA being double stranded and explain its significance in the context of genetic stability and replication
* Explain the structural feature of RNA being single stranded and discuss how this property influences its various functions within the cell

Assessment Boundaries:
* The assessment is limited to recognizing and describing that DNA is generally double-stranded and RNA is typically single-stranded. Details regarding the specific biological processes that utilize these structural forms are not required.

Common Misconceptions:
* Students may assume that RNA molecules can form stable double-stranded structures similar to DNA in cellular environments.
* Students may believe that the structural distinction between DNA and RNA regarding double or single-strandedness does not significantly affect their functions.
* Students may think that both DNA and RNA are double-stranded molecules in cells.
* Students may think that the presence of a single strand in RNA implies it's structurally unstable or less important than double-stranded DNA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: IST-1.A.1+11
Standard Description: Single stranded RNA can take on many different shapes and functions.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how single-stranded RNA can fold into various three-dimensional structures based on its nucleotide sequence, allowing it to perform diverse functions.
* Explain the relationship between the structure of single-stranded RNA and its ability to carry out different biological functions, including catalysis, gene regulation, and encoding proteins.
* Explain the role of various types of functional RNA, such as tRNA, rRNA, and miRNA, in applied contexts, describing how their structure supports their specific functions in the cell.
* Propose new experiments to investigate how modifications in single-stranded RNA sequences result in changes in their shape and function, justifying how these experiments could enhance understanding of RNA biology.

Assessment Boundaries:
* Limit the scope to understanding that single-stranded RNA can fold into complex shapes enabling diverse functions, such as catalysis (ribozymes) and regulation (e.g., tRNA, mRNA, and regulatory elements), without requiring the detailed memorization of specific RNA structures or folding patterns.

Common Misconceptions:
* Students may assume that since RNA is single-stranded, it cannot form complex three-dimensional shapes.
* Students may believe that RNA is less stable than DNA in all contexts, not understanding that some RNA molecules, like ribozymes, are stable and capable of maintaining complex structures.
* Students may think that single-stranded RNA only functions in protein synthesis as mRNA, not realizing it has many other functions such as catalytic or regulatory roles.
* Students may think that the single-stranded nature of RNA limits its function to only linear, unstructured forms, without recognizing the role of intramolecular base pairing and folding.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: IST-1.A.1+12
Standard Description: The two DNA strands in double-stranded DNA are antiparallel.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the antiparallel nature of double-stranded DNA.
* Describe the process by which enzymes, such as DNA polymerase, interact with antiparallel DNA strands during replication and transcription.
* Explain how antiparallel orientation of DNA contributes to complementary base pairing and the stability of the double helix.
* Explain the significance of antiparallel strands during DNA replication and how this orientation affects the process.
* Predict the consequences of errors in the antiparallel orientation on DNA functionality, such as during replication or transcription.

Assessment Boundaries:
* The detailed molecular interactions that result in the antiparallel orientation of DNA strands, such as specific enzyme activity during DNA replication that dictates strand orientation, are beyond the scope.

Common Misconceptions:
* Some students might think that the antiparallel nature of DNA strands refers to the nitrogenous bases being in opposite directions, rather than the 5' and 3' ends of the strands.
* Students may assume that antiparallel means the two strands are identical or mirror images of each other in terms of sequence.
* Students may incorrectly believe that the two strands of DNA run parallel to each other rather than in opposite directions.
* There is often confusion between the concepts of complementary and antiparallel, with some students incorrectly believing they are the same thing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: IST-1.A.1+2
Standard Description: DNA and RNA monomers have 3 components: a sugar, a phosphate, and a nitrogenous base.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the structural elements (sugar, phosphate group, nitrogenous base) of DNA and RNA nucleotides as they relate to their biological functions.
* Describe the structure of nucleotides in both DNA and RNA, including the specific types of sugar, phosphate group, and nitrogenous base present.
* Explain the covalent bonding between the sugar, phosphate group, and nitrogenous bases in the formation of the nucleotide backbone, highlighting the 5' and 3' ends.
* Predict how alterations in the structure of the sugar, phosphate group, or nitrogenous base could impact the stability and function of DNA and RNA molecules.

Assessment Boundaries:
* Do not require the memorization of specific nucleotide sequences or the distinction between purines and pyrimidines. Focus on the ability to identify and describe the general structure of nucleotide components.

Common Misconceptions:
* Some students may incorrectly assume that both DNA and RNA use the same type of sugar, not realizing that RNA contains ribose while DNA contains deoxyribose.
* Students may think that both DNA and RNA are double-stranded or both are single-stranded.
* Students might think that the directionality of nucleic acids (5' to 3') applies only to DNA and not to RNA.
* Students often believe that DNA and RNA use the same nucleotides, not recognizing that RNA uses uracil while DNA uses thymine.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: IST-1.A.1+3
Standard Description: Nucleotides are connected in linear fashion, giving nucleic acids 5’ and 3’ ends.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a diagram or flow chart to visually represent the process of nucleotide bonding and the resulting polarity of the nucleic acid strand.
* Describe the covalent bond formation process between nucleotides, including the creation of the sugar-phosphate backbone connecting the 5’ end of one nucleotide to the 3’ end of the next.
* Evaluate hypotheses regarding the importance of nucleotide sequence orientation (5’ to 3’) in processes such as DNA replication and RNA transcription, supporting conclusions with evidence.
* Explain the significance of 5’ and 3’ ends in nucleic acids for the directionality of DNA and RNA synthesis.
* Predict the outcome of an experimental disruption to the enzyme function responsible for nucleotide polymerization, explaining the resulting alterations in the 5’ and 3’ polarity of nucleic acids.

Assessment Boundaries:
* The assessment should not cover the biochemical mechanisms of nucleotide bonding in detail beyond identifying the covalent linkage of the sugar-phosphate backbone, nor should it include specifics of nucleotide sequence or variability beyond the presence of 5’ and 3’ ends.

Common Misconceptions:
* Some students mistakenly believe that the 5' and 3' ends of nucleic acids refer to external components or functional groups, rather than carbon positions in the sugar molecule.
* Students may incorrectly assume that all nucleic acids are double-stranded as in typical representations of DNA, not recognizing the single-stranded nature of many RNA molecules.
* Students may think nucleotides in DNA and RNA are connected by hydrogen bonds instead of covalent bonds.
* There is a misconception that in DNA and RNA, the sequence of nucleotides does not affect the directionality of the chain.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: IST-1.A.1+4
Standard Description: The backbone of nucleic acids is made of sugars and phosphates.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to demonstrate the formation of the sugar-phosphate backbone during nucleotide polymerization.
* Describe the chemical structure of nucleic acids, focusing on the components that make up the backbone.
* Explain the significance of the sugar-phosphate backbone in the stability and structure of DNA and RNA.
* Use data from biochemical experiments to explain the significance of the covalent bonds within the sugar-phosphate backbone in the context of nucleic acid stability.

Assessment Boundaries:
* The focus should be on the general composition and arrangement of the sugar-phosphate backbone in nucleic acids, without requiring knowledge of the specific biochemical structure of the sugars or phosphates involved in DNA and RNA. Understanding the role of covalent bonds in linking nucleotides should be emphasized.

Common Misconceptions:
* Some students may incorrectly believe that the nitrogenous bases are part of the backbone structure, rather than being attached to the sugar-phosphate backbone.
* Students might assume the backbone is held together by hydrogen bonds instead of covalent bonds.
* Students often think the sugar in the nucleic acid backbone is glucose, rather than ribose or deoxyribose depending on the nucleic acid.
* There is a misconception that the nucleic acid backbone is made of amino acids rather than sugars and phosphates.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: IST-1.A.1+5
Standard Description: The backbone of nucleic acids is held together by phosphodiester bonds.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart illustrating the nucleotide bonding process, focusing particularly on the role of phosphodiester bonds and related enzymes.
* Evaluate the structural stability imparted by phosphodiester bonds in nucleic acids by comparing DNA and RNA stability under various environmental conditions.
* Explain the step-by-step process involved in the formation of phosphodiester bonds during nucleotide polymerization in DNA and RNA.
* Predict the consequences of disruptions in phosphodiester bond formation on nucleic acid structure and function, using principles of molecular biology.
* Use data from chemical assays to support a claim about the efficiency of phosphodiester bond formation under different enzymatic conditions.

Assessment Boundaries:
* The analysis of specific proteins or enzymes involved in the formation of phosphodiester bonds is beyond the scope of this course.

Common Misconceptions:
* Students may assume that hydrogen bonds, rather than phosphodiester bonds, hold together the nucleic acid backbone.
* Students may think that the nitrogenous bases, not the sugar-phosphate backbone, are connected by phosphodiester bonds.
* Students might mistakenly believe that phosphodiester bonds in DNA and RNA form between the nitrogenous bases rather than the sugar and phosphate groups.
* There is a common misconception that the backbone structure of DNA and RNA is formed by ionic bonds rather than covalent bonds.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: IST-1.A.1+6
Standard Description: The nitrogenous bases of nucleic acids are not part of the backbone.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of nitrogenous bases in the structure and function of nucleic acids, emphasizing their position relative to the sugar-phosphate backbone.
* Explain how the nitrogenous bases of DNA and RNA contribute to the overall structural conformation of nucleic acids by remaining detached from the backbone.
* Illustrate the molecular arrangements of DNA and RNA, focusing on the nitrogenous bases' placement and interactions with each other, but not the backbone.

Assessment Boundaries:
* No assessment on the molecular structure of individual nitrogenous bases; focus is limited to understanding their role of being perpendicular and not part of the sugar-phosphate backbone.

Common Misconceptions:
* Some students may assume that the nitrogenous bases alternate positions within the backbone structure, rather than being perpendicular to the sugar-phosphate backbone.
* Students may believe that the nitrogenous bases are part of the backbone of nucleic acids, rather than appendages attached to the sugar-phosphate backbone.
* Students might think that the bonding between nitrogenous bases is what primarily holds the nucleic acid backbone together, rather than the covalent bonds between the sugar and phosphate groups.
* Students might think that the sugar in the backbone of nucleic acids is what pairs with other nucleotides, rather than the nitrogenous bases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: IST-1.A.1+7
Standard Description: One of the ways DNA and RNA are different is that DNA contains deoxyribose and RNA contains ribose.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the chemical impact of an additional hydroxyl group in ribose compared to deoxyribose on the stability and structure of RNA and DNA.
* Describe the functional groups present in DNA and RNA molecules and their contribution to the structural differences between deoxyribose and ribose.
* Describe the implications of having deoxyribose in DNA and ribose in RNA on the biological functions of these nucleic acids.
* Explain the differences in the chemical structure between deoxyribose and ribose and how these differences affect the overall structure of DNA and RNA.

Assessment Boundaries:
* The boundary should not extend beyond identifying the structural difference of deoxyribose versus ribose in DNA and RNA molecules without requiring further exploration into their chemical properties.

Common Misconceptions:
* Students may believe that the presence of deoxyribose or ribose does not significantly affect the overall structure and function of DNA and RNA.
* Students may think that both DNA and RNA contain the same sugar, often confusing deoxyribose and ribose.
* Students might incorrectly assume that deoxyribose and ribose are identical in structure and function.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: IST-1.A.1+8
Standard Description: Deoxyribose is different from ribose because deoxyribose is missing a 2’ hydroxyl group. The structures of ribose and deoxyribose is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural difference between deoxyribose and ribose, focusing on the presence or absence of the 2’ hydroxyl group.
* Evaluate the impact of the structural difference between ribose and deoxyribose on the overall three-dimensional structure of nucleic acids, particularly the formation of the double helix in DNA.
* Explain how the absence of the 2’ hydroxyl group in deoxyribose affects the stability and function of DNA compared to RNA.
* Explain the implications of the structural difference in ribose and deoxyribose in the context of nucleic acid function and the types of bonds they form.

Assessment Boundaries:
* Do not require students to provide detailed chemical structures or systematic IUPAC names of nucleotides.

Common Misconceptions:
* Students may assume that both deoxyribose and ribose contain hydroxyl groups at all positions.
* Students may believe that the only difference between deoxyribose and ribose is the number of carbons.
* Students may think that deoxyribose and ribose have an identical structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 1
Unit Name: Chemistry of Life
Cluster ID: AP Bio Topic 1.6
Cluster Name: Nucleic Acids
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: IST-1.A.1+9
Standard Description: One of the ways DNA and RNA are different is that RNA contains uracil and DNA contains thymine.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze sequences of RNA and DNA nucleotides and describe how the presence of uracil in RNA sequences impacts base pairing during transcription.
* Describe the structural differences between RNA and DNA specifically focusing on the presence of uracil in RNA and thymine in DNA.
* Explain the implications of the substitution of uracil for thymine in RNA on the molecular stability and function of RNA.
* Predict the effect of substituting uracil in RNA with thymine, or vice versa, on the overall structure and function of the nucleic acid.

Assessment Boundaries:
* Detailed exploration of how uracil and thymine contribute to RNA and DNA stability, respectively, is beyond the course scope.

Common Misconceptions:
* Some students could think that thymine is found in RNA rather than uracil.
* Some students might believe that DNA contains uracil instead of thymine.
* Students may incorrectly think that both DNA and RNA contain uracil.
* Students might assume that uracil and thymine are interchangeable in both DNA and RNA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: SYI-1.D.1+1
Standard Description: Ribosomes are composed of rRNA and proteins.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams or models of ribosomes to identify and describe the roles of rRNA and protein in the ribosome structure.
* Describe the molecular components that constitute ribosomes, including both rRNA and proteins.
* Explain how the composition of ribosomes, including rRNA and proteins, enables their function in protein synthesis according to mRNA sequence.

Assessment Boundaries:
* Details such as specific rRNA types or sequences within the ribosome are not required.

Common Misconceptions:
* Students may assume that ribosomes only contain proteins and no RNA.
* Students may believe that ribosomes consist entirely of proteins, overlooking the significant presence of rRNA.
* Students may misunderstand rRNA as 'general' RNA present in the ribosome instead of recognizing it as ribosomal RNA, a specific type of RNA.
* Students may think that the proteins in ribosomes are not interdependent on rRNA, failing to understand the structural and functional integration of both components.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: SYI-1.D.1+2
Standard Description: Ribosomes synthesize proteins by using mRNA as a template.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flowchart that illustrates the process of translation, including the roles of mRNA, tRNA, and rRNA, and the formation of peptide bonds.
* Describe experimental procedures to test the impact of specific antibiotics on ribosomal function, identifying the dependent and independent variables.
* Describe the structural components of ribosomes and their role in protein synthesis, including the large and small subunits.
* Evaluate hypotheses regarding the differences in protein synthesis rates between prokaryotic and eukaryotic ribosomes by comparing experimental data.
* Explain the process by which ribosomes use mRNA as a template to synthesize proteins, detailing the stages of initiation, elongation, and termination.
* Predict the effects of mutations in the mRNA sequence on the resulting polypeptide, explaining the potential impact on protein function.

Assessment Boundaries:
* No assessment boundary necessary.

Common Misconceptions:
* Some students may believe that the process of protein synthesis occurs inside the nucleus rather than the ribosome.
* Students may confuse the roles of the small and large subunits of the ribosome, thinking they function the same way.
* Students may think that ribosomes synthesize RNA instead of using mRNA to synthesize proteins.
* There might be a misconception that mRNA directly codes for individual amino acids without the involvement of tRNA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: SYI-1.D.2
Standard Description: Ribosomes are found in all forms of life, reflecting the common ancestry of all known life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.D.2+1
Standard Description: Describe how all living things possess ribosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the universal presence of ribosomes in all forms of life and explain its significance in reflecting common ancestry among living organisms.
* Predict the impact on cellular processes if ribosomes were absent in an organism, explaining the reasoning using knowledge of protein synthesis.

Assessment Boundaries:
* Anatomical and cellular differences among organisms in the possession of ribosomes are beyond the scope of the course.

Common Misconceptions:
* Some students could assume that only cells actively synthesizing proteins have ribosomes, not acknowledging that all living cells possess ribosomes as essential components.
* Students may think that ribosomes are only present in eukaryotic cells, failing to recognize they are also found in prokaryotic cells.
* Students might believe that ribosomes are membrane-bound organelles, not understanding that they are not surrounded by a membrane.
* There may be a misconception that ribosomes differ significantly in structure between different life forms, ignoring the conserved nature of ribosomes due to common ancestry.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: SYI-1.D.3+1
Standard Description: The endoplasmic reticulum can be rough or smooth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of cells to distinguish between smooth and rough endoplasmic reticulum based on their structure.
* Describe how the rough endoplasmic reticulum contributes to the compartmentalization of the cell.
* Describe the structural differences between smooth and rough endoplasmic reticulum.
* Evaluate the importance of smooth and rough endoplasmic reticulum in overall cellular function, providing specific examples.
* Explain the function of ribosomes in the rough endoplasmic reticulum.
* Explain the process of detoxification carried out by the smooth endoplasmic reticulum.
* Identify the role of the smooth endoplasmic reticulum in lipid synthesis.
* Interpret graphical data showing the impact of endoplasmic reticulum dysfunction on cellular processes.

Assessment Boundaries:
* Assessment of the specific proteins involved in the creation of the rough endoplasmic reticulum or the intricate biochemical pathways of detoxification and lipid synthesis in smooth endoplasmic reticulum is beyond the scope.

Common Misconceptions:
* Some students may assume that smooth ER has no role in detoxification processes in the cell.
* Students may think that the only difference between rough and smooth ER is the presence or absence of ribosomes, without recognizing their distinct functions.
* Students might believe that rough ER is involved in lipid synthesis, rather than protein synthesis.
* There might be a misconception that both types of ER have the same role in intracellular transport, not understanding the specific roles rough and smooth ER play.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: SYI-1.D.3+2
Standard Description: The rough endoplasmic reticulum is studded with ribosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams featuring the rough endoplasmic reticulum and ribosomes and explain their relationship visually (stimulus required).
* Describe the general structure of the rough endoplasmic reticulum and its association with ribosomes.
* Evaluate the compartmentalization function of the rough endoplasmic reticulum due to its ribosome-studded surface and how this enhances cellular function.
* Explain the role of ribosomes on the rough endoplasmic reticulum in protein synthesis.
* Identify and describe the specific characteristics of ribosomes that allow them to attach to the rough endoplasmic reticulum.

Assessment Boundaries:
* The detailed exploration of ribosomal functioning in protein synthesis beyond structural association and basic collective roles with the rough ER is not required.

Common Misconceptions:
* Some students may mistakenly think that the ribosomes on the rough ER are permanently fixed and cannot detach once they're bound.
* Students may believe that all types of endoplasmic reticulum (ER) are studded with ribosomes, not distinguishing between rough and smooth ER.
* Students might confuse the function of ribosomes on the rough ER with those in the cytoplasm, thinking they perform the same roles.
* Students might think that the rough ER is involved in lipid synthesis and detoxification, which are actually functions of the smooth ER.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: SYI-1.D.3+3
Standard Description: Ribosomes associated with the rough endoplasmic reticulum are membrane-bound.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and describe the role of the signal recognition particle (SRP) in directing ribosomes to the rough ER membrane for protein synthesis.
* Describe the structural relationship between ribosomes and the rough endoplasmic reticulum, focusing on how ribosomes attach to the ER membrane.
* Explain how the binding of ribosomes to the rough ER facilitates the creation of a compartmentalized environment within the cell for protein synthesis.
* Explain how the presence of ribosomes on the rough ER contributes to the specialization of different regions within the cell, focusing on the localization of protein synthesis.
* Illustrate the process by which ribosomes become membrane-bound to the rough ER, and explain the subsequent stages of protein synthesis within this compartment (stimulus: diagram of rough ER with ribosomes).

Assessment Boundaries:
* The specific molecular interactions and components that physically link ribosomes to the endoplasmic reticulum membranes are beyond the scope of this course.

Common Misconceptions:
* Some students may believe that ribosomes are part of the endoplasmic reticulum structure itself, rather than being separate entities that attach to the ER.
* Students may confuse the function of ribosomes with the ER, thinking that the ER itself synthesizes proteins rather than the ribosomes attached to it.
* Students may think that all ribosomes are bound to the endoplasmic reticulum, not realizing that ribosomes can also free-float in the cytoplasm.
* There might be a misconception that the ribosomes are permanently attached to the rough ER, instead of understanding that they can disassociate and reattach as needed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: SYI-1.D.3+4
Standard Description: Proteins that will not be free-floating in the cytoplasm are synthesized at the rough ER.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the sequential steps of protein targeting from synthesis at the rough ER to final destinations within or outside of the cell using a flowchart.
* Describe the structural composition of the rough endoplasmic reticulum and its role in protein synthesis.
* Evaluate visual models or diagrams of the rough ER to identify and describe the pathway of a protein being synthesized and processed.
* Explain the mechanism by which ribosomes associated with the rough ER synthesize proteins and how these proteins are directed to their specific cellular destinations.
* Predict the consequences of disruptions in the rough ER's function on overall protein synthesis and cellular function.

Assessment Boundaries:
* The specific sequences of mRNA or details regarding the translation initiation complex are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some students might believe that the rough ER is only involved in protein synthesis and not in processing or trafficking proteins.
* Students may assume that once proteins are synthesized in the rough ER, they are immediately functional and do not undergo further modification or sorting.
* Students may think that all proteins are synthesized in free ribosomes and do not recognize the role of the rough ER in synthesizing membrane-bound or secretory proteins.
* Students may think that the smooth ER plays a role in synthesizing all types of proteins, not understanding the specific role of the rough ER for membrane-bound and secretory proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: SYI-1.D.3+5
Standard Description: The smooth endoplasmic reticulum helps process some toxins. Specific functions of smooth ER in specialized cells are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of smooth endoplasmic reticulum (ER) in toxin processing, specifically detailing the biochemical pathways involved in detoxification.
* Explain the importance of the smooth ER's enzyme systems in the metabolism of various toxins, and how these enzymes modify toxins to render them less harmful.
* Predict outcomes of introducing specific toxins to cells, considering the function of the smooth ER in neutralizing these toxins, and justify these predictions based on biological principles.

Assessment Boundaries:
* The details of metabolic pathways or specific cellular mechanisms related to detoxification processing by the smooth ER are beyond the scope of the course.

Common Misconceptions:
* Many students may believe that the smooth endoplasmic reticulum only synthesizes lipids and has no role in detoxifying toxins.
* Students may think that all types of endoplasmic reticulum (ER) are involved in the same functions, not recognizing the specialization of the smooth ER in detoxification of toxins.
* Students might incorrectly assume that toxins processed by the smooth endoplasmic reticulum are completely neutralized and rendered harmless within the ER instead of being modified into a less harmful form for further processing.
* There can be a misconception that detoxification in cells is solely carried out by the liver, without acknowledging the crucial role of organelles like the smooth endoplasmic reticulum in this process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: SYI-1.D.3+6
Standard Description: The smooth endoplasmic reticulum helps synthesize some lipids. Specific functions of smooth ER in specialized cells are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart that delineates the pathway for lipid synthesis starting from initial substrates through the final lipid products synthesized in the smooth endoplasmic reticulum.
* Describe the general structure and function of the smooth endoplasmic reticulum (sER).
* Explain the biochemical processes involved in the synthesis of lipids by the smooth endoplasmic reticulum.

Assessment Boundaries:
* Details of the enzymatic pathways of lipid synthesis, or the classification of different lipid molecules, are beyond the scope of the course.

Common Misconceptions:
* Some students may confuse the overall function of the smooth ER, assuming it only detoxifies substances and does not play a role in lipid synthesis.
* Students might believe that the smooth ER synthesizes proteins involved in lipid synthesis, rather than understanding its direct role in the synthesis of lipids themselves.
* Students might incorrectly assume that the rough ER, not the smooth ER, is responsible for lipid synthesis due to its more emphasized role in protein synthesis.
* There could be a misconception that the smooth ER synthesizes all lipids in the cell, without understanding that some lipids originate from other cellular processes and organelles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: SYI-1.D.4+1
Standard Description: The Golgi bodies are a series of flattened membrane sacs.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the Golgi apparatus to other membranous organelles involved in protein synthesis and transport, such as the rough ER, emphasizing the unique aspects of the Golgi's structure and role.
* Construct a flow chart illustrating the process of protein modification and trafficking through the Golgi complex, including the specific stages where the structural features of the organelle play a crucial role. (Requires visual stimulus)
* Describe and interpret a visual representation (e.g., electron micrograph) of the Golgi apparatus, identifying key structural features and relating them to the organelle’s overall function in the cell.
* Describe the structural characteristics of the Golgi bodies, focusing on their appearance as a series of flattened membrane sacs (cisternae) and explain how this structure supports their function in the cell.
* Explain the relationship between the Golgi body's structure and its role in modifying, sorting, and packaging proteins for transport to different destinations within and outside the cell.
* Identify and label the components of the Golgi apparatus in a diagram, explaining the role of each component in protein processing and trafficking.

Assessment Boundaries:
* The assessment will focus on the general description of the Golgi complex as a series of flattened membrane sacs. Details regarding the molecular mechanisms or specific biochemical processes within the Golgi, such as glycosylation or secretion pathways, are beyond the scope of the assessment.

Common Misconceptions:
* Some students might believe that the flattened sacs of the Golgi complex are rigid and unchanging, not understanding that they can vesiculate and form vesicles for transport.
* Students may think that the Golgi bodies are spherical or tubular rather than a series of flattened membrane sacs.
* Students might assume that the Golgi bodies are just one single, continuous membrane rather than discrete, stacked structures.
* There may be a misconception that the structure of the Golgi bodies is similar to other membrane-bound organelles like mitochondria or the endoplasmic reticulum, without recognizing their unique, distinct flattened and stacked nature.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: SYI-1.D.4+2
Standard Description: The Golgi bodies create new vesicles. The role of the Golgi in the synthesis and packaging of specific biomolecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which the Golgi bodies form new vesicles, including the role of membranes in vesicle formation.
* Explain the steps involved in the budding of vesicles from the Golgi apparatus and how these vesicles are targeted to their destinations.
* Propose and justify a scientific claim about the effect of disrupting Golgi function on cellular transport and protein trafficking.
* Represent and interpret diagrams showing the formation and release of vesicles from the Golgi apparatus, including the role of coat proteins.

Assessment Boundaries:
* The synthesis and specific mechanisms of vesicle formation like those involved in lysosome and secretory vesicle formation are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may believe that vesicles form spontaneously inside the Golgi without any processes.
* Students may think that vesicles are created randomly rather than through a specific budding process.
* Students might assume that proteins and lipids are not involved in the formation of vesicles from the Golgi bodies.
* There might be a misconception that vesicles do not play a role in transporting substances outside the cell or to other locations within the cell.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: SYI-1.D.4+3
Standard Description: Some organelles are created from the Golgi bodies. Assess particular examples of the organelles.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze images of the Golgi complex showing the budding off of vesicles and explain the process by which these vesicles become various organelles.
* Describe how lysosomes are formed from the Golgi bodies and state their role in cellular digestion.
* Describe the role of the Golgi complex in the formation and packaging of vesicles used in cell trafficking.
* Explain the creation of peroxisomes by the Golgi apparatus and their function in breaking down fatty acids and detoxification.
* Explain the processes, including chemical modifications, that newly synthesized proteins undergo in the Golgi complex before being sent to other parts of the cell.

Assessment Boundaries:
* Specific examples of organelles formed from Golgi bodies like lysosomes and their detailed chemical processes are beyond the scope of the course.

Common Misconceptions:
* Students may incorrectly believe that all organelles are created directly from the genetic material in the nucleus alone, without understanding the role of the Golgi complex.
* Students may think that the Golgi complexes only package proteins for secretion outside of the cell and not in the formation of certain organelles such as lysosomes.
* Students might assume that all vesicles produced by the Golgi complex are identical and serve the same function, ignoring the diversity of vesicles formed that have specific roles like lysosomes and secretory vesicles.
* Students often misunderstand the process by which the Golgi complex modifies and sorts proteins, which is crucial in the formation of new organelles, believing instead that proteins are immediately functional after translation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: SYI-1.D.4+4
Standard Description: The Golgi bodies help sort and package proteins. The role of the Golgi in the synthesis and packaging of specific proteins is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the chemical modifications performed by the Golgi complex on proteins for proper functioning.
* Explain the role of the Golgi complex in the sorting and packaging of newly synthesized proteins.
* Represent the process of protein transportation through the Golgi apparatus using diagrams or flow charts.

Assessment Boundaries:
* The assessment of this substandard should focus on understanding the general processes of protein sorting and packaging by the Golgi apparatus, such as the modification and transport of proteins through vesicles. The details about the molecular mechanisms or specific enzymes involved in the packaging processes, including the synthesis of specific phospholipids and packaging for lysosomes, peroxisomes, or specific enzyme pathways, are beyond the assessment scope.

Common Misconceptions:
* Some students may believe that the Golgi bodies only have a role in lipid metabolism and not in protein sorting and packaging.
* Students may assume that vesicles formed by the Golgi are non-specific and carry any type of cellular material indiscriminately.
* Students may think the Golgi bodies create new proteins rather than modifying and packaging them.
* There may be confusion between the roles of the Golgi bodies and the endoplasmic reticulum, with some students misunderstanding that both organelles have roles in sorting and packaging proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: SYI-1.D.4+5
Standard Description: The Golgi bodies can help new proteins to properly fold. The role of the Golgi in the synthesis and packaging of specific proteins is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of the Golgi bodies in the folding of newly synthesized proteins within the context of protein synthesis and modification.
* Explain the biochemical processes within the Golgi bodies that enable the proper folding and chemical modification of proteins, citing specific cellular mechanisms involved.
* Predict the consequences on cellular function and protein activity when the Golgi complex fails to correctly fold and modify proteins, and provide reasoning based on principles of cell biology.

Assessment Boundaries:
* Limit to discussing the role of the Golgi apparatus in the folding and modification of proteins, without requiring specific knowledge of glycosylation patterns or types of chemical modifications.

Common Misconceptions:
* Some students may believe that protein folding occurs exclusively within the ribosome and the ER, failing to recognize that the Golgi apparatus also plays a significant part in fine-tuning the protein structure.
* Students may misunderstand that the Golgi apparatus is only involved in packaging and transporting proteins, neglecting its role in processing and correctly folding proteins.
* Students might assume that the Golgi apparatus' modifications only include adding simple molecules, not realizing the complexity of processing, which includes folding and adding various chemical groups for proper protein function.
* There is a misconception that all proteins are fully functional immediately after synthesis, without requiring further modifications or correct folding facilitated by the Golgi bodies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: SYI-1.D.4+6
Standard Description: The Golgi bodies help transport important chemicals throughout the cell. The role of the Golgi in the synthesis and packaging of specific biomolecules is beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the disruption of Golgi function affects the sorting and delivery of proteins and other macromolecules.
* Describe the structural features of the Golgi bodies that facilitate the transport of chemicals within the cell.
* Evaluate the role of the Golgi complex in conjunction with other organelles in maintaining cellular function and homeostasis.
* Explain the process by which the Golgi bodies modify and package proteins for transport to different cell destinations.
* Represent the pathway of vesicular transport from the Golgi bodies to target organelles visually, incorporating key steps in the process.

Assessment Boundaries:
* The molecular mechanisms of vesicle budding or fusion with membranes are beyond the scope. Focus should remain on the general process of protein modification and transport by the Golgi complex.

Common Misconceptions:
* Some students might believe that the Golgi bodies only operate within the cell and are not involved in transport processes leading to cell secretion.
* Students may incorrectly assume that substances move freely between the Golgi bodies and their target locations without the use of vesicles.
* Students may think that the Golgi apparatus directly attaches to the plasma membrane to transport chemicals, rather than packaging them into vesicles.
* Students might misunderstand that the Golgi complex only handles protein trafficking, not realizing it also modifies and sorts other macromolecules.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: SYI-1.D.5+1
Standard Description: Mitochondria possess double membranes. The space between the membranes plays a role in Cellular Respiration. Further detail about Cellular Respiration is beyond the scope of this topic.

Key Concepts:
*None specified*

Learning Objectives:
* Describe and analyze the role of the intermembrane space between the inner and outer mitochondrial membranes in the context of oxidative phosphorylation and the formation of a proton gradient.
* Describe the double membranes of mitochondria and explain their structure, including the outer smooth membrane and the inner convoluted membrane forming cristae.
* Explain the functional significance of the folds (cristae) in the inner mitochondrial membrane in terms of increasing surface area for chemical reactions involved in cellular respiration.
* Explain the relationship between the structure of the inner mitochondrial membrane and the process of ATP synthesis via chemiosmosis, indicating the role of ATP synthase.
* Represent and interpret diagrams or models of mitochondria to illustrate the double membrane structure and its relevance to cellular respiration.

Assessment Boundaries:
* The assessment will focus on describing the double membranes of mitochondria and their general role in cellular respiration, without requiring specific knowledge of enzymatic processes within the Krebs cycle and electron transport chain.

Common Misconceptions:
* Some students may misunderstand the function of the intermembrane space, thinking it has no significant role in energy production.
* Students may incorrectly think that the outer and inner mitochondrial membranes have similar structures or functions.
* Students might think that the inner membrane is impermeable to ions, not realizing the role of proteins in transporting ions across the membrane.
* There can be confusion between the intermembrane space and the mitochondrial matrix, leading students to place metabolic reactions in the wrong compartments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: SYI-1.D.5+2
Standard Description: Mitochondria possess double membranes, which supports endosymbiotic theory.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process and implications of endosymbiotic theory, particularly how the double membrane structure of mitochondria supports the idea that mitochondria originated from a symbiotic relationship between early eukaryotic cells and proteobacteria.
* Explain the functional significance of the inner and outer membranes of mitochondria in cellular respiration, specifically in ATP production and electron transport chain processes. [Stimulus: Diagram/model of cellular respiration]
* Identify and describe the structural components of mitochondrial double membranes using visual aids, including the outer smooth membrane and the inner convoluted membrane with cristae. [Stimulus: Diagram of mitochondrion]
* Provide reasoning to justify the relationship between mitochondria's double membrane structure and the endosymbiotic theory, connecting evidence to biological theories of cellular evolution.
* Support the claim that mitochondria originated from proteobacteria using evidence of their double membrane structure, autonomous DNA, and similarity in ribosomes to those of bacteria.

Assessment Boundaries:
* The detailed molecular mechanisms and the specific hypotheses of the endosymbiotic theory are beyond the scope of the course.

Common Misconceptions:
* Some students might assume that the outer membrane of the mitochondria is convoluted, rather than smooth.
* Students may believe that mitochondria have a single membrane instead of a double membrane.
* Students may incorrectly think that the endosymbiotic theory is only supported by the presence of DNA in mitochondria, disregarding the importance of double membranes.
* There may be a misunderstanding that the double membrane structure of mitochondria does not play a role in cellular respiration or energy production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: SYI-1.D.5+3
Standard Description: The outer membrane of the mitochondrion is smooth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze microscopic images of mitochondria to identify the outer membrane and describe its smooth characteristic.
* Compare and contrast the structure of the outer mitochondrial membrane with the inner mitochondrial membrane, highlighting the differences in their surface characteristics.
* Describe the structure of the outer mitochondrial membrane and explain its functional significance.
* Explain the role of the mitochondrion’s outer membrane in the process of ATP production and cellular respiration.

Assessment Boundaries:
* Details about mitochondrial adaptations associated with different organisms and their roles, as well as specific metabolic pathways occurring inside the mitochondrial membrane, are outside the scope of this substandard.

Common Misconceptions:
* Some students might think that the outer membrane has the same functional significance as the inner membrane, such as being involved in ATP production.
* Students may believe that the outer membrane of the mitochondrion is also folded like the inner membrane.
* Students might assume the outer membrane is impermeable and selective like the inner membrane, rather than being relatively porous.
* There may be misconceptions that the outer membrane is involved in the electron transport chain and oxidative phosphorylation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: SYI-1.D.5+4
Standard Description: The inner membrane of the mitochondrion is highly folded.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart that outlines the processes occurring at the inner mitochondrial membrane, such as the electron transport chain and chemiosmosis, and how the structure supports these processes.
* Describe the structural organization of the inner mitochondrial membrane, focusing on its highly folded nature and the formation of cristae.
* Explain the functional significance of the inner membrane's convoluted structure in increasing the surface area for ATP synthesis.
* Represent and label a diagram of the mitochondrion, highlighting the outer membrane, inner membrane, and cristae.

Assessment Boundaries:
* Details on the specific biochemical mechanisms happening at the inner mitochondrial membrane, such as the exact role of proteins or enzymes in folding processes, are beyond the scope of the course.

Common Misconceptions:
* Some students might assume the folds serve to separate the contents of the mitochondrion, rather than to house the proteins involved in the electron transport chain.
* Students may believe that the inner membrane is smooth, like the outer membrane, and do not understand the significance of its convoluted structure.
* Students may confuse the cristae with other cell structures such as ribosomes or the Golgi apparatus, leading to misunderstandings about their function.
* Students may think that the folds of the inner membrane (cristae) are there to store material, rather than to increase surface area for ATP production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: SYI-1.D.6+1
Standard Description: Lysosomes are membrane bound vesicles full of digestive enzymes.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart that illustrates the process of lysosomal enzyme activation and substrate digestion within cells.
* Describe cellular processes where lysosomes are involved, such as autophagy and the breakdown of cellular debris.
* Describe the structural characteristics of lysosomes as membrane-bound vesicles containing digestive enzymes.
* Evaluate the relationship between lysosomal enzyme activity and cellular pH, supporting claims with visual data (e.g., graphs of enzyme activity vs. pH levels).
* Explain how the acidic environment within lysosomes is maintained and its importance for enzyme activity.
* Explain the role of hydrolytic enzymes within lysosomes and how they contribute to cellular digestion.
* Interpret diagrams representing the lysosomal structure and function, identifying key components such as the lipid bilayer and digestive enzymes.

Assessment Boundaries:
* Detailed mechanisms of lysosomal enzyme function and specific pathways of lysosomal degradation, beyond the understanding of their general role as digestive vesicles, are outside the scope of this course.

Common Misconceptions:
* Students may confuse lysosomes with vacuoles, assuming they primarily store substances rather than digest them.
* Students may often misunderstand that lysosomes can only function within cells, not realizing their role in larger processes like apoptosis.
* Students may think that lysosomes are only involved in breaking down toxic substances and not other cellular debris or worn-out organelles.
* Students might believe that digestive enzymes in lysosomes can function at any pH when they specifically require an acidic environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: SYI-1.D.6+2
Standard Description: The enzymes in a lysosome use hydrolysis to break down molecules.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams representing the structure of lysosomes and the location of hydrolytic enzymes within them, describing how these structures support their function.
* Construct a flow chart illustrating the steps of substrate degradation in lysosomes, starting from enzyme-substrate interaction to the release of breakdown products.
* Describe the process by which lysosomes adapt to varying cellular environments to continuously perform hydrolysis effectively.
* Describe the role of hydrolytic enzymes in lysosomes and how they facilitate the breakdown of biomolecules using hydrolysis.
* Evaluate experimental data showing the impact of pH changes on the activity of lysosomal enzymes and propose hypotheses on why such changes could affect lysosomal function.
* Explain the chemical process of hydrolysis and how it is utilized by lysosomal enzymes to degrade cellular waste and macromolecules.
* Explain the working mechanism of lysosomal enzymes in breaking down substrates at an acidic pH and how this environment is maintained within lysosomes.

Assessment Boundaries:
* The assessment should not require students to memorize specific enzyme names or pathways involved in lysosome function. Understanding the general concept of how hydrolytic enzymes in lysosomes contribute to molecular breakdown through hydrolysis suffices.

Common Misconceptions:
* Students may assume that lysosomal enzymes are functional at any pH level, not knowing they require an acidic environment to function effectively.
* Students may believe that lysosomal hydrolysis releases energy for the cell's use directly rather than breaking down molecules into smaller, usable units.
* Students may think that lysosomal activity does not play a role in apoptosis or cellular recycling, over-simplifying their function to only breaking down molecules.
* Students may think that lysosomal enzymes use dehydration synthesis instead of hydrolysis to break down molecules.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: SYI-1.D.7+1
Standard Description: A vacuole is a membrane-bound sac that plays many roles, particularly storage.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of a plant cell's vacuole to identify its storage components and deduce their importance in cellular functioning.
* Describe the structure of a vacuole as a membrane-bound sac in plant cells and its primary roles focused on storage.
* Evaluate the role of vacuoles in the storage of different substances, and correlate these stored materials with plant growth and development.
* Explain how the storage function of a vacuole contributes to the overall homeostasis in a plant cell.
* Explain the mechanism by which a vacuole can store substances such as water, nutrients, and waste, and predict the impacts on cell physiology if this mechanism is disrupted.

Assessment Boundaries:
* Details related to the biochemistry of vacuoles beyond basic storage functions are beyond the substandard.

Common Misconceptions:
* Some students might think that vacuoles are only found in plant cells and not in animal cells, ignoring the presence of smaller vacuoles in some animal cells.
* Students may incorrectly believe that vacuoles are only involved in storing water, not understanding their role in storing various substances including waste products and nutrients.
* Students may misunderstand that vacuoles only have one function, which is storage, without recognizing their involvement in processes such as maintaining turgor pressure and degradation.
* There might be a misconception that vacuoles are the same as vesicles, leading to confusion about their specific roles and functions in the cell.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: SYI-1.D.7+2
Standard Description: In plants, a specialized large vacuole serves multiple functions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the large vacuole in autophagy and its impact on recycling cellular components.
* Describe the role of the specialized large vacuole in maintaining turgor pressure and its impact on plant cell rigidity and overall plant structure.
* Explain how the presence of pigments in the large vacuole contributes to attracting pollinators and seed dispersers, and hence to the reproductive success of plants.
* Explain the function of the large vacuole in storing nutrients, waste products, and defensive compounds, and how this contributes to plant survival.
* Predict the effects of vacuole malfunction on plant health and propose experimental procedures to investigate these effects.

Assessment Boundaries:
* The detailed biochemical pathways facilitated by the large vacuole, as well as its role in cellular metabolism beyond water storage and turgor pressure, are beyond the scope of the course.

Common Misconceptions:
* A common misunderstanding is that all types of vacuoles in plant cells serve the same function, rather than recognizing the specialized large central vacuole and its multiple roles.
* Some students might assume that the vacuole in plant cells is only involved in waste removal, ignoring its role in maintaining turgor pressure and storing nutrients.
* Students may incorrectly believe that vacuoles in plant cells only store water and do not have multiple functions.
* There can be a misconception that vacuoles are static structures that do not change size or shape, rather than dynamic structures that adjust according to the cell's needs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: SYI-1.D.8+1
Standard Description: Chloroplasts are found in plant cells and certain algae.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structure of chloroplasts, including their double outer membrane, and their presence in plant cells and certain algae.
* Evaluate the evolutionary significance of chloroplasts in photosynthetic organisms by comparing their presence and function in various species.
* Explain the role of chloroplasts in photosynthesis and how their structure facilitates this process in plant cells and certain algae.
* Interpret visual representations of chloroplasts in plant cells and algae, including diagrams and micrographs, to identify their structural components and functions.

Assessment Boundaries:
* The assessment should focus on the presence of chloroplasts specifically in plant cells and certain algae, without requiring detailed analysis of their molecular structure or the variations among different species.

Common Misconceptions:
* Some students may believe that all green organisms contain chloroplasts, not recognizing that only photosynthetic organisms like plants and algae have them.
* Students may assume that the presence of chloroplasts means a cell can photosynthesize, ignoring the necessary conditions and additional factors like light availability.
* Students may think that chloroplasts are found in all types of cells, not realizing they are specific to plant cells and certain algae.
* Students often conflate chloroplasts with mitochondria, leading to confusion about their unique roles and the presence in different types of cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: SYI-1.D.8+2
Standard Description: Chloroplasts enable photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural components of chloroplasts, including the double outer membrane, stroma, grana, and thylakoids, and explain how each contributes to the photosynthetic process.
* Evaluate hypotheses about the effects of varying environmental conditions (e.g., light intensity, carbon dioxide levels) on the rate of photosynthesis in chloroplasts, using data to support or refute these hypotheses.
* Explain the process of light-dependent reactions within the thylakoid membranes, including the roles of photosystems I and II, and how light energy is converted into chemical energy in the form of ATP and NADPH.
* Explain the relationship between the structure of the chloroplast, particularly the arrangement and function of the thylakoids and stroma, and the efficiency of photosynthesis.
* Predict the effects on the photosynthetic process if there were a malfunction in one or more components of the chloroplast, using knowledge of chloroplast structure and function.
* Use diagrams to represent the flow of electrons through photosystems I and II during the light-dependent reactions of photosynthesis, and explain how these processes contribute to the formation of ATP and NADPH.

Assessment Boundaries:
* Detailed mechanisms of the electron transport chain and the individual steps of photophosphorylation are beyond the scope of this substandard.

Common Misconceptions:
* Some students may think that the role of water in photosynthesis is merely to hydrate the plant, rather than understanding its role in providing electrons through the process of photolysis.
* Students may assume that photosynthesis occurs uniformly within the chloroplast rather than being compartmentalized into distinct light-dependent and light-independent reactions.
* Students may believe that all light wavelengths are equally effective for photosynthesis, not understanding the specific absorption spectra of chlorophyll and accessory pigments.
* Students might think that chloroplasts produce ATP for the entire cell, rather than specifically for the processes of photosynthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.1
Cluster Name: Cell Structure: Subcellular Components
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: SYI-1.D.8+3
Standard Description: Chloroplasts possess double membranes, which supports endosymbiotic theory.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of chloroplast structures to identify and describe the double membranes and propose how these features provide evidence for the endosymbiotic theory.
* Compare the membrane structures of chloroplasts with those of other organelles, particularly mitochondria, to explain how the similarities support the endosymbiotic theory.
* Describe the structural components of chloroplasts, focusing on their double outer membrane, and explain how this structure supports the endosymbiotic theory.
* Explain the significance of the double membranes of chloroplasts in terms of their evolutionary implications, relating it to endosymbiotic theory.

Assessment Boundaries:
* The detailed biochemical pathways and enzymatic processes involved in endosymbiotic theory, such as the specific intermediates or enzymes, are beyond the scope of the course. Focus on structural evidence that supports the theory, such as the presence of double membranes and similarities to prokaryotic ancestors.

Common Misconceptions:
* Some students might incorrectly assume that chloroplasts originally existed as separate eukaryotic cells before being engulfed, rather than being derived from photosynthetic prokaryotes.
* Students may mistakenly believe that all organelles possessing double membranes support the endosymbiotic theory, not recognizing the specific significance of chloroplasts and mitochondria in this theory.
* Students may think that the double membranes of chloroplasts are simply structural and have no relation to their evolutionary origins.
* There can be a misconception that the outer membrane of chloroplasts did not originate from the host cell's membrane during the endosymbiotic event.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.10
Cluster Name: Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1460.0
Standard ID: ENE-2.K.1
Standard Description: Membranes and membrane-bound organelles in eukaryotic cells compartmentalize intracellular metabolic processes and specific enzymatic reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.10
Cluster Name: Compartmentalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.K.1+1
Standard Description: Describe how, in eukaryotes, membrane-bound organelles compartmentalize intracellular metabolic processes and specific enzymatic reactions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data showing the distribution of enzymatic reactions in different organelles and describe how compartmentalization affects cellular efficiency and specialization.
* Analyze diagrams of eukaryotic cells to identify the roles and interactions of different membrane-bound organelles in metabolic processes.
* Describe how membrane-bound organelles in eukaryotic cells compartmentalize intracellular metabolic processes and specific enzymatic reactions.
* Describe how the endoplasmic reticulum (ER) and Golgi apparatus work together to process and transport proteins.
* Describe the role and importance of compartmentalization in eukaryotic cells, explaining how the separation of metabolic processes and enzymatic reactions into different organelles increases efficiency and regulation.
* Explain the role of the nucleus in compartmentalizing DNA and directing cellular activities.
* Predict the effects of disrupting the membranes of specific organelles on enzymatic reactions, using biological evidence to support the prediction.

Assessment Boundaries:
* Specific organelles like lysosomes, mitochondria, or ribosomes should not be assessed individually. The focus should be on the general function of compartmentalization in eukaryotic cells, its importance in separating metabolic activities, and enhancing cellular efficiency.

Common Misconceptions:
* Some students may think that molecules can freely move in and out of organelles without considering the regulatory role of membranes.
* Students may believe that all organelles are free-floating in the cytoplasm and do not understand the role of membranes in organizing and compartmentalizing these structures.
* Students might assume that enzymatic reactions occur randomly throughout the cell's cytoplasm, rather than being compartmentalized within specific organelles.
* There can be a misconception that all organelles serve similar functions and do not have specialized roles in metabolic processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.10
Cluster Name: Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1470.0
Standard ID: ENE-2.L.1+1
Standard Description: Some internal membranes facilitate cellular processes by increasing the surface area where reactions can occur.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the structure of internal membranes, such as those found in the endoplasmic reticulum and mitochondria, enhances the ability to perform cellular processes by increasing surface area.
* Explain the role of the inner mitochondrial membrane and its cristae in optimizing cellular respiration processes.

Assessment Boundaries:
* Detailed mechanisms of specific enzyme reactions and identification of all organelles involved are beyond the scope of the course.

Common Misconceptions:
* Students may assume that membrane surface area is more critical for storage rather than for facilitating cellular reactions and processes.
* Students may believe that all membranes within a cell contribute equally to processes, without understanding the specific contribution of surface area.
* Students might misunderstand how the folded structures of membranes (like in mitochondria and chloroplasts) facilitate increased surface area for reactions.
* Students might think that more surface area in internal membranes doesn't play a crucial role in enhancing cellular processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.10
Cluster Name: Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1480.0
Standard ID: ENE-2.L.1+2
Standard Description: Organelles allow for the compartmentalization of reactions inside the cell.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of eukaryotic cells to identify organelles and explain their role in compartmentalization of cellular reactions.
* Describe how organelles within eukaryotic cells facilitate the separation and optimization of cellular processes.
* Explain how internal membranes of organelles contribute to minimizing competing interactions in eukaryotic cells.
* Explain the relationship between increased surface area provided by organelle membranes and the efficiency of cellular processes.

Assessment Boundaries:
* The boundary should limit the detailed knowledge required about specific organelles to the mechanisms by which they compartmentalize reactions. Understanding the basic function of organelles such as mitochondria, endoplasmic reticulum, and chloroplasts, and their contribution to compartmentalization, should be included. Details on specific biochemical processes occurring within these organelles are beyond the required scope.

Common Misconceptions:
* Students could assume that all organelles have the same function and do not contribute uniquely to cellular compartmentalization.
* Students may misunderstand that the movement of molecules between organelles does not require any specific mechanisms or pathways.
* Students may think that all cellular reactions occur freely in the cytoplasm without any compartmentalization.
* Students might believe that compartmentalization within the cell is not important for the efficiency and regulation of metabolic processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: EVO-1.A.1
Standard Description: Membrane-bound organelles evolved from once free-living prokaryotic cells via endosymbiosis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.A.1+1
Standard Description: Describe how membrane-bound organelles evolved from once free-living prokaryotes via endosymbiosis.

Key Concepts:
*None specified*

Learning Objectives:
* Describe and explain how the presence of double membranes and their own DNA supports the endosymbiotic hypothesis for mitochondria and chloroplasts.
* Describe the endosymbiotic theory and its significance in the evolution of eukaryotic cells from prokaryotic cells.
* Explain how endosymbiosis relates to larger biological principles such as mutualism and natural selection.
* Explain how the endosymbiosis of free-living prokaryotes conferred evolutionary advantages to ancestral eukaryotic cells.
* Explain the evidence supporting the endosymbiotic origin of mitochondria and chloroplasts.
* Predict the impact on cell function if mitochondria or chloroplasts were to lose their independent DNA.
* Propose a next investigation or experimental design to further explore endosymbiosis, based on existing data.
* Propose a testable question that investigates the relationship between prokaryotic ancestors and modern eukaryotic cells through endosymbiosis.

Assessment Boundaries:
* The specific evolutionary events and mechanisms that led to the development of current membrane-bound organelles from prokaryotic cells are beyond the scope of the course and will not be assessed.

Common Misconceptions:
* Some students may confuse the process of endosymbiosis with simple engulfment, not recognizing the mutualistic relationship that formed between the host cell and the engulfed prokaryote.
* Students may mistakenly think that all organelles in eukaryotic cells originated through endosymbiosis, rather than recognizing that only specific organelles like mitochondria and chloroplasts have this origin.
* Students might think that eukaryotic cells evolved directly from prokaryotes without any intermediate stages, not understanding the concept of endosymbiosis.
* Students often believe that organelles like mitochondria were always a part of eukaryotic cells, rather than once being free-living prokaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: EVO-1.A.2
Standard Description: Prokaryotes generally lack internal membrane-bound organelles but have internal regions with specialized structures and functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.A.2+1
Standard Description: Describe how prokaryotes generally lack internal membrane-bound organelles but have internal regions with specialized structures and functions

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data regarding the various specialized structures found in prokaryotic cells, such as ribosomes and nucleoid regions, and explain their roles.
* Describe the general characteristics of prokaryotic cells, focusing on the absence of internal membrane-bound organelles.
* Explain the specialized functions of internal regions within prokaryotic cells and identify common examples of these regions.
* Interpret scientific diagrams and images to identify and describe the specialized structures within prokaryotic cells and their functions.

Assessment Boundaries:
* Focus on the functions of specialized structures within prokaryotes without delving into the specific biochemical pathways.

Common Misconceptions:
* Some students may misunderstand and think that the lack of membrane-bound organelles in prokaryotes means they do not have any form of organization or compartmentalization.
* Students may incorrectly believe that prokaryotes lack any form of internal specialized structures altogether, assuming that all cellular components are freely floating within the cytoplasm.
* Students might assume that prokaryotic cells are too simple to perform complex functions typically associated with eukaryotic cells, disregarding the specialized regions within prokaryotes such as the nucleoid.
* There might be confusion leading to the misconception that ribosomes in prokaryotes are membrane-bound organelles, similar to how they are associated with the rough ER in eukaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: EVO-1.A.3
Standard Description: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.A.3+1
Standard Description: Describe how eukaryotic cells have internal membranes that divide the cell into specialized regions

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of internal membranes in eukaryotic cells in dividing the cell into distinct specialized regions.
* Explain how organelles such as the endoplasmic reticulum and Golgi apparatus contribute to compartmentalization within eukaryotic cells.
* Explain the relationship between internal membranes and the larger biological principle of cellular efficiency and specialization in eukaryotic cells.
* Propose how disruptions in internal membranes might affect the functionality of eukaryotic cells and predict potential outcomes.

Assessment Boundaries:
* Specific enzymatic processes occurring within each compartment are beyond the scope of this standard.

Common Misconceptions:
* Some students may believe that all functions within a eukaryotic cell occur in the same undivided space.
* Students may incorrectly think that the compartments in eukaryotic cells are not formed by membranes.
* Students might assume the internal membranes in eukaryotic cells do not have specific functions or roles.
* Students might think that eukaryotic cells do not have internal membranes distinct from prokaryotic cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: 1520.0
Standard ID: EVO-1.B.1
Standard Description: Membrane-bound organelles evolved from previously free-living prokaryotic cells via endosymbiosis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.11
Cluster Name: Origins of Cell Compartmentalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.B.1+1
Standard Description: Describe how membrane-bound organelles evolved from previously free-living prokaryotic cells via endosymbiosis

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural and functional similarities between membrane-bound organelles and their ancestral free-living prokaryotic counterparts.
* Explain the theory of endosymbiosis and how it accounts for the evolution of membrane-bound organelles from prokaryotic cells.
* Propose hypothetical experiments to test the theory of endosymbiosis further, outlining potential methods and expected outcomes.

Assessment Boundaries:
* The specific biochemical mechanisms, such as the detailed function of electron transport chains involved in mitochondria and chloroplasts beyond ATP and NADPH production, are beyond the scope of the course.

Common Misconceptions:
* Some students may think that eukaryotic cells evolved from prokaryotic cells through gradual changes in a single lineage, instead of endosymbiosis.
* Students may believe that all membrane-bound organelles evolved simultaneously, rather than sequentially through separate endosymbiotic events.
* Students might mistakenly believe that mitochondria and chloroplasts are the only organelles that resulted from endosymbiosis, disregarding other potential organelles like the nucleus.
* There may be confusion about the distinction between mutualistic relationships and endosymbiosis, leading students to think that modern endosymbionts are still identical to their free-living ancestors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: SYI-1.E.1+1
Standard Description: Structures in the endoplasmic reticulum help membrane-bound ribosomes produce proteins.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural organization of the endoplasmic reticulum and how it supports the function of membrane-bound ribosomes in protein synthesis.
* Explain the role of the rough endoplasmic reticulum in the synthesis and transport of proteins, particularly those destined for secretion or membrane insertion.
* Represent the process of protein synthesis on membrane-bound ribosomes within the endoplasmic reticulum using a diagram, and describe each stage of this process in detail.

Assessment Boundaries:
* The assessment should focus on explaining the role of the rough endoplasmic reticulum and how its organization and structure support the function of membrane-bound ribosomes in protein synthesis. Specific pathways involving the transport of proteins or the detailed chemical composition of elements within the ER are beyond the scope and should not be assessed.

Common Misconceptions:
* Some students might think that the rough ER itself synthesizes proteins, rather than recognizing that it provides a site for ribosomes to do so.
* Students may believe that only free-floating ribosomes in the cytoplasm are involved in protein synthesis, ignoring the role of membrane-bound ribosomes on the rough ER.
* Students may mistakenly believe that all proteins produced by membrane-bound ribosomes are destined to be exported out of the cell, not understanding that some are used within the endomembrane system.
* There might be confusion that the rough ER and smooth ER have interchangeable roles, leading to misunderstandings about the specific function of the rough ER in protein synthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: SYI-1.E.1+2
Standard Description: The membranes and lumen of the endoplasmic reticulum play an important role in intracellular transport.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of intracellular transport mechanisms involving the endoplasmic reticulum, describing how the structure of the ER facilitates these processes.
* Describe the structural features of the endoplasmic reticulum membranes and lumen that facilitate their role in intracellular transport.
* Explain the process of protein synthesis and modification within the endoplasmic reticulum and how these proteins are transported intracellularly.
* Explain the role of the smooth endoplasmic reticulum in lipid synthesis and detoxification, and how these products are distributed within the cell.
* Illustrate the pathway of a protein from its synthesis on membrane-bound ribosomes in the rough endoplasmic reticulum to its final destination within the cell.

Assessment Boundaries:
* The specific molecular pathways of intracellular transport through the endoplasmic reticulum are beyond the scope of the course.

Common Misconceptions:
* Some students might think that all protein synthesis occurs only in the cytoplasm and not on the membrane-bound ribosomes of the rough ER.
* Students may confuse the roles of the rough ER and smooth ER in intracellular transport.
* Students may not realize that the lumen of the ER is involved in processing proteins and lipids, not just serving as a structural support.
* There is a misconception that the ER does not play a role in detoxifying chemicals or metabolizing lipids.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: SYI-1.E.1+3
Standard Description: The mitochondrial double membrane allows for the two internal regions to support different metabolic reactions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram of the mitochondrion and identify where major metabolic reactions occur.
* Describe the function of the mitochondrial matrix in the citric acid cycle.
* Describe the structural features of the inner and outer mitochondrial membranes.
* Evaluate how changes in the inner membrane's structure could affect cellular respiration.
* Explain how the separation provided by the double membrane influences the efficiency of energy production in mitochondria.
* Explain the concept of compartmentalization in mitochondria and how it supports different metabolic pathways.
* Explain the role of the inner mitochondrial membrane in oxidative phosphorylation.
* Illustrate the major steps of the electron transport chain on a diagram of the mitochondrial inner membrane.

Assessment Boundaries:
* Assessment should be limited to understanding the role of the mitochondrial double membrane in creating distinct compartments and the resulting differences in metabolic processes within these areas. The specific chemical reactions occurring within these compartments are beyond the scope of the course.

Common Misconceptions:
* Some students may believe that the inner membrane of the mitochondria is smooth and lacks any specialized structures for metabolic processes.
* Students may assume that the two membranes in mitochondria serve the same function.
* Students might incorrectly assume that the only function of the mitochondrial membrane is to provide a barrier.
* Students might think that both compartments of the mitochondria perform the same metabolic reactions, not realizing that they have distinct roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: SYI-1.E.1+4
Standard Description: The structure of the lysosome allows it to digest materials without damaging the cell.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural features of lysosomes that enable them to isolate hydrolytic enzymes from the cytoplasm.
* Evaluate hypotheses regarding mutations affecting lysosomal membrane integrity and predict possible cellular outcomes.
* Explain the mechanism by which lysosomal membranes maintain an acidic environment necessary for enzyme activity.
* Illustrate the process of lysosomal digestion, incorporating visual representations of lysosome membranes, enzyme activity, and substrate breakdown.

Assessment Boundaries:
* The specific chemical composition and enzymatic function of these hydrolytic enzymes, as well as their role in cellular processes beyond intracellular digestion such as apoptosis or recycling of materials, are beyond the scope of assessment for this standard.

Common Misconceptions:
* Some students may mistakenly assume that the lysosomal enzymes function optimally at the same pH as the rest of the cell, not recognizing the acidic environment inside the lysosome.
* Students may believe that lysosomes are non-specific and can digest any material in the cell, which would prevent understanding of their selective nature and specific transport mechanisms.
* Students might think that lysosomes digest materials in the cytoplasm directly, rather than within the lysosome itself, misunderstanding compartmentalization.
* There may be a misconception that lysosomes can only break down extracellular materials engulfed by the cell, ignoring their role in recycling cellular components.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: SYI-1.E.1+5
Standard Description: Lysosomes play a role in recycling materials in the cell.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of cellular processes involving lysosomes, such as the breakdown of macromolecules, and explain how these processes support cellular function.
* Describe the role of lysosomes in intracellular digestion and the recycling of organic materials.
* Evaluate hypotheses on the impact of lysosomal dysfunction on various cellular processes and support claims with evidence.
* Explain how lysosomes contribute to programmed cell death (apoptosis) and the maintenance of cellular health.

Assessment Boundaries:
* Focus on the function of lysosomes in the decomposition of cellular components to ensure recycling of material limited to organic compounds. The broader process of programmed cell death and other interactions are beyond the scope of the substandard.

Common Misconceptions:
* Students may believe that lysosomes break down all cellular components indiscriminately rather than recycling specific materials.
* Students may confuse lysosomes with peroxisomes, thinking both organelles perform the same recycling functions.
* Students may think that lysosomal recycling is not related to cellular maintenance and repair.
* Students might assume that the lysosomal recycling process can occur outside of the cell.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: SYI-1.E.1+6
Standard Description: Lysosomes play a role in apoptosis.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual data of apoptotic cells and identify the presence and role of lysosomes in the process.
* Describe the role of lysosomes in the process of apoptosis, including the involvement of hydrolytic enzymes.
* Explain the relationship between lysosomal function and programmed cell death in the context of cellular homeostasis.
* Formulate a hypothesis about the impact of lysosomal dysfunction on apoptosis and design an experiment to test it.

Assessment Boundaries:
* Understanding the detailed molecular pathways involved in the initiation and execution of apoptosis beyond the role of lysosomal enzymes is beyond the scope of this substandard. Focus should be limited to explaining how lysosomal enzymes contribute to apoptosis through the degradation and recycling of cellular components during the process of programmed cell death.

Common Misconceptions:
* Some students could believe that lysosomes release enzymes that indiscriminately destroy cellular components during apoptosis, rather than initiating a controlled and structured process.
* Students may think that lysosomes only function in digestion and recycling of cellular material, not understanding their role in apoptosis.
* Students might assume apoptosis is purely a random cell death process rather than a programmed event crucial for development and maintenance.
* There might be a misconception that apoptosis only occurs during disease or infection, not recognizing its role in normal cellular and developmental processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: SYI-1.E.1+7
Standard Description: Vacuoles allow cells to store macromolecules, water, and waste products.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flowchart to represent the process through which vacuoles store and release macromolecules and waste products in a cell.
* Describe the structure of vacuoles and how they differ between plant and animal cells.
* Explain how vacuole structure facilitates the storage and release of macromolecules, water, and waste products.
* Explain the role of vacuoles in plant cells in retaining water and generating turgor pressure, and how this contributes to overall plant structure and function.
* Justify the significance of vacuole-mediated storage and release mechanisms in maintaining cellular homeostasis with evidence from biological principles.
* Predict the consequences of vacuole dysfunction on cellular function, particularly in the context of macromolecule storage and waste management.

Assessment Boundaries:
* The specific functions of vacuoles related to turgor pressure in plants and the types of macromolecules stored are beyond the scope.

Common Misconceptions:
* Some students may believe that all vacuoles have the same function across different cell types, failing to recognize specialized functions of vacuoles in various organisms.
* Students may assume that vacuoles are only present in plant cells and not in animal cells, ignoring the presence of smaller vacuoles in the latter.
* Students may misunderstand that the storage function of vacuoles is not vital to cellular function, underestimating their importance in maintaining cellular homeostasis.
* Students may think that vacuoles only store water and overlook their role in storing macromolecules and waste products.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: SYI-1.E.1+8
Standard Description: In plants, the vacuole helps maintain turgor pressure.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural characteristics of plant vacuoles that enable them to help maintain turgor pressure.
* Explain the role of vacuoles in maintaining turgor pressure and how this affects the overall rigidity of plant cells.

Assessment Boundaries:
* Focus is limited to understanding the role of the vacuole in turgor pressure maintenance. Details of the biochemical pathways or molecular mechanisms within the vacuole that lead to turgor pressure retention are beyond the scope.

Common Misconceptions:
* Some students might think that turgor pressure can be maintained without a full and properly hydrated vacuole.
* Students may assume that turgor pressure is related to the intake and retention of gases in the vacuole rather than water.
* Students may believe that turgor pressure is maintained by factors other than the vacuole, such as only the cell wall or the cytoplasm.
* There is a misconception that vacuoles in animal cells also play a significant role in maintaining turgor pressure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: SYI-1.F.1
Standard Description: The folding of the inner membrane increases the surface area, which allows for more ATP to be synthesized.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.1+1
Standard Description: Describe how the folding of the inner mitochondrial membrane increases the surface area, which allows for more ATP to be synthesized.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a model (e.g., diagram, flow chart) representing the process of ATP synthesis in mitochondria, highlighting the significance of the cristae structure.
* Describe the structural characteristics of the inner mitochondrial membrane, particularly the formation of cristae, and how these features contribute to the overall surface area within the mitochondrion.
* Explain the role of increased surface area in the inner mitochondrial membrane in enhancing the efficiency of ATP synthesis.
* Interpret diagrams or images of mitochondria to identify structural features such as cristae and relate these features to their functional roles in cellular respiration, particularly in ATP production.
* Make a scientific claim about how the inner mitochondrial membrane structure affects energy production, and support this claim with evidence from biological principles or provided datasets.

Assessment Boundaries:
* Students do not need to memorize the steps of ATP synthesis such as electron transport chain or chemiosmosis pathways. Instead, focus on understanding the role of the inner mitochondrial membrane's structure in increased ATP production through surface area enhancement.

Common Misconceptions:
* Students may confuse the role of the inner mitochondrial membrane with that of other cellular structures, such as the plasma membrane, in ATP synthesis.
* Students may think that the folding of the inner mitochondrial membrane does not impact ATP synthesis.
* Students might assume that the inner mitochondrial membrane is similar to the outer membrane in structure and does not have folds.
* Students might misunderstand the function of the folds, believing they are for structural support only and not related to surface area or ATP production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: SYI-1.F.2
Standard Description: Within the chloroplast are thylakoids and the stroma.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.2+1
Standard Description: Describe that within the chloroplast there are thylakoids and stroma.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural features of the chloroplast, focusing on thylakoids and stroma.
* Explain the relationship between the thylakoids, stroma, and the overall process of photosynthesis, including the light-dependent and light-independent reactions.
* Explain the role of thylakoids and stroma in photosynthesis, including how their structures facilitate their functions.
* Identify and label the thylakoids and stroma in a diagram of a chloroplast.

Assessment Boundaries:
* The examination of chloroplast structure should not extend beyond the presence and basic function of thylakoids and stroma, without in-depth analysis of detailed biochemical processes occurring in these structures.

Common Misconceptions:
* Some students might think that thylakoids float freely within the chloroplast, instead of being organized into stacks.
* Students may confuse the locations of different photosynthetic processes, thinking that the stroma and thylakoids perform the same functions.
* Students may mistakenly believe that the stroma is a solid structure rather than a fluid-filled region.
* There may be confusion between the terms thylakoids and grana, with some students assuming they are interchangeable.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: SYI-1.F.3
Standard Description: The thylakoids are organized in stacks, called grana.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.3+1
Standard Description: Describe how thylakoids are organized in stacks called grana.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the organization of thylakoids in grana and the efficiency of the light-dependent reactions of photosynthesis.
* Describe the structural organization of thylakoids within the chloroplast.
* Explain the role of grana in the chloroplast function.
* Illustrate and label a chloroplast diagram, identifying thylakoids and grana.
* Propose a hypothesis about how evolutionary pressures might have influenced the stacking of thylakoids into grana.

Assessment Boundaries:
* Detailed structural modeling of thylakoids or grana is not required. Focus is on general organization and function within the chloroplast for energy capture.

Common Misconceptions:
* Some students might think that grana are the individual thylakoid membranes rather than the stacks of thylakoid membranes.
* Students may believe that thylakoids are found only in plant cells and not in other photosynthetic organisms like algae.
* Students may confuse grana with the stroma, thinking that the stroma is made of stacked membranes.
* Students might assume that grana are located outside of chloroplasts rather than within them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: SYI-1.F.4+1
Standard Description: Chlorophyll is located in the membranes of the thylakoid.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations such as diagrams or electron micrographs of thylakoid membranes to identify the positioning of chlorophyll molecules and explain their significance in capturing light energy.
* Construct and interpret diagrams that model the location and function of chlorophyll in the thylakoid membranes, showing their involvement in the formation of ATP and NADPH during the light reactions.
* Describe how the thylakoid membrane's structure facilitates the embedding of chlorophyll and electron transport proteins necessary for the light-dependent reactions of photosynthesis.
* Evaluate the significance of chlorophyll's position within the thylakoid membranes in relation to the overall photosynthetic efficiency and energy capture of plants.
* Explain the arrangement of chlorophyll molecules within the thylakoid membranes and their role in photosystems, linking this to the overall process of photosynthesis.
* Identify and describe the structural compartments of the chloroplast, specifically the location of thylakoids within the stroma and their function in containing chlorophyll pigments.
* Predict the effects of alterations to the thylakoid membrane's structure on the efficiency of photosynthesis, specifically focusing on the disruption of chlorophyll's placement.

Assessment Boundaries:
* Focus strictly on identifying chlorophyll’s role in the thylakoid membrane as part of photosystems I and II, without detailing the complex molecular structure of chlorophyll or the specific biochemical pathways involved in light-dependent reactions beyond what is required for understanding its location and basic function.

Common Misconceptions:
* Some students may confuse the location of chlorophyll with the location of enzymes for the Calvin cycle, which actually takes place in the stroma, not in the thylakoid membranes.
* Students may believe that chlorophyll is randomly distributed throughout the chloroplast, instead of being located in specific thylakoid membranes.
* Students might assume that chlorophyll is found directly in the stroma, rather than embedded in the thylakoid membranes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: SYI-1.F.4+2
Standard Description: In plants, the photosystems are comprised of a membrane-bound electron transport chain.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of the photosystem, such as diagrams of the thylakoid membrane, to describe the relationship between the different components of the membrane-bound electron transport chain.
* Describe the role of the thylakoid membrane in the formation of the photosystem's electron transport chain using specific terms.
* Evaluate how disruptions in the thylakoid membrane structure might impact the function of photosystems and predict the potential effects on the overall process of photosynthesis.
* Explain the sequence of electron movement within the photosystem’s membrane-bound electron transport chain, including the role of primary electron acceptors and subsequent carrier molecules.

Assessment Boundaries:
* The assessment should focus on understanding the general structure and function of the membrane-bound electron transport chain in photosystems. Memorizing the specific sequence of proteins and the detailed mechanics of electron transfer beyond the formation of a proton gradient and ATP/NADPH production is beyond the scope.

Common Misconceptions:
* Some students might assume that electrons in the photosystems do not move through any transport chain but are instead directly used to create ATP or NADPH.
* Students may mistakenly believe that photosystems only participate in the capture of light energy and not in the electron transport chain.
* Students might think that photosystems operate independently of membranes, rather than being membrane-bound components.
* There is a common misunderstanding that the electron transport chain associated with photosystems is the same as the mitochondrial electron transport chain, overlooking the distinct roles and locations of these systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: SYI-1.F.5
Standard Description: The light-dependent reactions of photosynthesis occur in the grana.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.5+1
Standard Description: Describe how the light-dependent reactions of photosynthesis occur in the grana.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the electron transport chain's role in generating a proton gradient and ATP synthesis.
* Construct diagrams illustrating the flow of electrons and proton gradient creation during the light-dependent reactions.
* Describe the role of photosystems in the light-dependent reactions of photosynthesis.
* Explain the process of photolysis and its significance in the light-dependent reactions.
* Interpret data regarding the efficiency of the light-dependent reactions in different environmental conditions (e.g., light intensity, water availability).

Assessment Boundaries:
* Detailed mechanisms of electron transport, specific components of photosystems, and the precise order of electron carriers are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may assume that the oxygen produced in photosynthesis comes from carbon dioxide instead of water.
* Students may believe that only Photosystem I is involved in the light-dependent reactions of photosynthesis.
* Students may think that the light-dependent reactions occur in the stroma instead of the grana.
* Students often confuse the roles of NADPH and ATP produced in the light-dependent reactions and their subsequent use in the Calvin cycle.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: SYI-1.F.6
Standard Description: The stroma is the fluid within the inner chloroplast membrane and outside of the thylakoid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.6+1
Standard Description: Describe how the stroma is the fluid within the inner chloroplast membrane but outside of the thylakoid.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of chloroplasts to explain the spatial organization of the stroma, including how this organization facilitates the processes of photosynthesis and other metabolic pathways.
* Describe the location of the stroma within the chloroplast using diagrams or other visual aids, focusing on its position relative to the inner chloroplast membrane and the thylakoid.
* Explain the relationship between the stroma's location within the chloroplast and its functional significance in photosynthesis, providing evidence to support claims about its role in the Calvin cycle and other metabolic activities.
* Explain the role of the stroma in the chloroplast, particularly how its location within the inner membrane but outside the thylakoid impacts cellular processes such as the Calvin cycle.

Assessment Boundaries:
* Memorization of the specific enzymatic processes occurring within the stroma, as well as the names of the enzymes and intermediate molecules, is beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may believe that the stroma is located inside the thylakoid rather than outside it.
* Students may think that the thylakoid space and stroma are the same, failing to understand their distinct roles and locations.
* Students might confuse the stroma with the cytoplasm of the cell, not recognizing it as a specialized region within the chloroplast.
* Students might overlook that the stroma contains enzymes crucial for the Calvin cycle and thus may not appreciate its functional importance

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 870.0
Standard ID: SYI-1.F.7
Standard Description: The carbon fixation (Calvin-Benson cycle) reactions of photosynthesis occur in the stroma.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.7+1
Standard Description: Describe how the carbon fixation portion of photosynthesis occurs in the stroma.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams illustrating the steps of carbon fixation in the stroma to identify key molecules and enzymes involved.
* Describe the process by which carbon dioxide is incorporated into organic molecules during the Calvin-Benson cycle in the stroma.
* Explain the relationship between the Calvin-Benson cycle and the overall process of photosynthesis, emphasizing carbon fixation.
* Explain the role of the stroma in the Calvin-Benson cycle.
* Predict the effects of a disruption in the Calvin-Benson cycle on the synthesis of glucose in the stroma.

Assessment Boundaries:
* The memorization of the steps in the Calvin-Benson cycle, the structure of the molecules involved, and the names of enzymes (except for ATP synthase) involved in the Calvin cycle are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some students might believe that carbon fixation results in the immediate production of glucose, rather than initial production of 3-phosphoglycerate (3-PGA) and subsequent conversion to glucose.
* Students may believe that the Calvin-Benson cycle (carbon fixation) occurs in the thylakoid membrane rather than the stroma.
* Students may incorrectly assume that the Calvin-Benson cycle produces ATP directly, rather than using ATP produced in the light-dependent reactions.
* Students may think that carbon fixation requires direct sunlight and occurs during the light-dependent reactions instead of the light-independent reactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: SYI-1.F.8
Standard Description: The Krebs cycle (citric acid cycle) reactions occur in the matrix of the mitochondria.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.F.8+1
Standard Description: Describe the location of the Krebs cycle, which occurs in the mitochondrial matrix.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams representing the location and process of the Krebs cycle in the mitochondria.
* Describe the location within the mitochondria where the Krebs cycle occurs.
* Explain the structural significance of the mitochondrial matrix as the site of the Krebs cycle.
* Identify different stages of cellular respiration and correctly place the Krebs cycle within the mitochondrial matrix.

Assessment Boundaries:
* Memorization of the specific enzymes and detailed steps involved in the Krebs cycle is beyond the scope of the course.

Common Misconceptions:
* Some students may think that the Krebs cycle occurs in the mitochondrial intermembrane space instead of the matrix.
* Students may believe that the Krebs cycle occurs in the cytoplasm instead of the mitochondrial matrix.
* Students may confuse the Krebs cycle with the Calvin cycle and assume it occurs in chloroplasts.
* Students might assume all energy-capturing processes occur on the inner mitochondrial membrane, not considering the matrix for the Krebs cycle.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: SYI-1.F.9+1
Standard Description: The electron transport chain is located on the inner mitochondrial membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of the inner mitochondrial membrane's surface area and its structural features, such as cristae, in supporting the electron transport chain and ATP synthesis.
* Describe the structural components of the inner mitochondrial membrane where the electron transport chain is located and explain their relevance to its function.
* Explain the spatial organization of the electron transport chain complexes within the inner mitochondrial membrane and how this arrangement facilitates ATP synthesis.
* Identify the regions of the inner mitochondrial membrane involved in electron transport and ATP synthesis using visual representations such as diagrams or electron microscopy images, and describe their characteristics.

Assessment Boundaries:
* The specific proteins or complexes involved in the electron transport chain on the inner mitochondrial membrane are beyond the scope of the course.

Common Misconceptions:
* Some students may believe that the electron transport chain occurs in the cytoplasm rather than on the inner mitochondrial membrane.
* Students may incorrectly think that the entire inner mitochondrial membrane is involved in the electron transport chain, rather than specific complexes along the membrane.
* Students might confuse the inner mitochondrial membrane with the outer mitochondrial membrane as the location of the electron transport chain.
* There is a common misconception that ATP synthesis occurs only in the mitochondrial matrix, ignoring its association with the inner mitochondrial membrane.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.2
Cluster Name: Cell Structure and Function
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: SYI-1.F.9+2
Standard Description: ATP synthesis occurs when H+ ions pass through the inner mitochondrial membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of H+ ions in the generation of ATP as they pass through the inner mitochondrial membrane.
* Evaluate the impact of changes in H+ ion concentration on ATP synthesis, using evidence from known biological principles.
* Explain the process of chemiosmosis and how it leads to ATP synthesis on the inner mitochondrial membrane.
* Interpret diagrams or models representing the movement of H+ ions and ATP synthesis, relating it to mitochondrial function.

Assessment Boundaries:
* Memorization of the steps in glycolysis and the Krebs cycle, and of the structures of the molecules and the names of the enzymes involved, are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may assume that ATP synthesis occurs independently of the electron transport chain, not realizing the connection between proton gradients and ATP production.
* Students may have the misconception that ATP synthase itself generates a proton gradient instead of utilizing one created by the electron transport chain.
* Students may misunderstand and believe that protons passing through the inner mitochondrial membrane are what directly produce ATP, rather than their movement through ATP synthase.
* Students may think that ATP synthesis directly uses the energy from electron transport rather than being driven by the proton gradient.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: ENE-1.B.1+1
Standard Description: Surface area-to-volume ratios affect the ability of a biological system to obtain necessary resources.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how a high or low surface area-to-volume ratio influences the efficiency of material exchange between cells or organisms and their environment.
* Explain the relationship between surface area-to-volume ratio and the acquisition of resources in different cell types and organisms, referring to specific cellular processes such as diffusion and active transport.
* Propose modifications to a cell or organism's structure that would alter its surface area-to-volume ratio and predict the impact on its resource acquisition efficiency.

Assessment Boundaries:
* The calculation of surface area-to-volume ratios using geometrical shapes like spheres, cubes, rectangular solids, and cylinders is beyond the requirement. Focus should be on the conceptual understanding of how these ratios affect the exchange of materials and energy with the environment, supported by illustrative examples without detailed mathematical calculations.

Common Misconceptions:
* Students could mistakenly think that as cells grow larger, the surface area-to-volume ratio also increases rather than decreases.
* Students may confuse the concepts of surface area and volume, assuming they increase at the same rate as a cell grows.
* Students might incorrectly believe that the surface area-to-volume ratio does not significantly impact the efficiency of resource acquisition.
* Students might think that larger cells, due to their bigger size, naturally obtain resources more efficiently than smaller cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: ENE-1.B.1+2
Standard Description: Surface area-to-volume ratios affect the ability of a biological system to eliminate waste products.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the waste elimination mechanisms in cells with high surface area-to-volume ratios versus those with low surface area-to-volume ratios.
* Construct a flow chart that models the process of waste elimination in cells with different surface area-to-volume ratios and explain the significance of each step.
* Describe how changes in surface area-to-volume ratios during cell growth or division affect the cell's ability to eliminate waste products.
* Evaluate claims regarding the effectiveness of different cell shapes in waste elimination, using calculations of surface area-to-volume ratios to support your reasoning.
* Explain the relationship between surface area-to-volume ratios and the efficiency of waste elimination in single-celled organisms.

Assessment Boundaries:
* Understanding of surface area-to-volume ratios should not require memorization of equations beyond conceptual applications. Specific calculations for cell volume and surface area beyond those of basic geometric shapes are beyond the scope.

Common Misconceptions:
* Some may think that increasing the volume of a cell will proportionally increase its surface area to handle waste elimination effectively.
* Students may mistakenly assume that surface area-to-volume ratios have no significant impact on waste elimination because cellular processes like diffusion are perceived to work efficiently at any size.
* Students might believe that a larger surface area always equates to better elimination of waste products, instead of understanding it’s the ratio of surface area to volume that’s crucial.
* There can be a misconception that all cells, regardless of size or shape, eliminate waste at the same rate without regard to their surface area-to-volume ratios.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: ENE-1.B.1+3
Standard Description: Surface area-to-volume ratios affect the ability of a biological system to dissipate heat energy.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast how surface area-to-volume ratios influence heat dissipation in small versus large organisms.
* Describe an experimental setup that could be used to measure heat dissipation in differently sized and shaped biological models, identifying variables and controls.
* Explain the mathematical relationship between surface area-to-volume ratios and heat dissipation in biological systems using relevant equations.

Assessment Boundaries:
* Calculations of surface area-to-volume ratios for shapes beyond spheres and cubes are beyond the scope. Exploration should be limited to how these ratios influence heat dissipation, specifically in organisms and cellular structures, without requiring complex thermodynamic calculations.

Common Misconceptions:
* Students may believe that larger surface area always leads to better heat dissipation, not considering the impact of volume.
* Students may think that surface area alone is responsible for heat dissipation, ignoring the role of cell shape and overall size.
* Students might assume that an increased volume does not contribute significantly to heat retention.
* Students often assume that all cells dissipate heat energy in the same manner, regardless of their size or shape.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1050.0
Standard ID: ENE-1.B.2+1
Standard Description: The surface area of the plasma membrane must be large enough relative to the cell's volume to adequately exchange materials with the surroundings.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how limitations in surface area-to-volume ratios can restrict cell size and shape and justify this with examples from different cell types.
* Evaluate how the decrease in surface area-to-volume ratio as organisms increase in size affects properties like heat exchange rates with the environment, using various data representations.
* Explain the relationship between surface area-to-volume ratios and the rate of material exchange across the plasma membrane.
* Interpret graphical data depicting various cell types with different surface area-to-volume ratios, describing trends in exchange efficiency related to changes in cell size and shape.
* Predict the effect on material exchange efficiency when cells or organisms develop more complex structures such as membrane folds based on surface area-to-volume ratio principles.

Assessment Boundaries:
* Calculations involving the mathematical determination of surface area-to-volume ratios are not required. Students should understand the conceptual implications without performing actual calculations.

Common Misconceptions:
* Some students could assume that the surface area of the plasma membrane does not need to accommodate for cellular volume increases.
* Students may assume a high rate of diffusion can compensate for a low surface area-to-volume ratio, leading to misunderstanding how limitations affect cell size and shape.
* Students may think that a larger cell surface area always leads to more efficient exchange of materials without considering the surface area-to-volume ratio.
* Students might believe that the volume of the cell is not relevant to material exchange, only the surface area.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: ENE-1.B.2+2
Standard Description: Smaller cells typically have a higher surface area-to-volume ratio and more efficient exchange of materials with the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between a cell's surface area-to-volume ratio and its efficiency in exchanging materials with the environment.
* Evaluate hypotheses on the efficiency of material exchange in cells with different surface area-to-volume ratios, justifying conclusions based on biological principles and evidence from visual models.
* Explain how a higher surface area-to-volume ratio enhances the efficiency of material exchange in smaller cells.
* Propose a next-step investigation to test the role of surface area-to-volume ratio in cell efficacy at exchanging materials, detailing appropriate controls and variables.

Assessment Boundaries:
* Explanations should focus on relationships between cell size, surface area-to-volume ratios, and exchange efficiency without delving into specific examples of cells or organisms.

Common Misconceptions:
* Some students may believe that all cells have the same shape and thus the same surface area-to-volume ratio, regardless of their actual dimensions.
* Students may assume that larger cells are more efficient in material exchange due to their size, not realizing the limitations imposed by a lower surface area-to-volume ratio.
* Students might confuse volume with surface area, thinking that an increase in volume also increases surface area proportionately.
* Students might think that the shape of a cell does not impact its surface area-to-volume ratio, ignoring how certain shapes optimize or hinder material exchange.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1070.0
Standard ID: ENE-1.B.2+3
Standard Description: As cells increase in volume, the relative surface area decreases and the demand for internal resources increases.

Key Concepts:
*None specified*

Learning Objectives:
* Construct graphs to represent how the cell surface area-to-volume ratio changes with increasing cell size, and analyze the implications for cell transport efficiency.
* Describe the correlation between decreased surface area-to-volume ratio and the increased demand for internal resources in larger cells.
* Evaluate how changes in surface area-to-volume ratio impact the efficiency of material exchange across the cell membrane.
* Explain how an increase in cell volume leads to a decrease in the relative surface area.
* Propose hypotheses on how various cellular adaptations, such as membrane folds, compensate for changes in surface area-to-volume ratio as cell size increases.

Assessment Boundaries:
* Content is limited to cell structures that impact the ability to exchange materials efficiently with the environment; detailed calculations or examples of non-biological systems are beyond the scope.

Common Misconceptions:
* Some students may think the efficiency of material exchange improves as cell volume increases, not realizing that it actually gets less efficient.
* Students may assume that an increase in cell volume decreases the demand for internal resources, whereas it actually increases.
* Students may believe that as cells increase in volume, their relative surface area also increases, which is not true.
* Students might not understand that complex structures are necessary for larger cells to maintain adequate exchange rates, leading them to believe large cells don't need such adaptations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: ENE-1.B.2+4
Standard Description: In larger cells, complex cellular structures, like membrane folds and organelles, are necessary to adequately exchange materials with the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the structural differences between small and large cells and predict how these differences impact their respective efficiencies in material exchange.
* Construct flow charts that illustrate the process of material exchange in cells of varying sizes, explaining the role of complex cellular structures.
* Describe how membrane folds increase the surface area in larger cells and justify their importance for cellular processes like nutrient uptake and waste removal.
* Describe the relationship between cell size and the efficiency of material exchange based on the surface area-to-volume ratio.
* Evaluate the necessity of organelle specialization in larger cells for maintaining efficient exchange of materials, using specific cellular processes as examples.
* Explain how the reduction in surface area-to-volume ratio affects the exchange of materials in larger cells.
* Represent the adaptations of larger cells, such as membrane folds, in diagrams and explain their role in facilitating material exchange.

Assessment Boundaries:
* Specific names and functions of individual organelles are beyond the scope, focusing on the general necessity for complex structures in larger cells for material exchange.

Common Misconceptions:
* Some students might believe that membrane folds and other complex structures are redundant, rather than essential, for larger cells to maintain efficient exchange of materials.
* Students may think that larger cells can exchange materials just as effectively as smaller cells without the need for complex structures.
* Students might assume that the increased volume of larger cells automatically provides more surface area for exchange, without realizing the relative decrease in surface area-to-volume ratio.
* There can be a misunderstanding that the presence of organelles in larger cells does not significantly impact the efficiency of material exchange.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: ENE-1.B.2+5
Standard Description: As organisms increase in size, their surface area-to-volume ratio decreases, leading to different adaptations for differently sized organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the adaptations in different organisms that allow for efficient material exchange despite changes in surface area-to-volume ratios.
* Create a flowchart that represents how varying surface area-to-volume ratios impact metabolic and physiological processes in organisms of different sizes.
* Describe how the surface area-to-volume ratio changes as organisms increase in size and the implications for material exchange with the environment.
* Develop a scientific claim about the evolutionary advantages of specific adaptations in larger organisms that counteract the decrease in surface area-to-volume ratio, and support it with evidence and reasoning.
* Explain the relationship between decreasing surface area-to-volume ratio and the necessity for complex structures (e.g., lungs, gills) to maintain efficient material exchange in larger organisms.
* Propose a hypothesis about potential new adaptations that could evolve in large organisms to improve material exchange and design an experiment to test this hypothesis.

Assessment Boundaries:
* Assessment will focus on general adaptations related to changes in surface area-to-volume ratios rather than specific examples of differently sized organisms. Detailed examination of specific organisms' physiological or anatomical adaptations is not necessary.

Common Misconceptions:
* Students may incorrectly assume that increased size in organisms always leads to a proportionate increase in their surface area.
* Students may misunderstand the relationship and think that a decrease in surface area-to-volume ratio makes larger organisms more efficient at material exchange.
* Students may think that as organisms increase in size, their surface area-to-volume ratio remains constant.
* Students might believe that larger organisms do not require special adaptations to aid material exchange with the environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: ENE-1.C.1+1
Standard Description: Organisms have evolved highly efficient strategies to obtain nutrients and eliminate wastes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from experiments that measure the efficiency of nutrient absorption or waste elimination by various biological exchange systems.
* Compare different evolutionary strategies organisms use to enhance the efficiency of nutrient and waste exchange and explain the advantages of each strategy.
* Describe how different types of specialized exchange surfaces in organisms facilitate the efficient exchange of nutrients and wastes.
* Explain the relationship between the structure of a specific exchange surface (e.g., villi, alveoli) and its function in maximizing nutrient absorption or waste elimination.

Assessment Boundaries:
* Explanations of specific organ systems and biochemical pathways involved in nutrient processing and waste elimination are beyond the scope of this standard. The focus should remain on general adaptive strategies such as specialized exchange surfaces like root hairs in plants or villi in animals, and the efficiency of exchange mechanisms rather than detailed physiological processes.

Common Misconceptions:
* Students may assume that the processes of obtaining nutrients and eliminating wastes are inefficient and random, rather than highly organized and evolved.
* Students may believe that passive diffusion is the primary method for nutrient and waste exchange, underestimating the role of active transport and specialized structures.
* Students may think that all organisms use the same mechanisms to obtain nutrients and eliminate waste, not recognizing the diversity of specialized strategies evolved across different species.
* Students might not understand that evolutionary adaptations in exchange mechanisms are influenced by an organism’s environment, leading to variations in strategies among different habitats.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: ENE-1.C.1+2
Standard Description: Some cells use specialized structures that maximize surface area to exchange molecules with the surrounding environment more efficiently.

Key Concepts:
*None specified*

Learning Objectives:
* Critically evaluate graphical data on the relationship between surface area and the rate of molecular exchange in different cell types.
* Describe experimental procedures that measure the effectiveness of surface area enhancement in molecular exchange, identifying variables and controls.
* Explain the role of specialized structures such as microvilli in increasing the surface area of cells, enhancing the efficiency of molecular exchange with the environment.
* Make a scientific claim about the advantages of increased surface area in cellular exchange processes, supporting it with evidence from biological principles.

Assessment Boundaries:
* Details regarding specific examples of cellular structures or organisms beyond the demonstrated principles are not included within the substandard ENE-1.C.1+2.

Common Misconceptions:
* Some students might think that specialized structures like microvilli are used primarily for locomotion rather than nutrient absorption.
* Students may assume all cells that maximize surface area have the same type of specialized structures, not understanding the diversity of adaptations.
* Students may believe that increasing the total volume of a cell increases the surface area more efficiently than specialized structures.
* Students might think that maximizing surface area is mainly important for multicellular organisms, neglecting its importance in single-celled organisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.3
Cluster Name: Cell Size
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: ENE-1.C.1+3
Standard Description: Some organisms use specialized structures that maximize surface area to exchange molecules with the surrounding environment more efficiently.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a scientific argument explaining how specific structures enhance molecular exchange efficiency in organisms, using evidence from biological principles.
* Describe and explain the role of specialized structures in maximizing surface area for efficient molecule exchange.
* Design an experiment to test the effects of varying surface area on the rate of molecular exchange. Identify controls and variables, and predict expected outcomes.

Assessment Boundaries:
* The specific geometric arrangements of molecules that maximize surface area are not required; instead, focus should be on general principles such as the significance of increased surface area in enhancing molecular exchange efficiency.

Common Misconceptions:
* Students may believe that all organisms use the same structures for molecular exchange, underestimating the diversity of specialized structures evolved for different environments.
* Students may confuse the structural specialization for molecular exchange with other unrelated cellular structures that have different functions.
* Students may incorrectly assume that the efficiency of exchange surfaces does not impact an organism’s overall health and functionality.
* Students may think that larger structures always exchange molecules more efficiently, without considering the role of increased surface area.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: ENE-2.A.1
Standard Description: Phospholipids have both hydrophilic and hydrophobic regions. The hydrophilic phosphate regions of the phospholipids are oriented toward the aqueous external or internal environments, while the hydrophobic fatty acid regions face each other within the interior of the membrane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.1+1
Standard Description: Describe how in the plasma membrane, the hydrophilic phosphate regions of phospholipids are oriented toward aqueous environments, while the hydrophobic fatty acid regions face each other within the interior of the membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structural orientation of phospholipids in the plasma membrane, emphasizing the orientation of hydrophilic phosphate regions toward aqueous environments using appropriate terminologies.
* Explain how the amphipathic nature of phospholipids contributes to the formation of the plasma membrane bilayer and its functionality.
* Predict the effect on membrane stability and function if the hydrophobic fatty acid regions of phospholipids were disrupted.
* Represent the arrangement of phospholipids within the plasma membrane in a diagram and explain the relevance of their orientation to the cell's internal environment.

Assessment Boundaries:
* Students are not required to memorize the exact chemical structure of phospholipids but should understand the general orientation and role of the hydrophilic and hydrophobic regions in the membrane.

Common Misconceptions:
* Some students may believe that the hydrophobic fatty acid regions are oriented toward aqueous environments inside and outside the cell.
* Students may assume that both hydrophilic and hydrophobic regions are exposed to aqueous environments instead of only the hydrophilic regions.
* Students might think that the hydrophilic phosphate regions face each other within the interior of the membrane instead of the aqueous environments.
* There is a common misconception that the membrane is a static structure with fixed positions for hydrophilic and hydrophobic regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: ENE-2.A.2
Standard Description: Embedded proteins can be hydrophilic, with charged and polar side groups, or hydrophobic, with nonpolar side groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.2+1
Standard Description: Describe how some embedded proteins can be hydrophilic, with charged and polar side groups. Others can be hydrophobic, with nonpolar side groups. Use a singular example to demonstrate one of these ideas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram showing embedded proteins in the cell membrane to identify hydrophilic and hydrophobic regions.
* Describe the hydrophilic properties of embedded proteins with charged and polar side groups.
* Describe the hydrophobic properties of embedded proteins with nonpolar side groups.
* Explain how the presence of hydrophilic and hydrophobic proteins affects the structure and function of the cell membrane.
* Explain the relationship between the structure of an embedded protein’s side groups and its position within the cell membrane.

Assessment Boundaries:
* Only a singular example to demonstrate the concept is required. Students are expected to describe either a hydrophilic or hydrophobic embedded protein's properties, not both.

Common Misconceptions:
* Some students may incorrectly think that hydrophilic proteins can easily pass through the hydrophobic core of the lipid bilayer without assistance.
* Students may mistakenly believe that all proteins embedded in the cell membrane are either all hydrophobic or all hydrophilic, not recognizing that they can have distinct regions with different properties.
* Students might confuse the polarity of amino acid side groups with the overall polarity of the protein, failing to understand that polar side groups contribute to a protein's hydrophilic properties while nonpolar side groups contribute to hydrophobic properties.
* There is a common misconception that the location of a protein in the cell membrane is random rather than determined by its hydrophilic or hydrophobic properties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: ENE-2.B.1
Standard Description: Cell membranes consist of a structural framework of phospholipid molecules that is embedded with proteins, steroids (such as cholesterol in eukaryotes), glycoproteins, and glycolipids that can flow around the surface of the cell within the membrane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.4
Cluster Name: Plasma Membranes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.B.1+1
Standard Description: Describe how there are proteins, steroids, glycoproteins, and glycolipids embedded within the phospholipids of the cell membrane. These embedded structures can flow around the surface of the cell within the membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the distribution and role of steroids like cholesterol within the cell membrane and their effect on membrane fluidity and stability under various temperature conditions.
* Describe the role and interaction of proteins, steroids, glycoproteins, and glycolipids within the fluid structure of cell membranes using the Fluid Mosaic Model.
* Describe the structural role of phospholipids in the cell membrane, visually representing their bilayer arrangement and the amphipathic nature that facilitates fluidity.
* Explain how proteins are embedded within the phospholipid bilayer, distinguishing between integral and peripheral proteins, and their roles in cell function.
* Explain the functional significance of glycoproteins and glycolipids in the cell membrane, focusing on their roles in cell recognition and signaling.

Assessment Boundaries:
* The function and specific interactions of membrane components like integral proteins, glycoproteins, and glycolipids are beyond this substandard's scope. Focus should remain on identifying these components' presence within the phospholipid bilayer and their potential for movement within the membrane.

Common Misconceptions:
* Many believe that phospholipids form a static, unchanging structure, rather than one where components such as proteins and lipids can move laterally.
* Some students incorrectly assume that all parts of the cell membrane serve the same function, not understanding the specific roles of proteins, steroids, glycoproteins, and glycolipids.
* Students often think that cell membranes are rigid structures, not realizing that the embedded proteins, steroids, glycoproteins, and glycolipids allow for fluidity.
* There is a misconception that glycolipids and glycoproteins are only on the outside surface of the membrane, ignoring their presence within the bilayer.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: ENE-2.C.1
Standard Description: The structure of cell membranes results in selective permeability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.1+1
Standard Description: Explain how the structure of the cell membrane results in selective permeability

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the function of membrane proteins in transport processes.
* Compare and contrast simple and facilitated diffusion across the cell membrane.
* Describe the mechanism of selective permeability in facilitated diffusion.
* Evaluate the impact of cholesterol on membrane fluidity and permeability.
* Explain how active transport maintains concentration gradients across the membrane.
* Explain the role of the phospholipid bilayer in selective permeability.
* Illustrate and interpret visual models of membrane structure and function.
* Predict the effects of disruptions in membrane structure on selective permeability.

Assessment Boundaries:
* The specific chemical compositions of membrane components and the detailed naming of individual transport proteins are beyond the scope of the assessment. Focus on understanding the general structures responsible for selective permeability, such as the phospholipid bilayer and embedded proteins.

Common Misconceptions:
* Some students may think that the hydrophobic and hydrophilic regions of the phospholipids are not related to selective permeability.
* Students might believe that the cell membrane is a solid structure rather than a fluid mosaic.
* Students might not understand that specific proteins in the membrane aid in selective permeability for certain molecules.
* There is often confusion that all molecules pass through the cell membrane without any selectivity, regardless of their size or polarity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1160.0
Standard ID: ENE-2.C.2
Standard Description: Cell membranes separate the internal environment of the cell from the external environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.2+1
Standard Description: Explain how cell membranes separate the internal environment of the cell from the external environment.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and evaluate the roles of different membrane proteins in facilitating cellular transport.
* Construct and interpret models showing the movement of molecules across the cell membrane.
* Describe the selective permeability of the cell membrane and its impact on cellular homeostasis.
* Explain the role of the phospholipid bilayer in maintaining a distinct internal environment in the cell.
* Predict the effects of changes in membrane composition on its function and permeability.

Assessment Boundaries:
* Assessment boundary for ENE-2.C.2 should focus on the mechanisms by which cell membranes help maintain distinct internal and external environments through selective permeability. Topics such as specific types of transport proteins and lipid components in detail are not covered.

Common Misconceptions:
* Students could believe that the function of cell membranes is primarily structural, without understanding their role in regulating the internal environment.
* Students may think cell membranes are completely impermeable barriers, not allowing anything to pass through.
* Students might assume that only one type of molecule (e.g., only water or only ions) can be selectively transported through cell membranes, rather than a variety of molecules.
* There might be a misconception that all parts of the membrane have the same permeability, rather than understanding that different regions and proteins play distinct roles in selective permeability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: ENE-2.C.3+1
Standard Description: The cell membrane is selective permeable. Assess specific components of the cell membrane that give rise to this behavior.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and interpret visual data showing the fluid mosaic model and the distribution of various cell membrane components. (Stimulus Required)
* Describe how carbohydrate side chains on membrane proteins contribute to cell recognition and selective permeability.
* Describe the role of phospholipids in maintaining the selective permeability of the cell membrane.
* Explain how cholesterol contributes to membrane stability and fluidity, affecting selective permeability.
* Explain the amphipathic nature of phospholipids and its significance in the formation of the membrane bilayer.
* Explain the role of transport proteins in regulating the movement of molecules across the cell membrane.
* Illustrate and describe the arrangement and function of integral and peripheral proteins in the cell membrane regarding selective permeability.
* Represent the relationship between components of the cell membrane, such as phospholipids, proteins, and carbohydrates, in diagrams or flow charts.

Assessment Boundaries:
* The assessment should not require students to identify or explain all the potential roles of embedded proteins within the cell membrane. The focus should remain on how these proteins, along with lipids, contribute to selective permeability by allowing or restricting the passage of specific substances based on size, charge, and polarity.

Common Misconceptions:
* Students could believe that membrane carbohydrates play no significant role in selective permeability.
* Students may think that the phospholipid bilayer is composed solely of phospholipids without recognizing the importance of proteins and cholesterol.
* Students might assume that all molecules can freely pass through the cell membrane without the need for transport proteins.
* There may be a misconception that hydrophilic and hydrophobic interactions within the membrane are not crucial for its selective permeability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1180.0
Standard ID: ENE-2.C.3+2
Standard Description: Explain the fluid mosaic model of the plasma membrane in general terms.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the basic structure of the fluid mosaic model of the plasma membrane, including the role of phospholipids, proteins, and carbohydrates.
* Describe the roles of different types of proteins (integral and peripheral) within the plasma membrane.
* Evaluate the impact of environmental changes, such as temperature shifts, on the fluidity and functionality of the plasma membrane.
* Explain how the amphipathic nature of phospholipids contributes to the formation and function of the bilayer structure in the plasma membrane.
* Explain how the presence of cholesterol impacts the fluidity and stability of the plasma membrane across different temperatures.
* Explain the significance of the fluidity of the plasma membrane in maintaining cellular functions and selective permeability.
* Interpret diagrams or models of the plasma membrane to identify key components and their spatial arrangement.

Assessment Boundaries:
* Details on specific types of molecules and their membrane-associated functions are beyond the scope of this standard. Focus is on the general arrangement and movement of components as described by the fluid mosaic model.

Common Misconceptions:
* Some may incorrectly believe that the hydrophilic (water-attracting) heads of phospholipids face inwards away from water instead of outwards towards it.
* Students may assume that the plasma membrane is rigid and static instead of fluid and dynamic.
* Students may misunderstand the role of cholesterol, thinking it only makes the membrane rigid instead of also maintaining fluidity, especially at various temperatures.
* Students might think all molecules can move freely across the plasma membrane without understanding the role of embedded proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: ENE-2.C.4+1
Standard Description: Small nonpolar molecules pass freely across the cell membrane,

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to represent the mechanism of simple diffusion of small nonpolar molecules across the cell membrane.
* Describe the structural features of biological membranes that contribute to the selective permeability favoring small nonpolar molecules.
* Explain how the chemical properties of small nonpolar molecules, such as N2, O2, and CO2, facilitate their passage across the cell membrane without the aid of transport proteins.
* Explain the process by which small nonpolar molecules move across the cell membrane through simple diffusion.
* Interpret diagrams showing the movement of small nonpolar molecules across the lipid bilayer and explain the significance of nonpolarity in the context of membrane permeability.
* Predict the effects of changes in membrane composition, such as increased cholesterol or saturated fatty acids, on the diffusion efficiency of small nonpolar molecules.

Assessment Boundaries:
* Discussions of the specific molecular interactions and energetics involved in the diffusion process are beyond the scope of the course.

Common Misconceptions:
* Some students might think that large nonpolar molecules, such as fatty acids, can pass freely through the cell membrane without assistance.
* Students may believe that all small molecules can freely pass through the cell membrane, regardless of their polarity.
* Students may misunderstand the term 'nonpolar' and think that it means 'hydrophobic' substances in general can pass freely through the cell membrane.
* There might be a misconception that nonpolar molecules cannot pass through a cell membrane without the assistance of proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: ENE-2.C.4+2
Standard Description: Hydrophilic substances, such as large polar molecules and ions, move across the plasma membrane through embedded channel and transport proteins.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how transport proteins facilitate the movement of ions across cell membranes.
* Explain the role of channel proteins in the transport of hydrophilic substances across the plasma membrane.
* Identify the differences between simple diffusion for nonpolar molecules and facilitated diffusion for hydrophilic substances across the membrane.
* Predict the effects of changes in the number or function of transport proteins on the movement of hydrophilic substances across the plasma membrane.
* Represent the structure and function relationships within visual models of embedded channel and transport proteins.

Assessment Boundaries:
* The assessment should be limited to understanding the general mechanisms of how hydrophilic and charge ions are transported using specific protein channels and transport proteins, excluding detailed molecular mechanisms of specific proteins or transport processes.

Common Misconceptions:
* Students may believe that all molecules, regardless of size or polarity, can freely pass through the plasma membrane.
* Students may misunderstand that energy is required for all transport processes involving large polar molecules and ions, not knowing the distinction between passive and active transport.
* Students may think that hydrophilic substances can pass through the plasma membrane unaided, similar to small nonpolar molecules.
* Students might assume that all channel proteins are the same and do not differentiate between the types of substances they transport.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: ENE-2.C.5
Standard Description: Polar uncharged molecules, including H2O, pass through the membrane in small amounts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.5+1
Standard Description: Explain how small polar uncharged molecules, including water, pass through the membrane in small amounts

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of biological membranes and interpret how small polar uncharged molecules can pass through them in small amounts.
* Describe the structure of biological membranes and explain how this structure influences the passage of small polar uncharged molecules like water.
* Explain the role of specific transport proteins in the movement of small polar uncharged molecules across cell membranes.
* Predict how changes in membrane composition might affect the permeability of small polar uncharged molecules.

Assessment Boundaries:
* Small polar uncharged molecules, including water, passing through the membrane should be limited to processes such as simple diffusion and osmosis. The detailed mechanisms involving specific channel or transport proteins, such as aquaporins, are beyond the scope of the assessment.

Common Misconceptions:
* It is often misunderstood that water requires aquaporins in every instance to cross membranes despite being able to pass directly in small amounts.
* Some students may confuse the permeation of small polar uncharged molecules with facilitated diffusion, incorrectly assuming these molecules always need protein channels.
* Students may think that small polar uncharged molecules cannot pass through the membrane at all due to the hydrophobic core.
* Students might believe that the presence of any charge, even partial, means a molecule cannot penetrate the membrane without assistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: ENE-2.D.1
Standard Description: Cell walls provide a structural boundary, as well as a permeability barrier for some substances to the internal environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.1+1
Standard Description: Describe how cell walls provide a structural boundary, as well as a permeability barrier to the internal environment

Key Concepts:
*None specified*

Learning Objectives:
* Describe the differences in cell wall composition among various organisms (e.g., plants, bacteria) and how these differences impact their permeability properties.
* Describe the structural components of the cell wall and their role in maintaining cell rigidity and shape.
* Explain how the cell wall functions as a permeability barrier, controlling the passage of substances in and out of the cell.
* Explain the relationship between cell wall integrity and its impact on the overall stability and function of the cell.
* Represent the pathway and mechanisms by which materials are transported across the cell wall, highlighting passive and active processes.

Assessment Boundaries:
* The specific chemical composition of cell walls in different organisms, such as cellulose in plants or peptidoglycan in bacteria, is beyond the scope of this course. Instead, focus should be on the functional aspects, namely how cell walls provide structural integrity and act as selective barriers for substances.

Common Misconceptions:
* Some students might believe that the cell wall is completely impermeable, not allowing any substances to pass through.
* Students could assume that cell walls only provide structural support without also serving as a permeability barrier.
* Students may think that all cells, including animal cells, have cell walls that provide structural boundaries.
* There might be a misunderstanding that cell walls are responsible for all transport into and out of the cell, rather than just being a barrier that certain substances cannot cross.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: ENE-2.D.2
Standard Description: Cell walls of plants, prokaryotes, and fungi are composed of complex carbohydrates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.5
Cluster Name: Membrane Permeability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.2+1
Standard Description: Describe how the cell walls of plants, prokaryotes, and fungi are composed of polysaccharides.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the polysaccharides that make up the cell walls of plants, prokaryotes, and fungi, identifying their distinct structural components.
* Evaluate the evolutionary advantages provided by the different polysaccharide components in the cell walls of plants, prokaryotes, and fungi, supporting the analysis with relevant biological principles.
* Explain how the composition of cell wall polysaccharides in plants, prokaryotes, and fungi contributes to their respective functions.

Assessment Boundaries:
* The assessment will focus on describing how the cell walls of plants, prokaryotes, and fungi are composed of polysaccharides. Detailed knowledge of the specific biochemical pathways for the synthesis or degradation of these polysaccharides is beyond the scope of the course.

Common Misconceptions:
* Students may assume that the cell walls of prokaryotes are similar to plant cell walls, not understanding the distinctions such as peptidoglycan in bacterial cell walls.
* Students may believe all cell walls are made from the same type of polysaccharide, irrespective of the organism.
* Students may think that only cellulose makes up plant cell walls, ignoring other polysaccharides such as hemicellulose and pectin.
* Students might think that fungal cell walls contain cellulose instead of chitin, which is the primary polysaccharide in fungi.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1220.0
Standard ID: ENE-2.E.1
Standard Description: Passive transport is the net movement of molecules from high concentration to low concentration without the direct input of metabolic energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.E.1+1
Standard Description: Describe how passive transport is the net movement of molecules from high concentration to low concentration without the expenditure of metabolic energy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the concentration gradient in passive transport and its impact on molecular movement.
* Describe the principles of passive transport, including the requirement that it occurs from high to low concentration without metabolic energy.
* Design an experiment to measure the rate of passive transport across a biological membrane.
* Explain the processes of simple diffusion and facilitated diffusion as mechanisms of passive transport across cell membranes.

Assessment Boundaries:
* Focus on describing passive transport mechanisms such as simple diffusion and facilitated diffusion only. Osmosis, as a specialized type of diffusion involving water, should also be included. Exclude detailed mechanisms of active transport.

Common Misconceptions:
* Some students believe that passive transport can move molecules from an area of low concentration to an area of high concentration without energy.
* Students may mistakenly believe that passive transport requires metabolic energy for molecules to move across membranes.
* Students often confuse passive transport with active transport, thinking both processes require energy input from the cell.
* There is a misconception that molecules always move at a constant rate during passive transport without considering equilibrium constraints.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1230.0
Standard ID: ENE-2.E.2
Standard Description: Passive transport plays a primary role in the import of materials and the export of wastes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.E.2+1
Standard Description: Describe how the import and export of most large quantities of materials in a cell occurs via passive transport, including waste exchange.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams depicting passive transport processes, including simple and facilitated diffusion, and explain how these contribute to cellular homeostasis.
* Construct flow charts to represent the steps and components involved in passive transport, including the types of substances moved and directionality relative to the concentration gradient.
* Describe the cellular mechanism of passive transport, including how it facilitates the import of nutrients and export of waste products.
* Explain how osmotic pressure influences the passive transport of water and solutes in and out of the cell and predict the outcomes of osmotic imbalances.
* Explain the role of concentration gradients in passive transport and how they affect the movement of large quantities of materials across the cell membrane.
* Identify and describe the functions of specific channel proteins involved in facilitated diffusion and their role in passive transport.

Assessment Boundaries:
* Only the concept of passive transport and its distinction from active transport shall be included. Detailed mechanisms of specific solute transporters or cellular structures are excluded.

Common Misconceptions:
* Students may assume passive transport is only involved in the import of materials and doesn't play a role in export, including waste removal.
* Students may believe that large quantities of materials cannot be moved via passive transport and require energy input even if it goes with the gradient.
* Students may think that passive transport mechanisms like osmosis and diffusion are not sufficient for moving larger substances and only work for small molecules.
* Students might confuse passive transport with active transport and believe that all cellular material exchange requires energy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: ENE-2.E.3
Standard Description: Active transport requires the direct input of energy to move molecules from regions of low concentration to regions of high concentration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.E.3+1
Standard Description: Describe how active transport requires the direct input of energy to move molecules from regions of low concentration to regions of high concentration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze an experimental setup to measure the rate of ion transport across a membrane using ATP and predict the outcome based on the principles of active transport.
* Compare and contrast active transport mechanisms with passive transport mechanisms, focusing on energy requirements and movement relative to the concentration gradient.
* Describe the concept of active transport and its requirement for the direct input of energy (ATP) to move molecules against their concentration gradient.
* Explain the mechanism by which the sodium-potassium pump uses ATP to exchange sodium and potassium ions across the cell membrane.
* Illustrate and explain a diagram of a membrane protein involved in active transport, highlighting the role of ATP in the process.
* Interpret graphs showing the rate of active transport at varying ATP concentrations and construct a scientific claim supported by the data.

Assessment Boundaries:
* Students need not understand the molecular structure of ATP or details of its synthesis, only its role in active transport should be emphasized.

Common Misconceptions:
* Some students may incorrectly generalize that all transport mechanisms across membranes are passive, failing to differentiate from active transport processes.
* Students may mistakenly believe that active transport does not require energy because they confuse it with passive transport processes.
* Students might think that active transport moves molecules down their concentration gradient instead of against it.
* Students often assume ATP is not directly involved in providing the energy for active transport, misunderstanding cellular energy mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: ENE-2.F.1+1
Standard Description: Solute concentration gradients exist across selectively permeable membranes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how selective permeability of membranes allows for the formation of solute concentration gradients across the membrane, highlighting factors such as molecule size, charge, and lipid solubility.
* Describe the role of membrane proteins in facilitating the movement of solutes across the membrane, distinguishing between simple diffusion, facilitated diffusion, and active transport.
* Explain how the processes of simple diffusion and osmosis contribute to the establishment of solute concentration gradients across selectively permeable membranes.

Assessment Boundaries:
* The specifics of different types of concentration gradients including numerical values of concentrations and their calculations across the membrane are beyond the scope of the course.

Common Misconceptions:
* Students may believe that solute concentration gradients can exist without any influence from the permeability of the membrane.
* Students may incorrectly assume that all types of solutes create the same type of gradient and affect the membrane permeability in the same way.
* Students might think that solutes move equally in both directions across the membrane, not realizing the role of selective permeability.
* There can be a misunderstanding that the permeability of the membrane is constant and does not change in response to different solute concentrations or environmental conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: ENE-2.F.1+2
Standard Description: Explain concentration gradients in general terms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of cells demonstrating concentration gradients of specific ions or molecules, describing the movement of these substances across the membrane.
* Describe the concept of a concentration gradient and its role in passive transport across the cell membrane.
* Explain the biological significance of concentration gradients in processes such as osmosis, and how these gradients are critical for cell function.
* Explain the formation and maintenance of concentration gradients in cellular environments, including the roles of selective permeability of membranes.
* Predict the directional movement of solutes across a membrane based on different concentration gradients and equilibrium states.

Assessment Boundaries:
* Focus should be on the conceptual understanding of concentration gradients as they relate to selective permeability and solute movement across membranes. Detailed mechanisms, such as specific transport proteins or energy requirements for active transport, are beyond the scope of this standard.

Common Misconceptions:
* Some students might believe that a concentration gradient means there are more molecules on one side of a membrane without understanding the concept of gradient directionality.
* Students may confuse diffusion and osmosis, thinking both are the same process.
* Students sometimes believe that once equilibrium is reached, molecules stop moving across the membrane, not realizing that movement continues but is balanced.
* There can be a misunderstanding that concentration gradients do not require energy input to be established, ignoring the role of active transport.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: ENE-2.F.2+1
Standard Description: The processes of endocytosis and exocytosis require energy to move large molecules into and out of cells.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams illustrating endocytosis and identify how the plasma membrane changes shape and forms vesicles using energy.
* Construct a flow chart that details the sequential steps and energy changes involved in endocytosis and exocytosis.
* Describe the role of energy in endocytosis for moving large molecules into the cell.
* Explain the mechanism of exocytosis, including the energy requirements for vesicle fusion with the plasma membrane.

Assessment Boundaries:
* The specific molecular mechanisms, energy carriers, and pathways involved in the energy-requiring processes of endocytosis and exocytosis are not to be included in the assessment scope.

Common Misconceptions:
* Some students may misunderstand the directional flow of molecules, thinking that endocytosis and exocytosis can occur without the fusion of vesicles with the plasma membrane.
* Some students might confuse the role of vesicles in endocytosis and exocytosis, believing that vesicles are not involved in these processes or that they do not merge with the plasma membrane.
* Students may think that endocytosis and exocytosis do not require energy inputs, assuming they function similarly to passive transport mechanisms.
* Students might assume that endocytosis and exocytosis are the same processes just in reverse, not recognizing the distinct steps and energy requirements of each process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: ENE-2.F.2+2
Standard Description: In exocytosis, internal vesicles fuse with the plasma membrane and secrete large macromolecules out of the cell.

Key Concepts:
*None specified*

Learning Objectives:
* Create a flow chart diagram to represent the steps involved in exocytosis from vesicle formation in the Golgi apparatus to fusion with the plasma membrane and secretion of contents.
* Describe a diagram that visually represents the process of vesicle fusion with the plasma membrane during exocytosis, including the key structures involved.
* Describe the process by which internal vesicles fuse with the plasma membrane to secrete large macromolecules out of the cell during exocytosis.
* Explain how the fusion of vesicles with the plasma membrane is an energy-dependent process that facilitates the transport of macromolecules out of the cell.
* Explain how the vesicle formation and fusion during exocytosis relate to the overall cellular mechanisms of transport and secretion of macromolecules, connecting this to larger biological principles.
* Predict the effects of inhibiting the energy supply on the exocytosis process, supporting the prediction with biological reasoning and concepts.
* Provide reasoning for the necessity of exocytosis in cellular processes, using evidence from cellular biology principles and established theories.

Assessment Boundaries:
* The assessment should not require students to understand or explain the detailed molecular mechanisms or pathways by which vesicles are directed to specific sites within the cell for exocytosis. The focus should be on the concept of vesicles fusing with the plasma membrane and releasing their contents, not on the specific proteins or energy processes involved beyond the requirement of energy itself.

Common Misconceptions:
* Students may assume that the vesicles involved in exocytosis do not fuse with the plasma membrane.
* Students may believe that exocytosis does not require energy.
* Students may think exocytosis brings large macromolecules into the cell rather than secreting them out.
* Students may think that exocytosis is the same as endocytosis, just happening in reverse.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: ENE-2.F.2+3
Standard Description: In endocytosis, the cell engulfs macromolecules and particulate matter and forms new vesicles derived from the plasma membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe experimental methods to study the endocytosis process, including identifying controls and variables.
* Describe the process of endocytosis used by cells to internalize macromolecules and particulate matter.
* Explain how the engulfment of macromolecules and particulate matter by new vesicles supports larger biological processes such as nutrient uptake and immune response.
* Explain the energy requirements and mechanisms involved in the formation of new vesicles during endocytosis.
* Represent the steps in the process of endocytosis using flow charts, indicating the role of the plasma membrane and vesicular formation in cellular uptake.

Assessment Boundaries:
* The function and structure of the proteins involved in endocytosis are not required for mastery.

Common Misconceptions:
* Some students might believe that macromolecules enter the cell directly through the plasma membrane without the formation of vesicles.
* Students may confuse endocytosis with exocytosis, believing that vesicles release materials into the cell during endocytosis.
* Students may think that endocytosis does not require energy, like passive transport mechanisms.
* There might be a misconception that the vesicles formed during endocytosis are permanent structures within the cell, rather than being temporary and often merging with lysosomes or other organelles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.6
Cluster Name: Membrane Transport
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: ENE-2.F.2+4
Standard Description: Fusion of vesicles with the plasma membrane inverts the phospholipids that comprise the vesicle.

Key Concepts:
*None specified*

Learning Objectives:
* Describe and model the step-by-step fusion of a vesicle with the plasma membrane, illustrating the inversion of phospholipids, using appropriate diagrams or flow charts. *(Stimulus required)*
* Describe the process of vesicle fusion with the plasma membrane, noting how the phospholipids of the vesicle’s membrane integrate into the cell membrane.
* Explain how the inversion of phospholipids during vesicle fusion contributes to macromolecule secretion out of the cell, relating this to larger biological principles of membrane fluidity and integrity.
* Explain the role of energy in the inversion of phospholipids during vesicle fusion with the plasma membrane.

Assessment Boundaries:
* The detailed molecular mechanisms of vesicle fusion, including the specific protein and lipid interactions that guide phospholipid inversion, are beyond the scope of this standard. Assessment is limited to the basic understanding of the role of vesicles in cellular transport across the membrane without requiring intricate details of the flip-flop movement of individual lipid molecules.

Common Misconceptions:
* Some students might assume that only the contents of the vesicle are released without any changes to the vesicle membrane itself.
* Students may believe that vesicles merely merge with the plasma membrane but do not invert their phospholipids.
* Students may confuse the inversion of phospholipids with the flipping of entire vesicles, instead of understanding that only the phospholipids reorient.
* Students may think that the phospholipids of the vesicle remain in the same orientation before and after fusion with the plasma membrane.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: ENE-2.G.1+1
Standard Description: Membrane proteins facilitate diffusion of charged and large polar molecules through a membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Construct diagrams or flow charts that illustrate the process by which large polar molecules are transported via membrane proteins, and explain these models.
* Describe how channel proteins assist in the movement of charged ions through the cell membrane, identifying key characteristics of these proteins.
* Explain the role of aquaporins in facilitating the transport of large quantities of water across the plasma membrane.
* Predict the effects of dysfunctional membrane proteins on cellular ion balance and overall cell function, using principles of membrane transport.

Assessment Boundaries:
* The assessment should focus only on the general mechanism by which membrane proteins facilitate the diffusion of charged and large polar molecules, without requiring knowledge of detailed molecular structures or specific examples of these proteins beyond aquaporins and common channel proteins.

Common Misconceptions:
* Students may assume that aquaporins and channel proteins are not specific to particular molecules or ions and can transport any type of substance.
* Students might believe that all molecules, regardless of their size or charge, can freely pass through the plasma membrane without the need for membrane proteins.
* Students might think that facilitated diffusion of charged and large polar molecules requires energy input, confusing it with active transport.
* Students often misunderstand that membrane polarization and the movement of ions across the membrane are unrelated to the function of membrane proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: ENE-2.G.1+2
Standard Description: Large quantities of water enter the cell via aquaporins.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which aquaporins facilitate the movement of large quantities of water through the cell membrane.
* Evaluate the significance of aquaporins in maintaining cellular water balance under various environmental conditions.
* Explain how the structure of aquaporins contributes to their ability to transport water across the membrane efficiently.

Assessment Boundaries:
* Assessment for ENE-2.G.1+2 should focus on the generalized understanding of how aquaporins facilitate water transport across cell membranes, without requiring specific molecular details about aquaporin structure or variations in different organisms.

Common Misconceptions:
* Some students may confuse aquaporins with other types of channel proteins, leading them to believe that any channel protein can transport large amounts of water.
* Students may assume that water can freely diffuse in large quantities across cell membranes without the help of aquaporins.
* Students may believe that aquaporins transport all types of molecules, not just water.
* Students might think that aquaporins require ATP or energy to function, while they actually facilitate passive transport.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: ENE-2.G.1+3
Standard Description: Ions require channel proteins to transport across the membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of cellular membranes to identify the function of channel proteins in ion transport.
* Describe the role of channel proteins in the facilitated diffusion of ions across the plasma membrane.
* Evaluate the impact of dysfunctional channel proteins on the ion transport across the membrane and relate this to potential physiological consequences.
* Explain the necessity for channel proteins in ion transport across the plasma membrane in theoretical contexts.
* Interpret experimental data showing the movement of ions through channel proteins, describing trends and patterns in ion flux.
* Provide reasoning for why ions cannot freely diffuse across the plasma membrane without channel proteins by connecting to larger biological principles such as membrane polarity.

Assessment Boundaries:
* Details of the channel protein structures and specific mechanisms of how ions interact with these channels are beyond the scope of the course.

Common Misconceptions:
* Students may assume that all membranes have identical permeability properties and do not see the difference for charged ions.
* Students may believe that ion channels work the same way as carriers for large molecules and do not understand the need for specificity.
* Students may think that ions can freely pass through the lipid bilayer without assistance from channel proteins.
* Students often think that the energy requirements of passive ion transport are similar to those of active transport requiring ATP.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: ENE-2.G.1+4
Standard Description: Membranes may become polarized by movement of ions across the membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from experiments or simulations showing the effects of ion channel mutations on membrane potential.
* Describe how the movement of sodium and potassium ions across the plasma membrane contributes to membrane polarization.
* Explain the role of active transport in establishing and maintaining the resting membrane potential of a cell.
* Illustrate the changes in membrane potential during the phases of an action potential, including depolarization and repolarization.
* Predict the consequences of altered ion gradients (e.g., changes in sodium or potassium concentration) on membrane polarization and overall cell function.

Assessment Boundaries:
* The assessment of polarization through ion movement should focus on the mechanisms involving Na+/K+ ATPase activity and its role in establishing and maintaining cell membrane potential, excluding detailed analysis of other ion channels or secondary messenger systems.

Common Misconceptions:
* Students may assume that only Na+ and K+ ions can affect membrane polarization, neglecting the role of other ions such as Cl-.
* Students may believe that the membrane potential does not involve ion movement at all but is instead a static property of the membrane.
* Students may think that the polarization of the membrane is solely due to the diffusion of ions and does not require active transport mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1350.0
Standard ID: ENE-2.G.2
Standard Description: Membrane proteins are necessary for active transport.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.G.2+1
Standard Description: Explain how membrane proteins are necessary for active transport.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the structure of membrane proteins enables them to perform active transport.
* Describe the energy requirements and sources for membrane proteins during active transport.
* Explain the differences between primary and secondary active transport and the role of membrane proteins in each.
* Explain the role of membrane proteins in the active transport of molecules across the plasma membrane.
* Interpret a diagram showing the process of the sodium-potassium pump and explain the importance of this membrane protein in active transport.

Assessment Boundaries:
* The names, specific types, and structures of membrane proteins, as well as the biochemical details of their operation, are beyond the scope of the course.

Common Misconceptions:
* Some students may incorrectly think that active transport does not require energy input from ATP and that it can occur spontaneously.
* Students may believe that all types of molecules can undergo active transport without the requirement of membrane proteins.
* Students might assume that passive transport processes, like diffusion, also require membrane proteins to function.
* There can be a misunderstanding that all membrane proteins are involved in active transport, neglecting those involved in passive transport and other cellular functions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: ENE-2.G.3
Standard Description: Metabolic energy (such as from ATP) is required for active transport of molecules and/ or ions across the membrane and to establish and maintain concentration gradients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.G.3+1
Standard Description: Explain why energy is required for active transport of molecules and ions across the membrane, and to establish and maintain concentration gradients.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the difference between passive and active transport, focusing on the energy requirements for each process.
* Describe how the energy from ATP is used to change the conformation of transport proteins to move molecules against their concentration gradients.
* Explain the role of ATP in providing energy for active transport of molecules and ions across the plasma membrane.
* Predict the outcome on cellular concentration gradients if ATP synthesis is inhibited or impaired.

Assessment Boundaries:
* Specific molecular examples of active transport mechanisms, such as the Na+/K+ pump, are not required; rather, focus on the general concept of energy requirement for active transport.

Common Misconceptions:
* Students may assume that the establishment and maintenance of concentration gradients do not require continuous energy input.
* Students may believe that active transport moves molecules from high to low concentration, similar to passive transport.
* Students may think that active transport does not require energy if a concentration gradient already exists.
* Students might think that all types of transport across membranes require metabolic energy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: 1370.0
Standard ID: ENE-2.G.4
Standard Description: The Na+K+ATPase contributes to the maintenance of the membrane potential.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.7
Cluster Name: Facilitated Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.G.4+1
Standard Description: Explain how the Na/K Pump helps maintain the membrane potential.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of the Na/K pump in establishing membrane potential by referencing the exchange of Na+ and K+ ions across the plasma membrane.
* Explain how ATP is used by the Na/K pump to facilitate ion transport against their concentration gradients.
* Illustrate the step-by-step mechanism of the Na/K pump, showing how it contributes to the overall negative resting membrane potential.
* Predict the effects of dysfunctions in the Na/K pump on membrane potential and cellular function, justifying the prediction based on biological principles.

Assessment Boundaries:
* Focus on the mechanisms of the Na+/K+ Pump in actively transporting Na+ out of the cell and K+ into the cell using ATP. Do not assess the overall cellular homeostasis or detailed effects on neuron function beyond the basic action potential process.

Common Misconceptions:
* Students may assume that the Na+/K+ pump operates without the use of ATP, not recognizing that it is an active transport process requiring energy.
* Students may incorrectly believe that the Na+/K+ pump moves sodium and potassium ions in equal amounts, rather than exchanging three sodium ions out for every two potassium ions in.
* Students might mistakenly believe that the Na+/K+ pump directly increases membrane potential, instead of contributing to the maintenance of a negative inside and positive outside environment essential for the cell's resting membrane potential.
* Students might think that the primary role of the Na+/K+ pump is to transport nutrients or waste, rather than to maintain the membrane potential.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: ENE-2.H.1+1
Standard Description: Cells intake water from their environments when placed in hypotonic solutions.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the behavior of plant cells and animal cells when exposed to hypotonic solutions, explaining outcomes like turgidity and lysis.
* Describe the process of osmosis and how it facilitates water intake in cells when they are placed in hypotonic solutions.
* Explain the relationship between solute concentration and water potential in the context of cells in hypotonic environments, using the relevant water potential equation.
* Identify the components influencing water potential (Ψ) and calculate water potential of a cell's environment to predict water movement.

Assessment Boundaries:
* Students do not need to calculate water potential or pressure potential for cellular osmosis scenarios in hypotonic situations.

Common Misconceptions:
* Some might falsely understand that only animal cells intake water in hypotonic solutions.
* Students could assume that isotonic solutions cause cells to intake water.
* Students may believe that cells in hypotonic solutions shrink rather than swell.
* Students might think that osmosis moves solutes instead of water.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1390.0
Standard ID: ENE-2.H.1+2
Standard Description: Hypertonic solutions draw water out of cells.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the concept of water potential and calculate the movement of water in and out of cells based on given solute and pressure potentials.
* Construct and interpret graphs representing the relationship between solute concentration and osmotic movement of water in hypertonic, isotonic, and hypotonic solutions.
* Describe the effect of hypertonic solutions on animal versus plant cells and explain the physiological consequences of cellular dehydration.
* Explain the process of osmosis and how water potential, osmolarity, and solute concentration drive the movement of water molecules from areas of high water potential to areas of low water potential.

Assessment Boundaries:
* Calculations involving water potential components and specific quantitative assessments of osmotic effects in different environmental conditions are not required.

Common Misconceptions:
* Some students may confuse hypertonic with hypotonic solutions, assuming hypertonic solutions will cause cells to gain water.
* Students may believe that hypertonic solutions cause cells to swell due to water influx.
* Students may incorrectly assume that solute concentration does not affect the direction of water movement in osmosis.
* Students might think that isotonic solutions will draw water out of cells, hence misunderstanding the concept of osmotic balance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1400.0
Standard ID: ENE-2.H.1+3
Standard Description: There is no net flow of water across a membrane in isotonic solutions

Key Concepts:
*None specified*

Learning Objectives:
* Describe the conditions under which a solution is considered isotonic relative to a cell by illustrating the balance between solute and water concentrations.
* Explain the mechanism by which water potential ((Ψ) influences the movement of water across cell membranes in isotonic environments.
* Predict the cellular outcomes when a cell is placed in an isotonic solution, providing evidence to justify the lack of net water movement.
* Use water potential equations to calculate and compare the potential water movement between different solutions, demonstrating comprehension of the role of solute and pressure potential in isotonic scenarios.

Assessment Boundaries:
* Excluding calculations, only understanding is needed for why no net flow of water occurs in isotonic solutions. Avoid complex numerical problems.

Common Misconceptions:
* Students may believe that water will still move across the membrane, even if in smaller amounts, in isotonic solutions.
* Students may think that isotonic solutions do not involve any movement of water molecules whatsoever, not understanding the concept of dynamic equilibrium.
* Students often assume that isotonic conditions mean the solute and water are both immobile, without understanding that there is balanced movement in both directions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1410.0
Standard ID: ENE-2.H.1+4
Standard Description: Water moves by osmosis from areas of low solute concentration to areas of high solute concentration.

Key Concepts:
*None specified*

Learning Objectives:
* Construct graphs to illustrate the effects of varying solute concentrations on the rate of osmosis and analyze trends (stimulus required).
* Describe the process by which water moves by osmosis from regions of low solute concentration to regions of high solute concentration.
* Explain how the concentration gradient of solutes impacts the movement of water molecules through osmosis.
* Perform calculations to predict water movement using the water potential equation: \(Psi = Psi_p + Psi_s).
* Predict the direction of water movement in cells when placed in hypotonic, isotonic, or hypertonic solutions using principles of solute and water potentials.

Assessment Boundaries:
* Calculating water potential values or solving quantitative problems related to solute and pressure potentials is beyond the scope of this standard. The focus is solely on the qualitative understanding that water moves by osmosis from areas of low solute concentration to areas of high solute concentration.

Common Misconceptions:
* Students may confuse osmosis with diffusion and believe that water moves from high solute concentration to low solute concentration.
* Students may incorrectly assume that osmosis requires energy input in the form of ATP, confusing passive and active transport mechanisms.
* Students might think that water moves in response to solute concentration alone, without understanding that it moves from an area of high water potential to an area of low water potential.
* Students often do not grasp that solute potential is a key factor in water movement, leading them to overlook the role of solute concentration in generating water potential differences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1420.0
Standard ID: ENE-2.I.1
Standard Description: Growth and homeostasis are maintained by the constant movement of molecules across membranes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.I.1+1
Standard Description: Explain how the maintenance of homeostasis requires constant movement of molecules across membranes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of cell membranes to identify components involved in molecular transport and predict their roles in homeostasis.
* Compare and contrast the mechanisms of facilitated diffusion and active transport in maintaining cellular homeostasis.
* Describe how ion pumps, like the sodium-potassium pump, function in maintaining the electrochemical gradients crucial for cell homeostasis.
* Describe the process of diffusion and how it contributes to the maintenance of cellular homeostasis.
* Explain the concept of tonicity and predict how cells will respond in different tonic environments relative to homeostasis.
* Explain the role of osmosis in maintaining homeostasis and how water movement affects cell function.

Assessment Boundaries:
* The assessment will focus on the concept of homeostasis in relation to the transport of molecules across membranes, specifically exploring the roles of passive and active transport mechanisms. Complex biochemical pathways and molecular structures involved in these transport processes are beyond the scope and will not be assessed.

Common Misconceptions:
* Students may assume that only specific types of molecules (e.g., water) move across membranes to maintain homeostasis, ignoring others like ions and gases.
* Students may believe that homeostatic processes are only reactive rather than continuous and proactive.
* Students may not understand that the movement of molecules across membranes involves both passive and active transport mechanisms.
* Students may think that homeostasis can be maintained without the movement of molecules across membranes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1430.0
Standard ID: ENE-2.I.2+1
Standard Description: Organisms control their internal solute composition via osmoregulation.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mechanisms organisms use to control their internal solute concentrations through osmoregulation mechanisms.
* Explain how the ionization constant (i), molar concentration (C), pressure constant (R), and temperature (T) contribute to solute potential and water movement within cells.

Assessment Boundaries:
* Students should be assessed on understanding and explaining mechanisms of osmoregulation that involve solute balance and water potential, but not on the detailed biochemistry of individual solutes or advanced calculations involving \(Psi_s = −iCRT). Calculations using the solute potential equation may be referenced conceptually but should not require calculation on assessments.

Common Misconceptions:
* Students may assume that osmoregulation occurs only in aquatic organisms and overlook its importance in terrestrial organisms.
* Students may believe that osmoregulation processes are the same across all types of organisms, not understanding the specific adaptations of different organisms.
* Students may misunderstand that osmoregulation involves only the control of water, ignoring the regulation of solutes.
* Students may think that osmoregulation does not require energy, failing to recognize the ATP dependence of active transport mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.8
Cluster Name: Tonicity and Osmoregulation
Lesson Name: *None specified*
Lesson Order: 1440.0
Standard ID: ENE-2.I.2+2
Standard Description: The solute potential equation can help predict the net movement of water. Memorization of the equation or computations using this equation are outside the scope of the class. Students only need to recognize what each of the terms in the equation represent.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the solute potential equation to real-world scenarios, predicting how different environmental conditions (e.g., temperature changes) could impact the internal water balance of organisms.
* Calculate the solute potential (\( Psi_s )) of a solution given the ionization constant, molar concentration, temperature, and pressure constant, and predict the resulting water movement based on this potential.
* Describe each term in the solute potential equation (\( Psi_s = -iCRT )) and explain how changes in each term affect the solute potential and the net movement of water.
* Interpret graphical data to analyze the relationship between solute potential and the net movement of water across a semipermeable membrane.

Assessment Boundaries:
* Quantitative analysis involving calculations with the solute potential equation is beyond the scope of this substandard. Focus is placed on qualitative understanding and prediction of the movement of water based on shifts in solute potential values and recognizing the effects of each term in the equation (ionization constant, molar concentration, pressure constant, temperature).

Common Misconceptions:
* Some students may believe that the solute potential only affects water movement in plant cells, not animal cells.
* Students may assume that an increase in temperature (T) will not affect the solute potential (Ψs).
* Students may incorrectly assume that solute concentration (C) and molarity (M) are always directly proportional in their effect on water potential.
* Students might think that the ionization constant (i) is always 1, irrespective of the solute type.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.9
Cluster Name: Mechanisms of Transport
Lesson Name: *None specified*
Lesson Order: 1450.0
Standard ID: ENE-2.J.1
Standard Description: A variety of processes allow for the movement of ions and other molecules across membranes, including passive and active transport, endocytosis and exocytosis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 2
Unit Name: Cell Structure and Function
Cluster ID: AP Bio Topic 2.9
Cluster Name: Mechanisms of Transport
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.J.1+1
Standard Description: Describe the variety of processes that allow for the movement of ions and other molecules across membranes, including passive and active transport, endocytosis, and exocytosis.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mechanism of passive transport (diffusion and facilitated diffusion) and how it allows ions and other molecules to move across cell membranes.
* Describe the processes of endocytosis and exocytosis and explain how they contribute to the movement of large molecules into and out of the cell.
* Explain the process of active transport and how it enables the movement of ions against their concentration gradient, including the role of ATP in this process.
* Propose a new investigation to test the effects of varying glucose concentrations on the rate of passive and active transport in an experimental setup, evaluating the evidence from previous experiments on membrane transport processes.

Assessment Boundaries:
* Detailed mechanisms such as the molecular structure of transport proteins, specific ion channel names, and signaling pathways involved in active transport are beyond the scope of this substandard.

Common Misconceptions:
* Students may incorrectly assume that endocytosis and exocytosis do not require energy because they involve large movements rather than specific energy-dependent mechanisms.
* Students may mistakenly assume that all ion movements across membranes are facilitated by channel proteins without recognizing the roles of carrier proteins in active transport.
* Students might believe that only small molecules can be transported via passive and active transport, overlooking the role of vesicles in endocytosis and exocytosis.
* Students might think passive transport requires energy input similar to active transport.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.1
Cluster Name: Enzyme Structure
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: ENE-1.D.1
Standard Description: The structure of enzymes includes the active site that specifically interacts with substrate molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.1
Cluster Name: Enzyme Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.D.1+1
Standard Description: Describe how in an enzyme, the structure of the active site is extremely substrate specific.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the molecular structure of an enzyme's active site contributes to its specificity for its substrate.
* Explain how changes in environmental conditions (pH, temperature) can affect enzyme active site structure and consequently substrate specificity.
* Explain the importance of the induced fit model in illustrating enzyme-substrate specificity and its impact on enzyme function.
* Predict the effects of mutations in the active site on enzyme specificity and function, using theoretical contexts.

Assessment Boundaries:
* The assessment should focus on understanding enzyme specificity through the interaction of substrates with the active site, rather than memorizing the structures of specific enzymes or substrates.

Common Misconceptions:
* Students may assume that the enzyme-substrate interaction is based solely on shape and not on other factors like charge or hydrophobic/hydrophilic interactions.
* Students may believe that enzymes are capable of interacting with any substrate, rather than being highly specific.
* Students may think that the active site of an enzyme remains static and does not change in shape to accommodate the substrate.
* Students might incorrectly believe that inhibitors or changes in pH or temperature do not affect enzyme specificity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.1
Cluster Name: Enzyme Structure
Lesson Name: *None specified*
Lesson Order: 1540.0
Standard ID: ENE-1.D.2
Standard Description: For an enzyme-mediated chemical reaction to occur, the shape and charge of the substrate must be compatible with the active site of the enzyme.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.1
Cluster Name: Enzyme Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.D.2+1
Standard Description: Describe how enzymatic reactions require the active site to complement the shape and charge of the substrate

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data showing enzyme activity in relation to substrate shape and charge, explaining trends and patterns observed.
* Describe the relationship between enzyme active sites and substrate specificity, emphasizing the necessity for complementary shape and charge.
* Explain how the interaction between enzyme active sites and substrates leads to the formation of an enzyme-substrate complex and the subsequent chemical reaction.
* Predict the effects of incorrect substrate shape or charge on the efficiency of enzyme-mediated reactions, drawing upon biological principles and data.

Assessment Boundaries:
* Specific substrate and enzyme names, as well as detailed structural diagrams of substrates and enzymes, are beyond the scope.

Common Misconceptions:
* Students may assume the binding of the substrate to the enzyme is solely based on the enzyme's shape, ignoring the importance of charge compatibility.
* Students may believe that changes to the substrate's shape or charge will not impact its ability to bind to the enzyme's active site.
* Students may mistakenly think the enzyme's active site permanently changes shape after binding to a substrate, rather than temporarily adjusting during the reaction.
* Students may think any enzyme can bind to any substrate, not recognizing the specificity required by the active site's shape and charge.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.2
Cluster Name: Enzyme Catalysis
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: ENE-1.E.1+1
Standard Description: Enzymes help regulate pathways and homeostasis.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a diagram or flow chart illustrating the regulation of a specific metabolic pathway by enzymes and explain how this regulation maintains cellular homeostasis (2.D).
* Describe how changes in temperature and pH can impact enzyme function and subsequently affect metabolic pathways and cellular homeostasis (1.A, 6.E).
* Describe the role of enzymes as biological catalysts in cellular processes with a focus on how they lower the activation energy required for reactions (1.A, 1.B).
* Explain how enzyme specificity and the enzyme-substrate complex contribute to the regulation of metabolic pathways (1.B, 1.C).
* Explain the importance of allosteric regulation in enzyme activity and predict the effects of positive and negative feedback on metabolic pathways (1.B, 6.E).

Assessment Boundaries:
* The detailed metabolic pathways and specific enzymes involved in regulating homeostasis are beyond the scope of the course.

Common Misconceptions:
* Students may assume that allosteric regulators only inhibit enzymes and never activate them.
* Students may believe that enzymes only speed up reactions but do not play a role in regulating them.
* Students might believe that enzymes are permanently altered or consumed during the reactions they catalyze.
* Students might think that enzyme activity is constant and unaffected by cellular conditions or feedback mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.2
Cluster Name: Enzyme Catalysis
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: ENE-1.E.1+2
Standard Description: Enzymes facilitate chemical reactions by lowering their activation energies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how enzyme structure influences its catalytic ability and specificity, and predict how mutations in enzyme structure could alter its activity and affect activation energy.
* Construct a hypothesis about how an external factor, such as temperature or pH, might impact the activation energy and rate of an enzyme-catalyzed reaction, and design an experimental procedure to test this hypothesis.
* Describe the role of enzymes in biological reactions, emphasizing their function as biological catalysts in lowering activation energy.
* Evaluate the impact of enzyme inhibitors on the activation energy of specific reactions and predict the outcome of inhibitor usage in biological processes.
* Explain how enzymes lower the activation energy of a reaction by orienting substrates correctly, straining substrate bonds, providing favorable microenvironments, and bonding to the substrate.

Assessment Boundaries:
* Details about specific cases of enzyme regulation or inhibition are beyond the scope of the assessment for this substandard. Emphasize the role of enzymes in facilitating reactions through activation energy reduction without delving into complex regulatory mechanisms or specific enzyme-substrate interactions.

Common Misconceptions:
* Some students may assume that all reactions involving enzymes are exergonic, failing to understand that enzymes can also catalyze endergonic reactions.
* Students may believe that enzymes lower the energy required for the reaction to occur, rather than just the activation energy.
* Students may think that enzymes are consumed in the reaction they catalyze.
* Students may think that enzymes change the equilibrium point of a reaction rather than just the rate at which equilibrium is reached.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: ENE-1.F.1+1
Standard Description: Because the active sites of enzymes require an extremely specific structure, a change in the structure of the enzyme can disrupt the overall function of the enzyme.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between enzyme structure and its catalytic function.
* Explain how changes in temperature or pH can lead to the denaturation of an enzyme by altering its structure.
* Predict the effects of specific structural changes on enzyme activity using principles of enzyme specificity and active site interaction.

Assessment Boundaries:
* Identification and explanation of specific enzyme names and detailed chemical processes such as exact reaction mechanisms are beyond the scope of the course.

Common Misconceptions:
* Some students may assume that changes in pH or temperature will only affect the rate of reaction and not potentially denature the enzyme and disrupt function entirely.
* Students may think that any small change in the enzyme's structure will not impact its function, failing to understand the specificity required by the active site.
* Students might believe that changes to portions of the enzyme away from the active site would not affect the enzyme’s functionality.
* Students might misunderstand that the enzyme can always return to its original structure and function after denaturation, not recognizing that some changes are irreversible.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1580.0
Standard ID: ENE-1.F.1+2
Standard Description: Denaturation of an enzyme occurs when its protein structure is disrupted.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations, such as graphs or diagrams depicting enzyme activity at various temperatures and pH levels, and explain the relationship between these conditions and enzyme denaturation.
* Describe how the disruption of protein structure can lead to enzyme denaturation and the resulting impacts on its catalytic ability.
* Explain the process of enzyme denaturation in response to changes in environmental conditions such as temperature and pH, and how this alters their structural integrity.
* Predict the effects of structural disruptions, such as alterations in the folding of the enzyme, on the efficiency of enzymatic reactions, supporting the predictions with biological principles and data.

Assessment Boundaries:
* Details about the specific chemical interactions or bonds involved in the denaturation process are beyond the scope of the course.

Common Misconceptions:
* Some students may think denaturation means the enzyme is completely destroyed, instead of just losing its functional shape.
* Students may believe that denaturation of an enzyme is reversible under all environmental changes.
* Students might incorrectly assume that once an enzyme is denatured, it can still catalyze reactions, just less effectively.
* There is a misconception that denaturation only involves a change in temperature, ignoring pH and other factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: ENE-1.F.1+3
Standard Description: Environmental temperatures can denature enzymes.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the effects of mild versus extreme environmental temperatures on enzyme denaturation and resultant biological consequences.
* Describe the relationship between enzyme structure and function, particularly how temperature-induced conformational changes affect the active site and overall enzymatic activity.
* Evaluate hypotheses related to the impact of temperature changes on enzyme efficiency, considering molecular structural changes, and justify these hypotheses using concepts from thermodynamics and molecular biology.

Assessment Boundaries:
* The specific biochemical pathways or mechanisms involving enzyme denaturation due to temperature changes are beyond the scope of this standard.

Common Misconceptions:
* Some students might assume that all enzymes have the same optimal temperature for their activity, not realizing that different enzymes have different optimal temperatures.
* Students may believe that enzymes can regain their original shape and function immediately after being denatured by high temperatures, which is often not the case.
* Students may misunderstand that denaturation by high temperature only affects the active site, when in fact it affects the overall three-dimensional structure of the enzyme.
* Students may think that high environmental temperatures always increase enzyme activity without considering the point of denaturation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: ENE-1.F.1+4
Standard Description: Changes in pH can denature enzymes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a given graph showing enzyme activity at different pH levels and describe the data trends indicating enzyme denaturation.
* Describe how changes in pH affect the molecular structure of enzymes and result in denaturation.
* Explain the relationship between environmental pH levels and the structural integrity of enzymes in both theoretical and applied contexts.
* Predict the impact on enzyme activity when exposed to environments with pH levels significantly outside the optimal range, using evidence from visual representations.

Assessment Boundaries:
* Do not assess the structural details of how changes in pH denature enzymes, but focus on the concept that pH changes lead to denaturation and affect enzyme activity.

Common Misconceptions:
* Some students may incorrectly assume that changes in pH always enhance enzyme activity rather than potentially diminishing it or stopping the activity altogether.
* Students may think that any slight change in pH will cause an enzyme to denature, not understanding that enzymes often have a range within which they function optimally.
* Students might believe that only acidic pH causes enzyme denaturation, ignoring the effects of basic pH levels.
* There could be a misunderstanding that denaturation is reversible within a short period once the pH is returned to optimal conditions; however, denaturation often results in permanent loss of function.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: ENE-1.F.2
Standard Description: In some cases, enzyme denaturation is reversible, allowing the enzyme to regain activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.F.2+1
Standard Description: Explain how enzyme denaturation can be reversible, allowing the enzyme to regain activity.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular changes that occur to an enzyme's structure during denaturation and the conditions necessary for its renaturation to regain activity.
* Design an experiment to test the reversibility of enzyme denaturation, identifying variables, appropriate controls, and methods for measuring enzyme activity post-renaturation.
* Explain the process of enzyme denaturation and renaturation using specific terminology (e.g., disruption of hydrogen bonds, reformation of active site) and how these processes impact enzyme activity.
* Predict the conditions under which an enzyme that has been denatured by heat or pH changes can regain activity, and provide reasoning based on biological principles.

Assessment Boundaries:
* Students do not need to describe specific examples of different enzymes that can undergo reversible denaturation (other than enzymes generally), nor do they need to perform any experimental procedures relating to the denaturation and reactivation of enzymes.

Common Misconceptions:
* Some students may believe that all types of denaturation are reversible, not understanding the specifics of when and how reversibility occurs.
* Students may erroneously assume that enzyme activity will resume immediately upon renaturation without any possible structural or functional losses.
* Students may think enzyme denaturation is always permanent and that the enzyme cannot refold to regain its functionality.
* There is a misconception that only temperature changes can cause reversible enzyme denaturation, ignoring other factors like pH and chemical agents.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1620.0
Standard ID: ENE-1.G.1
Standard Description: Environmental pH can alter the efficiency of enzyme activity, including through disruption of hydrogen bonds that provide enzyme structure. Relevant equation: pH = - log [H^+]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.G.1+1
Standard Description: Explain how slight changes in pH can alter the efficiency of enzyme activity, often through disruption of hydrogen bonds that maintain enzyme structure. This change in efficiency can be measured experimentally.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze experimental data reflecting enzyme activity at different pH levels to determine trends and explain findings.
* Construct a graph to visually represent the effect of pH on enzyme activity, including identification and description of key data points and trends.
* Describe the relationship between the structure of enzymes and their function, particularly involving hydrogen bonds, in varying pH environments.
* Evaluate experimental setups designed to test the effect of pH on enzyme efficiency, including identification of controls, variables, and justification of choices.
* Explain how slight changes in pH can affect enzyme activity and predict the outcomes on enzyme efficiency.

Assessment Boundaries:
* The understanding of how pH levels affect the structure and function of specific enzyme types beyond the general concept that altering enzyme structure disrupts function is beyond the course scope.

Common Misconceptions:
* Students may believe that a slight change in pH will have no substantial effect on the enzyme's efficiency and that only extreme pH changes can influence enzymatic action.
* Students may think that enzyme activity will always increase with increasing alkalinity or acidity, failing to recognize that both overly high and low pH levels can lead to enzyme denaturation and loss of activity
* Students might assume that changes in pH only affect the enzyme's active site, overlooking that pH can disrupt hydrogen bonds throughout the enzyme's structure, thereby altering its overall shape and function.
* Students might think that all enzymes operate optimally at a neutral pH of 7, not understanding that different enzymes have different optimal pH levels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: ENE-1.G.2
Standard Description: The relative concentrations of substrates and products determine how efficiently an enzymatic reaction proceeds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.G.2+1
Standard Description: Explain how the relative concentrations of substrates and enzymes determine the rate of product formation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze models representing enzymatic reactions to explain how varying substrate and enzyme concentrations affect the rate of product formation, identifying key relationships between these variables in different biological contexts.
* Construct and interpret graphs depicting the relationship between substrate concentration and reaction rate.
* Describe how the concentration of substrates influences enzyme activity and the resulting rate of product formation.
* Describe the kinetic properties of enzymes, including Vmax and Km, in the context of substrate concentration.
* Evaluate the impact of competitive and non-competitive inhibitors on enzyme activity in relation to substrate concentration.
* Explain the relationship between the concentration of enzymes and the rate of an enzymatic reaction.
* Explain the role of enzyme saturation when substrate concentration is high, and how it affects the rate of product formation.
* Predict the outcomes of altering substrate and enzyme concentrations in a given enzymatic reaction based on the Michaelis-Menten equation.

Assessment Boundaries:
* Calculations or advanced derivations involving substrate or enzyme kinetic models (e.g., Michaelis-Menten kinetics) are beyond the scope of the course and should not be assessed.

Common Misconceptions:
* Some students may assume that once an enzyme-substrate complex forms, the enzyme is permanently modified and thus cannot catalyze further reactions.
* Students may believe that the concentration of substrates does not impact the enzyme activity once the enzymes are saturated.
* Students may think that increasing the concentration of enzyme always leads to a proportional increase in the reaction rate indefinitely.
* Students might incorrectly understand that the rate of product formation decreases solely because the enzymes are 'used up' during the reaction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1640.0
Standard ID: ENE-1.G.3
Standard Description: Higher environmental temperatures increase the speed of movement of molecules in a solution, increasing the frequency of collisions between enzymes and substrates and therefore increasing the rate of reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.G.3+1
Standard Description: Explain how higher temperatures increase the speed of molecules in a solution, increasing the frequency of collisions between enzymes and substrates, and therefore increasing the rate of reaction.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how increased environmental temperatures affect the kinetic energy of molecules in a solution.
* Explain the relationship between the frequency of enzyme-substrate collisions and the rate of enzymatic reactions as temperatures rise.
* Predict how changes in temperature will impact enzyme activity based on principles of molecular movement and collision theory.

Assessment Boundaries:
* Focusing on the generalized effect of temperature on enzyme kinetics specifically avoids requiring details about the molecular structure of either the enzymes or their substrates.

Common Misconceptions:
* Some students may think that temperature has no effect on enzyme activity, failing to recognize the correlation between increased molecular movement and the frequency of enzyme-substrate collisions.
* Students may misunderstand that only substrate molecules move faster with increased temperatures, rather than recognizing that both enzymes and substrates exhibit increased movement, leading to a higher rate of collisions.
* Students might assume that there is no upper limit to the beneficial effects of temperature on enzyme activity and may not realize that extremely high temperatures can denature enzymes.
* Students might believe that higher temperatures provide more energy to the enzyme itself, which directly speeds up the enzyme's activity, rather than increasing the speed of the molecules and the frequency of collisions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: ENE-1.G.4+1
Standard Description: Different competitive inhibitors can bind reversibly or irreversibly to the active site of the enzyme.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a graph showing the impact of increasing inhibitor concentration on enzyme activity to describe trends and interpret the results related to reversible vs. irreversible binding.
* Construct a flow chart that represents the sequence of enzyme inhibition events from competitive inhibitor binding to the active site, considering reversible and irreversible scenarios.
* Describe how reversible competitive inhibitors temporarily affect enzyme activity and how this can be determined through changes in reaction rates.
* Discuss how irreversible competitive inhibition can affect enzyme structure and function over time, including an explanation of the covalent bonds involved.
* Propose a hypothesis on the efficiency of an enzyme-catalyzed reaction in the presence of a specific competitive inhibitor, supporting your claim with reasoning based on enzyme kinetics.
* Using provided data, perform a chi-square hypothesis test to determine the significance of the difference in enzyme activity between control and inhibited samples.

Assessment Boundaries:
* The assessment should focus on understanding that competitive inhibitors may bind reversibly resulting in inhibition that can be overcome by increased substrate concentration, while irreversible binding results in permanent inactivation of the enzyme's active site. Specific molecular interactions, structural details of substrates, and mechanistic pathways by which substrates outcompete inhibitors are beyond the scope of this substandard.

Common Misconceptions:
* Students may assume that competitive inhibitors only bind permanently and cannot be released from the active site.
* Students may believe that all competitive inhibitors bind irreversibly to the active site, ignoring the possibility of reversible binding.
* Students may think that once a competitive inhibitor binds to the active site, the enzyme cannot be reactivated again under any circumstances.
* Students might confuse competitive inhibitors with noncompetitive inhibitors and incorrectly believe that competitive inhibitors can bind to allosteric sites.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.3
Cluster Name: Environmental Impacts on Enzyme Function
Lesson Name: *None specified*
Lesson Order: 1660.0
Standard ID: ENE-1.G.4+2
Standard Description: Noncompetitive inhibitors bind to allosteric sites, changing the activity of the enzyme.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams illustrating the binding of noncompetitive inhibitors to allosteric sites and explain the subsequent effects on enzyme activity in both theoretical and applied contexts.
* Describe how the binding of noncompetitive inhibitors changes the conformation of the enzyme and its ability to catalyze reactions.
* Explain the mechanism by which noncompetitive inhibitors bind to allosteric sites and alter enzyme activity.
* Predict the effects of noncompetitive inhibitor binding on enzyme function in various biological systems using principles of allosteric regulation.

Assessment Boundaries:
* Students are not required to distinguish between the mechanisms or effects of specific noncompetitive inhibitors on different enzymes.

Common Misconceptions:
* Students may assume that the binding of noncompetitive inhibitors at allosteric sites changes the enzyme's primary structure, rather than its conformation.
* Students may believe that noncompetitive inhibitors bind directly to the active site, rather than to an allosteric site.
* Students may think that noncompetitive inhibitors prevent substrate binding at the active site, whereas they actually alter enzyme activity.
* Students might confuse the immediate effect of competitive inhibitors with that of noncompetitive inhibitors, not understanding that noncompetitive inhibitors do not compete with the substrate for the active site.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1690.0
Standard ID: ENE-1.H.1
Standard Description: All living systems require constant input of energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.H.1+1
Standard Description: Describe how all living systems require constant energy input

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram of a cellular process that uses ATP, identifying each step where energy is required and explaining the implications of energy deficits.
* Describe the essential roles of ATP in cellular processes and why continuous energy input is necessary to maintain these processes.
* Evaluate the impact of different environmental conditions on the energy requirements of an organism by examining graphs of energy consumption under varying conditions.
* Explain the significance of the first and second laws of thermodynamics in biological systems and how they relate to the constant need for energy input in living organisms.

Assessment Boundaries:
* Specific mechanisms of energy capture and conversion are beyond the scope of the course.

Common Misconceptions:
* Some students may think that energy cycles indefinitely within an organism without any loss or need for constant replenishment.
* Some students might think that only animals require constant energy input, not plants or other organisms.
* Students may assume that once energy is in short supply, living systems can pause and then resume normal functioning once energy is available again.
* Students may believe that living systems can function without continuous energy input if they are efficient enough.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: ENE-1.H.2+1
Standard Description: Cellular processes that release energy may be coupled with cellular processes that require energy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between cellular respiration stages and energy coupling.
* Describe how the proton gradient drives ATP synthesis in oxidative phosphorylation.
* Describe the coupling of exergonic and endergonic reactions in cellular metabolism.
* Explain how ATP functions as an energy carrier in cells.
* Explain the role of ATP in active transport and molecular transformations within cells.
* Illustrate and describe the electron transport chain and chemiosmosis.
* Predict the effects of disrupting the proton gradient in mitochondria.

Assessment Boundaries:
* The specific equations for calculating Gibbs free energy are beyond the scope of the course and AP Exam.

Common Misconceptions:
* Some students might think that ATP is the only molecule involved in coupling energy-releasing and energy-requiring processes, overlooking the role of other molecules such as NADH and FADH2.
* Students may assume that all energy-requiring cellular processes are powered directly by energy from glucose, instead of understanding that the energy comes through intermediaries like ATP.
* Students may incorrectly believe that energy-releasing and energy-requiring processes in cells occur independently of each other rather than being coupled.
* There might be a misconception that only large cellular processes require energy coupling, when in fact even small, specific reactions within cells can be coupled with energy-releasing processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: ENE-1.H.2+2
Standard Description: Life requires a highly ordered system, yet increases overall entropy.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the necessity of a highly ordered system for the maintenance of living organisms in the context of the second law of thermodynamics.
* Explain how cellular processes that release energy can be coupled with those that require energy to maintain high organization in living systems.
* Explain the consequences of energy imbalance leading to a loss of order in biological systems, including cell death.
* Represent the manner in which cellular processes increase overall entropy while maintaining life, using diagrams or flowcharts.

Assessment Boundaries:
* Focus on biological systems' methods of maintaining order while contributing to the universe's overall increase in entropy. Avoid complex mathematical calculations of thermodynamic principles.

Common Misconceptions:
* Students may wrongly believe that maintaining a highly ordered system in living organisms contradicts the second law of thermodynamics, rather than understanding that this law applies to the system and surroundings together.
* Students might assume that living organisms decrease overall entropy, without recognizing that the local ordering in organisms is offset by an increase in entropy in their surroundings.
* Students might mistakenly infer that closed systems in biology (like cells) do not exchange energy or matter with their surroundings, failing to see that life relies on continuous energy exchange to maintain order.
* There may be confusion that all cellular processes are highly efficient and do not produce waste or heat, rather than acknowledging that biochemical reactions contribute to an increase in entropy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: ENE-1.H.2+3
Standard Description: In living organisms, energy input must exceed energy loss to maintain order and to power cellular processes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between energy input and cellular process efficiency, including ATP production and utilization.
* Compare cellular processes that produce energy (e.g., glycolysis) with those that consume energy (e.g., active transport), explaining how these processes are interdependent.
* Construct and interpret graphs that correlate energy input, energy loss, and cellular function, making predictions about potential outcomes of energy imbalance.
* Describe how the first and second laws of thermodynamics apply to biological systems, particularly emphasizing the necessity for energy input to exceed energy loss in living organisms.
* Explain why a continuous input of energy is required to maintain order and drive cellular processes in living systems, potentially using visual aids or diagrams depicting energy transfer in cells.

Assessment Boundaries:
* The explanation should not require knowledge of specific biological pathways or detailed thermodynamic calculations.

Common Misconceptions:
* Some students may assume that energy transfer processes are efficient enough that they do not require energy input to exceed energy loss.
* Students may believe that energy input is not necessary as long as there is no energy loss, failing to understand that energy input must always exceed energy loss.
* Students may think that order in living organisms is maintained automatically without the need for a continuous input of energy.
* Students might misunderstand that energy loss can be countered solely by reducing energy expenditure, without the need for additional energy input.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1720.0
Standard ID: ENE-1.H.2+4
Standard Description: A cease in the energy flow in an organism results in death.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a graph to represent the decline in cellular ATP levels over time in the absence of external energy sources, and interpret the implications for cell survival.
* Describe how loss of energy input correlates with failure in maintaining cellular order and how this leads to inevitable cell death.
* Describe the dependency of cellular processes on continuous energy flow and explain why cessation of energy flow leads to cellular death.
* Evaluate the consequences of energy flow cessation in multicellular organisms by constructing a flow chart showing systemic failure leading to organismal death.
* Explain the relationship between ATP production and cellular viability, particularly how the cessation of ATP synthesis affects cellular functions.
* Predict the effects of disruptions in energy production pathways on cellular homeostasis, based on data from studies on metabolic inhibitors and energy deprivation.

Assessment Boundaries:
* Specific physiological mechanisms leading to death when energy flow ceases are beyond the scope; focus on the concept that energy input must exceed energy loss to maintain cellular order.

Common Misconceptions:
* Some may assume that cellular processes can continue without energy input.
* Students may think that an organism can survive without energy for an extended period of time.
* Students might believe that stored energy within an organism can indefinitely maintain cellular functions without new energy intake.
* There may be confusion between immediate, short-term energy cessation and long-term energy deprivation effects, leading to misunderstandings about how quickly death can occur in the absence of energy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: ENE-1.H.3
Standard Description: Energy-related pathways in biological systems are sequential to allow for a more controlled and efficient transfer of energy. A product of a reaction in a metabolic pathway is generally the reactant for the subsequent step in the pathway

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.4
Cluster Name: Cellular Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.H.3+1
Standard Description: Describe how energy-related pathways in biological systems are sequential to allow for a more controlled and efficient transfer of energy. Explain that a product of a reaction in a metabolic pathway is usually the reactant for the subsequent step in the pathway.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the sequential nature of energy-related pathways in biological systems, emphasizing the efficient transfer of energy.
* Explain how the product of one reaction in a metabolic pathway serves as the reactant for the next step, and why this is important for control and efficiency.
* Predict the impact of a disruption in one step of a metabolic pathway on the overall energy efficiency and flow within a biological system.
* Represent a metabolic pathway visually, illustrating the sequential flow and identifying reactants and products at each step (requires stimulus).

Assessment Boundaries:
* Students are not required to memorize the individual enzymes and steps within specific metabolic pathways, such as glycolysis or the Krebs cycle. However, they should understand the principle of sequential energy transfer, where the product from one reaction serves as the reactant for the next, particularly emphasizing the controlled nature of these pathways.

Common Misconceptions:
* Some students may believe that the products of metabolic reactions are immediately expelled from the cell rather than used in subsequent reactions.
* Students often think that all reactions in a metabolic pathway occur simultaneously instead of sequentially.
* Students sometimes think that energy is transferred in a single step instead of through a series of controlled steps.
* There might be a misconception that each reaction in a pathway is independent and not influenced by previous reactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: ENE-1.I.1+1
Standard Description: Photosynthesis captures energy from the sun and produces sugars.

Key Concepts:
*None specified*

Learning Objectives:
* Construct and interpret a scientific model to explain the transformation of solar energy into chemical energy stored in glucose.
* Describe the process of carbon fixation in the Calvin cycle and its importance in synthesizing glucose.
* Describe the process of light-dependent reactions and their role in capturing energy from the sun.
* Evaluate the impact of different pigments on the efficiency of photosynthesis by comparing their absorption spectra and functional roles in different plant species.
* Explain how the ATP and NADPH generated during the light-dependent reactions are utilized in the Calvin cycle to produce sugars.
* Explain the role of chlorophyll and other pigments in the absorption of light energy during photosynthesis.
* Represent the flow of electrons through the photosystems and explain how this flow leads to the generation of NADPH and ATP.

Assessment Boundaries:
* Explanations of mechanistic details of specific photosynthetic pathways, such as the Calvin cycle, and the identification of enzymes beyond ATP synthase, are beyond the scope of the course for assessment purposes.

Common Misconceptions:
* Certain students may think that oxygen released during photosynthesis comes from CO2 rather than from the splitting of water molecules during the light-dependent reactions.
* Some students might believe that CO2 is absorbed directly by the thylakoids instead of participating in the Calvin cycle in the stroma.
* Students may misunderstand that only the light-dependent reactions produce sugars, not recognizing the role of the Calvin cycle in sugar production.
* Students may think that photosynthesis is a single-step process instead of a series of reactions involving both light-dependent and light-independent stages.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: ENE-1.I.1+2
Standard Description: Prokaryotic (cyanobacterial) photosynthesis produced the first oxygenated atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams showing the biochemical pathway of cyanobacterial photosynthesis and connect it to the accumulation of atmospheric oxygen.
* Construct a timeline to represent the correlation between the advent of cyanobacterial photosynthesis and the increase in atmospheric oxygen levels.
* Describe the evidence supporting the claim that cyanobacteria contributed to the formation of an oxygenated atmosphere.
* Explain the process of cyanobacterial photosynthesis and its role in producing oxygen during the early stages of Earth's history.
* Predict the ecological impacts of cyanobacterial photosynthesis on early Earth environments based on photosynthetic oxygen production.

Assessment Boundaries:
* Specific details of the biochemical pathways of oxygen generation, such as the exact molecular mechanisms in cyanobacterial cells, or detailed chemical equations, are beyond the scope.

Common Misconceptions:
* Many students think that other processes, rather than cyanobacterial photosynthesis, were primarily responsible for producing the Earth's first oxygenated atmosphere.
* Some students might mistakenly think that oxygen was always present in the Earth's atmosphere and not a result of cyanobacterial activity.
* Students may assume that eukaryotic photosynthesis did not develop from prokaryotic photosynthetic pathways.
* Students may believe that photosynthesis did not originally evolve in prokaryotic organisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: ENE-1.I.1+3
Standard Description: Organisms capture and store energy for use in biological processes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how prokaryotic photosynthetic pathways served as the foundation for eukaryotic photosynthesis, including a discussion of the similarities and differences between the two processes.
* Describe the light-dependent and light-independent reactions of photosynthesis, including their locations, inputs, and outputs, and explain their roles in energy capture and conversion.
* Describe the process by which photosynthesis captures energy from the sun and produces sugars, specifically detailing the role of prokaryotic organisms in the evolution of this process.
* Explain the scientific evidence that supports the claim that prokaryotic photosynthesis was responsible for the production of an oxygenated atmosphere.
* Represent the overall processes of photosynthesis visually, and explain how these processes contribute to energy capture and storage in biological systems.

Assessment Boundaries:
* Descriptions or diagrams of detailed biochemical pathways involved in the photosynthetic processes of prokaryotic organisms, such as specific stepwise reactions or exact structural intermediates, are beyond the scope of the assessment.

Common Misconceptions:
* Students may believe photosynthesis is exclusive to eukaryotes and not recognize its prokaryotic origins.
* Students may confuse the role of chloroplasts in eukaryotes with the lack of chloroplasts in prokaryotic organisms.
* Students may think that all photosynthesis produces oxygen, ignoring that some early forms did not.
* Students may underestimate the importance of cyanobacteria in producing the oxygenated atmosphere.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: ENE-1.I.1+4
Standard Description: Photosynthesis first evolved in prokaryotic organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a timeline illustrating the major evolutionary milestones in the development of photosynthetic pathways from prokaryotic to eukaryotic organisms.
* Describe the process of photosynthesis in prokaryotic organisms.
* Explain the evolutionary significance of prokaryotic photosynthesis in the development of the Earth's oxygenated atmosphere.
* Explain the relationship between prokaryotic photosynthesis and the development of eukaryotic photosynthetic pathways.
* Identify the key structural features of prokaryotic cells that enabled the evolution of photosynthesis.
* Predict the results of an experiment designed to test hypotheses concerning the contribution of prokaryotic photosynthesis to the evolution of photosynthetic pathways in eukaryotes, describing expected outcomes and supporting evidence.

Assessment Boundaries:
* Detailed biochemical mechanisms or molecular structures are beyond the required scope, focusing instead on the role of prokaryotic photosynthesis in oxygenating the atmosphere and its foundational influence on eukaryotic photosynthesis.

Common Misconceptions:
* Others might assume incorrectly that photosynthesis evolved simultaneously in both prokaryotic and eukaryotic organisms.
* Some students may think that cyanobacteria, which played a crucial role in oxygenating the atmosphere, are eukaryotic rather than prokaryotic.
* Students may wrongly believe that photosynthesis originally evolved in eukaryotic rather than prokaryotic organisms.
* Students might misunderstand that prokaryotic photosynthetic pathways are very simple and unrelated to eukaryotic photosynthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1800.0
Standard ID: ENE-1.I.1+5
Standard Description: Eukaryotic photosynthesis developed from prokaryotic photosynthesis

Key Concepts:
*None specified*

Learning Objectives:
* Describe the scientific evidence supporting the claim that eukaryotic photosynthesis evolved from prokaryotic photosynthetic pathways.
* Explain how the structure and function of chloroplasts in eukaryotes relate to the ancestral prokaryotic photosynthetic pathways.
* Explain the role of cyanobacteria in the development of the oxygenated atmosphere and how this process was foundational for eukaryotic photosynthesis.

Assessment Boundaries:
* The specifics of the molecular mechanisms by which photosynthetic energy is processed through chlorophyll and photosystems, as well as the Calvin Cycle, are not included. The focus is on the general process of energy capture and transformation by early prokaryotic photosynthesis and its foundational role in the evolution of eukaryotic photosynthesis.

Common Misconceptions:
* Some students might believe that the structures involved in photosynthesis in eukaryotes (e.g., chloroplasts) are identical to those in prokaryotes, without adaptation or modification.
* Students may assume that photosynthetic processes in eukaryotes reflect the original prokaryotic processes exactly, without changes or improvements over time.
* Students may think that eukaryotic photosynthesis developed independently of any prokaryotic forms, without any evolutionary relationship.
* There can be a misunderstanding that oxygen production in photosynthesis began with eukaryotes rather than cyanobacteria.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: ENE-1.I.2
Standard Description: The light-dependent reactions of photosynthesis in eukaryotes involve a series of coordinated reaction pathways that capture energy present in light to yield ATP and NADPH, which power the production of organic molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.I.2+1
Standard Description: Describe how the light-dependent reactions of photosynthesis in eukaryotes capture energy present in light to create ATP and NADPH

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of the light-dependent reaction stages, identifying key components involved in ATP and NADPH production (requires stimuli).
* Describe the process by which a proton gradient is established across the thylakoid membrane and its role in ATP synthesis during the light-dependent reactions.
* Describe the role of Photosystem II in the light-dependent reactions and explain how its activation leads to the production of ATP.
* Explain how Photosystem I contributes to the formation of NADPH in the light-dependent reactions.
* Explain the significance of photolysis of water in the light-dependent reactions and how it contributes to the electron transport chain.

Assessment Boundaries:
* Details on the specific protein structures and enzyme names involved in the light-dependent reactions of photosynthesis are beyond the scope of the course.

Common Misconceptions:
* Some students might conflate the light-dependent reactions with the Calvin cycle, thinking that sugar is produced directly during the light-dependent reactions.
* Students may believe that only Photosystem II is involved in the creation of ATP and NADPH, neglecting the role of Photosystem I.
* Students may mistakenly assume that ATP and NADPH are produced in equal amounts during the light-dependent reactions.
* Students may think that the light-dependent reactions occur in the stroma instead of the thylakoid membranes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: ENE-1.J.1
Standard Description: During photosynthesis, chlorophylls absorb energy from light, boosting electrons to a higher energy level in photosystems I and II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of chlorophyll in photosystems I and II by explaining how energy absorption leads to electron excitation and its significance in the light-dependent reactions of photosynthesis.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.J.1+1
Standard Description: Explain how during photosynthesis, chlorophylls absorb energy from light, boosting electrons to a higher energy level in photosystems I and II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of chlorophyll in photosystems I and II by explaining how energy absorption leads to electron excitation and its significance in the light-dependent reactions of photosynthesis.
* Analyze the sequence of events that occur as light energy is converted to chemical energy during the light reactions of photosynthesis.
* Describe the roles of chlorophylls in absorbing light energy and elevating electrons during the light-dependent reactions of photosynthesis.
* Explain the processes occurring in photosystems I and II that lead to the excitement and transport of electrons to a higher energy level.
* Interpret diagrams of photosynthetic pathways to explain how chlorophylls and photosystems I and II contribute to the energy conversion processes.

Assessment Boundaries:
* Details of the electron transport chain beyond the transfer of electrons to higher energy levels in photosystems I and II are not required.

Common Misconceptions:
* Some students may believe that only one photosystem is involved in the process, not understanding that photosystems I and II work together in the light-dependent reactions of photosynthesis.
* Students may incorrectly think that chlorophyll absorbs all light wavelengths equally, rather than favoring specific wavelengths such as red and blue light.
* Students might assume that the electrons boosted to a higher energy level in photosystems I and II remain in the chlorophyll molecule, rather than being transferred to an electron transport chain.
* There is a misconception that energy absorption and electron boosting occur without the formation of molecular intermediates, underestimating the complexity of the whole process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: ENE-1.J.2
Standard Description: Photosystems I and II are embedded in the internal membranes of chloroplasts and are connected by the transfer of higher energy electrons through an electron transport chain (ETC).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.J.2+1
Standard Description: Explain how photosystems I and II are embedded in the internal membranes of chloroplasts and are connected by the transfer of higher energy electrons through an electron transport chain.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the proton gradient is established by the electron transport chain and how it leads to ATP synthesis in the chloroplasts.
* Describe the components and location of Photosystems I and II within the thylakoid membranes of the chloroplasts.
* Evaluate the interdependence between Photosystems I and II and the electron transport chain in the overall process of photosynthetic energy capture.
* Explain the sequence of events that occur when Photosystem II absorbs photons and the subsequent transfer of energy to Photosystem I through the electron transport chain.
* Represent the flow of electrons visually within the thylakoid membrane from water splitting in Photosystem II to NADPH formation in Photosystem I.

Assessment Boundaries:
* The specificities of the electron carriers used in the electron transport chain are beyond the scope and should not be assessed.

Common Misconceptions:
* Some students may be confused about the location of the photosystems, thinking they are dispersed randomly throughout different areas of the chloroplast rather than being embedded in the thylakoid membrane.
* Some students may believe that the electrons are not transferred to NADP+ to form NADPH in PS I, but instead are recycled indefinitely within the photosystems.
* Students might think that photosystem I (PS I) and photosystem II (PS II) are not part of the interconnected electron transport chain, but function completely independently.
* There might be a misunderstanding that PS I and PS II act in parallel rather than sequentially, misunderstanding the pathway of electron flow from water to NADP+.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: ENE-1.J.3
Standard Description: When electrons are transferred between molecules in a sequence of reactions as they pass through the ETC, an electrochemical gradient of protons (hydrogen ions) is established across the internal membrane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.J.3+1
Standard Description: When electrons are transferred between molecules as they pass through the ETC, a proton gradient is established across the internal membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the disruption of the proton gradient affects ATP production, using an example of an inhibitor's effect on the electron transport chain.
* Construct a diagram depicting the movement of electrons and the resultant formation of the proton gradient, labeling key components involved in the electron transport chain.
* Describe the process by which electrons are transferred between molecules in the electron transport chain and how this establishes a proton gradient across the internal membrane.
* Explain the role of the electrochemical gradient of protons in ATP synthesis and its importance to cellular respiration.
* Interpret visual data representing proton concentration differences across the internal membrane and explain its significance in energy production.

Assessment Boundaries:
* The specific electron carriers involved in the electron transport chain and detailed mechanisms of electron transfer are beyond the scope of the course.

Common Misconceptions:
* Some students might assume that the proton gradient itself produces ATP without the involvement of ATP synthase.
* Students may incorrectly believe that ATP is generated directly by the electron transport chain, rather than through chemiosmosis driven by the proton gradient.
* Students often misunderstand the source of electrons entering the ETC, thinking they come directly from glucose rather than from NADH and FADH2.
* There is a common misconception that the electron transport chain is the same in both photosynthesis and cellular respiration, not recognizing the differences in their locations and functions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1770.0
Standard ID: ENE-1.J.4
Standard Description: The formation of the proton gradient is linked to the synthesis of ATP from ADP and inorganic phosphate via ATP synthase.

Key Concepts:
*None specified*

Learning Objectives:
* Formulate and justify a null hypothesis related to an experiment examining the effects of varying proton gradients on ATP synthesis in isolated chloroplasts. Include predictions about the expected relationship between proton concentration and ATP output via ATP synthase.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.J.4+1
Standard Description: Explain how the formation of the proton gradient is linked to the synthesis of ATP from ADP and inorganic phosphate via ATP synthase.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of ATP synthase and its function in the context of proton movement and ATP generation, connecting this to the broader process of cellular respiration.
* Describe the process by which the proton gradient is established across the inner mitochondrial membrane and its role in ATP synthesis through ATP synthase.
* Explain the relationship between the electrochemical proton gradient and the chemiosmotic mechanism of ATP generation.
* Formulate and justify a null hypothesis related to an experiment examining the effects of varying proton gradients on ATP synthesis in isolated chloroplasts. Include predictions about the expected relationship between proton concentration and ATP output via ATP synthase.
* Represent the stages of oxidative phosphorylation visually, including the movement of protons and the synthesis of ATP.

Assessment Boundaries:
* The names of specific enzymes involved in the electron transport chain, besides ATP synthase, are not required.

Common Misconceptions:
* Some students might assume that electrons, rather than protons, move through ATP synthase to generate ATP.
* Students may think that the proton gradient itself directly synthesizes ATP, rather than facilitating the movement of protons through ATP synthase, which synthesizes ATP.
* Students often mistakenly believe that ATP is synthesized on the same side of the membrane where the proton gradient is established, instead of on the side where protons flow back through ATP synthase.
* There may be a misconception that the flow of protons through ATP synthase is passive and doesn't contribute to the energy needed for ATP synthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: ENE-1.J.5
Standard Description: The energy captured in the light reactions and transferred to ATP and NADPH powers the production of carbohydrates from carbon dioxide in the Calvin cycle, which occurs in the stroma of the chloroplast.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.5
Cluster Name: Photosynthesis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.J.5+1
Standard Description: Explain how the energy captured in the light reactions powers the production of carbohydrates from carbon dioxide in the Calvin cycle, which occurs in the stroma of the chloroplast. Note that memorization of the steps in the Calvin cycle, the structure of the molecules, and the names of enzymes (with the exception of ATP synthase) are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of the Calvin cycle to identify how energy captured from light is used to synthesize carbohydrates from carbon dioxide.
* Describe how ATP and NADPH produced during the light reactions of photosynthesis provide energy for the Calvin cycle.
* Evaluate the importance of the stroma in the chloroplast for housing the Calvin cycle and facilitating the transformation of energy from light reactions into stored chemical energy.
* Explain the role of ATP and NADPH in the reduction and regeneration phases of the Calvin cycle.
* Interpret experimental data showing the effects of varying light intensity on the production of ATP and NADPH and the subsequent impact on carbohydrate production in the Calvin cycle.

Assessment Boundaries:
* Memorization of the steps in the Calvin cycle, the structure of the molecules involved, and the names of enzymes (except ATP synthase) are beyond the scope of the course.

Common Misconceptions:
* Many students believe that the Calvin cycle occurs in the thylakoid membranes, similar to the light reactions, instead of understanding that it takes place in the stroma of the chloroplast.
* Some students mistakenly assume that carbon dioxide is only used in the initial steps of the Calvin cycle rather than being integral throughout the cycle for the production of carbohydrates.
* Students often misconceive that the Calvin cycle is powered directly by sunlight rather than by the energy carriers ATP and NADPH produced during the light reactions.
* There is a common misconception that ATP and NADPH are used anywhere in the cell for the Calvin Cycle, rather than specifically within the stroma of the chloroplast.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1840.0
Standard ID: ENE-1.K.1
Standard Description: Fermentation and cellular respiration use energy from biological macromolecules to produce ATP. Respiration and fermentation are characteristic of all forms of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.K.1+1
Standard Description: Describe how fermentation and cellular respiration use energy from biological molecules to produce ATP.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of fermentation, including the conditions under which it occurs, and compare it to cellular respiration in terms of ATP production.
* Describe the process of glycolysis and its role in cellular respiration, including the main inputs and outputs and their significance in producing ATP.
* Describe the role of the electron transport chain in cellular respiration, including how it uses energy-carrying molecules like NADH and FADH2 to produce ATP.
* Explain how the recycling of NAD+ is essential for both glycolysis and fermentation, ensuring continuous ATP production under anaerobic conditions.
* Explain the citric acid cycle, including the role of Acetyl-CoA and the main outputs, and their contribution to ATP production.
* Explain the process of chemiosmosis in oxidative phosphorylation and how it leads to the production of ATP.

Assessment Boundaries:
* Specific steps and name of enzymes, intermediates in fermentation and cellular respiration pathways are beyond the scope of the course.

Common Misconceptions:
* Students may believe that fermentation and cellular respiration produce the same amount of ATP, not realizing cellular respiration produces significantly more.
* Students may confuse the byproducts of fermentation with those of cellular respiration, not recognizing that fermentation byproducts can include ethanol or lactic acid, whereas cellular respiration produces water and carbon dioxide.
* Students often think that fermentation and cellular respiration occur in the same cellular compartments, rather than fermentation occurring in the cytoplasm and respiration primarily in the mitochondria.
* There is a misconception that oxygen is required for all forms of ATP production, where in fact, fermentation does not require oxygen.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1880.0
Standard ID: ENE-1.K.2
Standard Description: Cellular respiration in eukaryotes involves a series of coordinated enzyme-catalyzed reactions that capture energy from biological macromolecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.K.2+1
Standard Description: Describe how cellular respiration in eukaryotes involves a series of coordinated enzyme-catalyzed reactions that capture energy incrementally.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the energy yield from each step of cellular respiration and analyze how energy is captured incrementally through enzyme-catalyzed reactions, demonstrating the use of mathematical equations to describe the process.
* Describe the formation of Acetyl-CoA and its importance in connecting glycolysis to the citric acid cycle.
* Describe the process of oxidative phosphorylation, including the electron transport chain and chemiosmosis, and its role in ATP production.
* Describe the sequence of enzyme-catalyzed reactions involved in the stages of cellular respiration and their purpose in energy capture.
* Explain how the citric acid cycle contributes to the gradual release of energy and the production of electron carriers.
* Explain the role of glycolysis in cellular respiration and how it contributes to the overall energy release process.
* Explain the significance of enzyme coordination in ensuring the efficient capture and conversion of energy during cellular respiration.

Assessment Boundaries:
* The specific structures and detailed steps of the reactions in cellular respiration, such as the exact sequence of electron carriers and the molecular structure of intermediates, are beyond the scope of the AP assessment.

Common Misconceptions:
* Misconceptions may exist regarding the specificity of enzymes, with students not realizing that each enzyme facilitates a specific reaction in the cellular respiration pathway, leading to incremental capture of energy.
* Some students might believe that ATP is produced only in one step of cellular respiration rather than through a series of enzyme-catalyzed reactions across multiple stages.
* Students may misunderstand that cellular respiration captures all the energy from glucose at once, rather than incrementally through different steps like glycolysis, citric acid cycle, and oxidative phosphorylation.
* Students often confuse the role of NADH and FADH2, thinking they directly produce ATP, instead of understanding they transfer electrons to the electron transport chain where ATP is incrementally produced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1850.0
Standard ID: ENE-1.K.3+1
Standard Description: The electron transport chain transfers energy from electrons in a series of coupled reactions that establish an electrochemical gradient across membranes. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the terminal electron acceptors in aerobic and anaerobic respiration, and the implications for energy production.
* Describe how the proton gradient is established across membranes during electron transport in mitochondria, chloroplasts, and prokaryotic cells.
* Evaluate how decoupling oxidative phosphorylation from electron transport can generate heat and the biological significance of this process.
* Explain the process of chemiosmosis and how the flow of protons through ATP synthase facilitates ATP production.
* Explain the sequence of reactions in the electron transport chain and how these reactions transfer energy through electron acceptors.
* Illustrate and describe the role of NADH and FADH2 in delivering electrons to the electron transport chain for cellular respiration.

Assessment Boundaries:
* The assessment will focus strictly on the process by which the electron transport chain establishes an electrochemical gradient across membranes, without requiring students to know the specific components of the electron transport chain or the detailed molecular structures involved.

Common Misconceptions:
* Some students may believe that all types of cells have the same terminal electron acceptor. They might not understand that oxygen is the terminal electron acceptor in aerobic respiration, while other molecules are used in anaerobic processes.
* Students may think that the electron transport chain (ETC) directly produces ATP, rather than establishing a proton gradient that drives ATP synthesis.
* Students might incorrectly assume that electrons move back and forth across the membrane instead of being passed along a series of proteins embedded in the membrane.
* There may be a misconception that the formation of the proton gradient occurs in the cytoplasm, instead of across the inner mitochondrial membrane in eukaryotes or the plasma membrane in prokaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: ENE-1.K.3+2
Standard Description: In prokaryotes the passage of electrons in respiration is accompanied by the movement of protons across the plasma membrane. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the energy from electron transport is used to move protons across the prokaryotic plasma membrane.
* Describe the differences in proton gradient formation between the plasma membranes of prokaryotes and the inner mitochondrial membranes of eukaryotes.
* Describe the role of the electron transport chain in creating a proton gradient across the plasma membrane in prokaryotes during respiration.
* Explain how the movement of electrons through the electron transport chain in prokaryotes drives the formation of a proton gradient across the plasma membrane.
* Explain the process of chemiosmosis in prokaryotic cells, including how proton gradients and ATP synthase interact to generate ATP.

Assessment Boundaries:
* Descriptions should be limited to the general mechanism of electron passage and proton movement without requiring specific details about the structures of prokaryotic organisms or the biochemical pathways involved.

Common Misconceptions:
* Students may assume that oxidative phosphorylation and proton gradients are exclusive to eukaryotic cells.
* Students may believe that electron transfer in prokaryotes does not result in proton movement across the plasma membrane.
* Students may misunderstand that the proton gradient is unrelated to ATP synthesis and energy production in prokaryotes.
* Students may think the electron transport chain and proton gradient only occur in mitochondria, not recognizing similar processes in prokaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: ENE-1.K.3+3
Standard Description: In cellular respiration, decoupling oxidative phosphorylation from electron transport generates heat, which can be used by endothermic organisms to regulate body temperature.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a graph or chart showing the relationship between the rate of oxidative phosphorylation decoupling and heat production, including key data points and trends.
* Construct a flow chart representing the steps involved in oxidative phosphorylation, including points where decoupling occurs and the resulting heat generation.
* Describe the mechanism by which decoupling oxidative phosphorylation from electron transport generates heat in cellular respiration.
* Evaluate data from a study on oxidative phosphorylation decoupling, using statistical methods to determine whether the observed effects on heat production are significant.
* Explain the role of decoupling oxidative phosphorylation from electron transport in the thermoregulation of endothermic organisms.
* Predict the effects of complete inhibition of oxidative phosphorylation decoupling on the overall energy balance and heat production in an endothermic organism.
* Propose an experimental design to test the effect of oxidative phosphorylation decoupling on the body temperature of an endothermic organism, outlining hypotheses, controls, and variables.

Assessment Boundaries:
* Students should understand the basic concept that heat generated from decoupled oxidative phosphorylation in cellular respiration contributes to thermoregulation but do not need to explain the specific molecular or biochemical mechanisms of decoupling.

Common Misconceptions:
* Students may assume that oxidative phosphorylation always needs to be coupled with electron transport for ATP synthesis, not recognizing it can be decoupled to produce heat.
* Students may believe that heat generation from decoupling oxidative phosphorylation is a malfunction rather than a controlled process used by endotherms to regulate body temperature.
* Students might misunderstand that decoupling oxidative phosphorylation results in a complete halt of ATP production, disregarding other pathways that still produce ATP.
* Students might think that the sole function of electron transport chain is ATP production, ignoring its role in heat generation when decoupled.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1890.0
Standard ID: ENE-1.K.3+4
Standard Description: Electron transport chain reactions occur in chloroplasts, mitochondria, and prokaryotic plasma membranes. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the flow of protons back through ATP synthase drives the formation of ATP in both oxidative phosphorylation and photophosphorylation.
* Describe the process by which the electron transport chain establishes an electrochemical gradient in chloroplasts, mitochondria, and prokaryotic plasma membranes.
* Explain how electron transport chain reactions differ in aerobic and anaerobic organisms and the biological significance of these differences.
* Explain how the movement of electrons through the electron transport chain leads to the formation of a proton gradient in different cellular environments.
* Explain the role of NADH and FADH2 in the transfer of electrons to the electron transport chain in cellular respiration and predict the resulting formation of ATP.

Assessment Boundaries:
* The specific steps and names of the different complexes and carriers in the electron transport chain are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Many students assume that NADH and FADH are the only electron carriers involved in the electron transport chain, excluding NADPH used in photosynthesis.
* Students may believe that the electron transport chain occurs only in mitochondria and not in chloroplasts or prokaryotic plasma membranes.
* Students might incorrectly think that proton gradients are only formed in cellular respiration and not in photosynthesis.
* Students might think all organisms use oxygen as the terminal electron acceptor in the electron transport chain reactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1900.0
Standard ID: ENE-1.K.3+5
Standard Description: In cellular respiration, electrons delivered by NADH and FADH2 are passed to a series of electron acceptors as they move toward the terminal electron acceptor, oxygen, while in photosynthesis, the terminal electron acceptor is NADP+. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the movement of electrons through the electron transport chain is coupled with the formation of a proton gradient across membranes in both cellular respiration and photosynthesis.
* Describe the sequence in which electrons delivered by NADH and FADH₂ move through the electron transport chain and identify the terminal electron acceptor in cellular respiration (oxygen).
* Explain how the flow of protons back through ATP synthase by chemiosmosis drives the formation of ATP in both oxidative phosphorylation (in cellular respiration) and photophosphorylation (in photosynthesis).
* Explain the role of NADP⁺ as the terminal electron acceptor in the electron transport chain during photosynthesis.
* Predict the outcome of inhibiting specific components of the electron transport chain in either cellular respiration or photosynthesis, and justify the prediction based on the sequence of electron movements and terminal electron acceptors.

Assessment Boundaries:
* Detailed knowledge of specific complexes within the electron transport chain and their individual roles are beyond the scope.

Common Misconceptions:
* Some students might think that NADPH instead of NADP+ acts as the terminal electron acceptor in photosynthesis.
* Students may confuse the roles of NADH and FADH2, believing both are used exclusively in photosynthesis rather than in cellular respiration.
* Students may misunderstand that in cellular respiration, the terminal electron acceptor is NADP+ instead of oxygen.
* Students might assume that oxygen is the terminal electron acceptor in photosynthesis, not understanding that it is NADP+.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1910.0
Standard ID: ENE-1.K.3+6
Standard Description: Aerobic prokaryotes use oxygen as a terminal electron acceptor in the ETC, while anaerobic prokaryotes use other molecules. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of using different terminal electron acceptors on the energy yield of prokaryotes
* Compare and contrast the electron transport chains in aerobic and anaerobic prokaryotes
* Describe the formation of a proton gradient and its usage in ATP synthesis in prokaryotic cells
* Describe the role of oxygen in the electron transport chain of aerobic prokaryotes
* Evaluate the evolutionary advantages of prokaryotes using different terminal electron acceptors
* Explain the alternative terminal electron acceptors used by anaerobic prokaryotes
* Interpret how environmental conditions influence the preference of terminal electron acceptors in prokaryotes
* Support a claim about the use of oxygen as a terminal electron acceptor in aerobic prokaryotes and alternative molecules in anaerobic prokaryotes, using evidence from the electron transport chain process and associated biological principles.

Assessment Boundaries:
* Focus on general functions of electron transport chains and terminal electron acceptors in prokaryotes without delving into specific biochemical pathways or naming specific molecules beyond oxygen.

Common Misconceptions:
* Some students may confuse the terminal electron acceptors in anaerobic prokaryotes, believing they use molecules like NADP+ instead of molecules like sulfur or nitrate.
* Students may think that both aerobic and anaerobic prokaryotes use oxygen as the terminal electron acceptor in the electron transport chain.
* Students might incorrectly assume that anaerobic prokaryotes do not produce ATP via oxidative phosphorylation.
* There may be a misconception that anaerobic respiration is the same as fermentation and does not involve an electron transport chain.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1920.0
Standard ID: ENE-1.K.3+7
Standard Description: In the ETC, electron transfer is accompanied by the formation of a proton gradient across the inner mitochondrial membrane or the internal membrane of chloroplasts. Specific steps, names of enzymes, and intermediates of the pathways for these processes are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to represent the sequence of events in the ETC leading to ATP production, including electron donors and acceptors, proton movement, and ATP synthesis.
* Describe the process of electron transfer in the electron transport chain (ETC) and how this leads to the establishment of a proton gradient across the inner mitochondrial membrane or the internal membrane of chloroplasts.
* Explain how the proton gradient established by the ETC is utilized to produce ATP through chemiosmosis, including the role of ATP synthase.
* Explain the relationship between the movement of electrons and the pumping of protons across the membrane in the ETC, highlighting the role of specific protein complexes in this process.
* Interpret diagrams or models representing the ETC to describe how electron transport and proton pumping create an electrochemical gradient across the membrane.
* Make a scientific claim regarding the impact of uncouplers on the ETC and provide reasoning to justify how such compounds disrupt ATP production by affecting the proton gradient.

Assessment Boundaries:
* The specific proteins involved in the electron transport chain are beyond the scope of the course.

Common Misconceptions:
* Students may believe that the proton gradient is formed by the direct movement of protons rather than the energy from electron transfer driving proton pumps.
* Students may incorrectly assume that the proton gradient is used directly to generate ATP, rather than indirectly via ATP synthase.
* Students might think that the proton gradient formation is exclusive to either mitochondria or chloroplasts, not realizing it occurs in both organelles.
* There can be confusion between the direction of proton movement across the membrane, with some thinking protons move into the matrix rather than into the intermembrane space in mitochondria.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1930.0
Standard ID: ENE-1.K.3+8
Standard Description: The flow of protons back through membrane-bound ATP synthase by chemiosmosis generates ATP from ADP and inorganic phosphate, a process known as oxidative phosphorylation in cellular respiration, and photophosphorylation in photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data representing proton movements and ATP synthesis rates to describe the chemiosmotic mechanism in different biological contexts.
* Compare and contrast oxidative phosphorylation in cellular respiration with photophosphorylation in photosynthesis.
* Describe the role of the proton gradient in generating ATP in cellular respiration and photosynthesis.
* Explain how the flow of protons through ATP synthase leads to the conversion of ADP and inorganic phosphate into ATP.
* Illustrate the process of chemiosmosis in mitochondria and chloroplasts, highlighting the movement of protons across membranes and the synthesis of ATP.
* Relate the importance of membrane-bound ATP synthase in different organisms using specific biological principles.

Assessment Boundaries:
* Details regarding the specific mechanisms of ATP synthase beyond proton flow and mechanistic rotation are not required.

Common Misconceptions:
* Students could confuse the direction of proton flow in chemiosmosis, thinking protons move from low to high concentration areas through ATP synthase.
* Students may incorrectly believe that the movement of protons through ATP synthase does not directly drive the production of ATP from ADP and inorganic phosphate.
* Students may think that ATP synthesis during oxidative phosphorylation does not depend on a proton gradient.
* Students might assume that oxidative phosphorylation and photophosphorylation occur through entirely different mechanisms, not recognizing the role of chemiosmosis in both processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1940.0
Standard ID: ENE-1.L.1
Standard Description: Glycolysis is a biochemical pathway that releases energy in glucose to form ATP from ADP and inorganic phosphate, NADH from NAD^+, and pyruvate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.1+1
Standard Description: Describe how glycolysis releases energy from glucose to form ATP from ADP and inorganic phosphate, NADH from NAD+, and pyruvate.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams that illustrate the process of glycolysis, explaining how each step contributes to the release of energy from glucose and forms ATP, NADH, and pyruvate, in relation to larger principles of cellular respiration.
* Assess the role of glycolysis in both aerobic and anaerobic respiration by explaining how its products are used in subsequent biochemical pathways.
* Describe the process of glycolysis, including the breakdown of glucose and the formation of ATP, NADH, and pyruvate, identifying where in the cell glycolysis occurs.
* Evaluate the energetic efficiency of glycolysis in comparison to other stages of cellular respiration, based on the amount of ATP and electron carriers produced per molecule of glucose.
* Explain how glycolysis captures energy from glucose to form ATP, NADH, and pyruvate, correlating each step of the glycolytic pathway to the specific molecules produced.
* Illustrate a diagram of the glycolysis pathway, labeling the key substrates, intermediates, and end products; describe the fate of electrons transferred during the process.
* Interpret a visual diagram or flowchart that represents the glycolytic pathway and explain how the processes depicted relate to the larger biological principle of energy transfer, identifying key products such as ATP, NADH, and pyruvate.
* Predict the effects on ATP and NADH production if one or more steps of the glycolytic pathway are inhibited, using knowledge of the biochemical reactions involved.

Assessment Boundaries:
* The specific steps of glycolysis, as well as the names of enzymes and the intermediates within the pathway, are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some may think that NAD+ is used up and not regenerated during glycolysis.
* Students may assume that pyruvate is the final end product without realizing it can further enter the Krebs cycle or fermentation pathways.
* Students may think that glycolysis does not produce any ATP molecules directly.
* Students often believe that glycolysis requires oxygen to proceed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1950.0
Standard ID: ENE-1.L.2
Standard Description: Pyruvate is transported from the cytosol to the mitochondrion, where further oxidation occurs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.2+1
Standard Description: Explain that pyruvate is transported from the cytosol to the mitochondrion, where further oxidation occurs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a flow chart illustrating the energy changes and molecular products that result from the oxidation of pyruvate within the mitochondrion.
* Compare and contrast the role of pyruvate in both glycolysis and mitochondrial oxidation, explaining how its function changes in different cellular locations.
* Describe the process of pyruvate transportation from the cytosol to the mitochondrion and identify the key steps involved in this transition.
* Explain the mechanism of active transport involved in moving pyruvate across the mitochondrial membrane.
* Predict the cellular outcomes in scenarios where pyruvate transport is impaired or enhanced, using knowledge of metabolic pathways and cellular energetics.

Assessment Boundaries:
* The steps detailing the transport and specific oxidation processes of pyruvate within the mitochondrion, including the specific enzymes involved in transport and oxidation, and the exact chemical reactions involved in those processes, are beyond the scope of the course and the AP exam.

Common Misconceptions:
* Students may assume that pyruvate must be fully oxidized in the cytosol before transportation to the mitochondrion.
* Students may think that pyruvate is not transported and undergoes further oxidation in the cytosol instead of the mitochondrion.
* Students might believe that further oxidation of pyruvate does not occur once it enters the mitochondrion.
* Students might think that the transportation of pyruvate into the mitochondrion does not involve any enzymatic processes such as the conversion to Acetyl-CoA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1960.0
Standard ID: ENE-1.L.3
Standard Description: In the Krebs cycle, carbon dioxide is released from organic intermediates, ATP is synthesized from ADP and inorganic phosphate, and electrons are transferred to the coenzymes NADH and FADH_2.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.3+1
Standard Description: Explain that in the Krebs cycle, carbon dioxide is released from organic intermediates, ATP is synthesized from ADP and inorganic phosphate, and electrons are transferred to the coenzymes NADH and FADH2.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of the Krebs cycle to identify where carbon dioxide is released, where ATP is synthesized, and where electrons are transferred to NADH and FADH2.
* Describe the chemical transformations that occur during the conversion of organic intermediates to carbon dioxide in the Krebs cycle.
* Describe the processes that occur during the Krebs cycle, including the release of carbon dioxide from organic intermediates, ATP synthesis from ADP and inorganic phosphate, and electron transfer to the coenzymes NADH and FADH2.
* Explain how the processes of the Krebs cycle contribute to the overall production of energy in cellular respiration.
* Explain the role and importance of coenzymes NADH and FADH2 in the Krebs cycle.

Assessment Boundaries:
* Memorization of the specific steps, names of enzymes, and intermediate structures involved in the Krebs cycle is beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some students may misunderstand the role of NADH and FADH2, thinking they are used directly for ATP synthesis rather than serving as electron carriers to the electron transport chain.
* Students may think that ATP synthesis during the Krebs cycle is the major source of ATP, whereas most ATP is actually produced during oxidative phosphorylation.
* Students might incorrectly assume that the Krebs cycle takes place in the cytoplasm, similar to glycolysis, instead of the mitochondrial matrix.
* Students often mistakenly believe that carbon dioxide is added during the Krebs cycle rather than released.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1970.0
Standard ID: ENE-1.L.4
Standard Description: Electrons extracted in glycolysis and Krebs cycle reactions are transferred by NADH and FADH_2 to the electron transport chain in the inner mitochondrial membrane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.4+1
Standard Description: Explain how electrons extracted in glycolysis and Krebs cycle reactions are transferred by NADH and FADH2 to the electron transport chain in the inner mitochondrial membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process through which electrons from glycolysis and the Krebs cycle are transported by NADH and FADH2 to the electron transport chain in the inner mitochondrial membrane.
* Explain the role of the inner mitochondrial membrane in the electron transport chain and how NADH and FADH2 facilitate electron transfer.
* Interpret diagrams of the electron transport chain to identify the steps involving NADH and FADH2.
* Predict the consequences of disruptions in NADH or FADH2 transport on cellular respiration and overall energy production.

Assessment Boundaries:
* The specific names of electron carriers in the electron transport chain are beyond the scope of the course and AP Exam.

Common Misconceptions:
* Students may mistakenly believe that electrons are transferred to the outer instead of the inner mitochondrial membrane.
* Students may think that NADH and FADH₂ directly supply ATP rather than transferring electrons to the electron transport chain.
* Students might assume that NADH and FADH₂ provide energy in the same way and to the same extent, not understanding their different roles in the electron transport chain.
* Students might think that NADH and FADH₂ are used up and cannot be recycled back into NAD⁺ and FAD for repeated use in cellular respiration.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: ENE-1.L.5
Standard Description: When electrons are transferred between molecules in a sequence of reactions as they pass through the ETC, an electrochemical gradient of protons (hydrogen ions) across the inner mitochondrial membrane is established.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.5+1
Standard Description: Explain how electrons transfer between molecules as they pass through the ETC, creating an electrochemical gradient of protons across the inner mitochondrial membrane.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which electrons are transferred between protein complexes in the electron transport chain, leading to the establishment of a proton gradient.
* Evaluate a scientific claim that links the integrity of the electron transport chain with overall cellular respiration efficiency, providing evidence from biological principles.
* Explain the role of each key protein complex (e.g., NADH dehydrogenase, cytochrome C) in the electron transport chain and how they contribute to proton movement across the inner mitochondrial membrane.
* Interpret a diagram of the inner mitochondrial membrane, identifying key components of the electron transport chain and explaining their function in establishing the electrochemical gradient.
* Represent the sequence of electron transfers within the electron transport chain using a flow chart, including the entry and exit points of electrons and the resulting movement of protons.

Assessment Boundaries:
* The names of the specific electron carriers in the electron transport chain are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may assume that protons (H+) move across the outer mitochondrial membrane instead of the inner mitochondrial membrane.
* Students may believe that the electron transport chain (ETC) operates in the cytoplasm instead of within the mitochondria.
* Students may incorrectly assume that oxygen’s role in the ETC is to pump protons rather than to act as the final electron acceptor.
* Students may think that the energy directly from electrons is used to produce ATP rather than creating a proton gradient.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 1990.0
Standard ID: ENE-1.L.6
Standard Description: Fermentation allows glycolysis to proceed in the absence of oxygen and produces organic molecules, including alcohol and lactic acid, as waste products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.6+1
Standard Description: Explain how fermentation converts pyruvate from glycolysis into ethanol or lactic acid in the absence of oxygen.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams that show the conversion of pyruvate into ethanol or lactic acid, identifying the key intermediates and enzymes involved.
* Describe the differences between alcohol fermentation and lactic acid fermentation in terms of their biochemical pathways and end products.
* Describe the role of fermentation in cellular respiration and explain why it is necessary for glycolysis to continue in the absence of oxygen.
* Explain how the end products of fermentation (ethanol or lactic acid) affect the cell and the larger biological system.
* Explain the biochemical pathway of fermentation, detailing each step that converts pyruvate into either ethanol or lactic acid.
* Predict the effects of varying environmental conditions (such as pH or temperature) on the efficiency of fermentation, based on experimental data.
* Use data from experiments involving fermentation to describe the trends in the production of ethanol or lactic acid under anaerobic conditions.

Assessment Boundaries:
* Details about specific intermediate molecules and enzymes involved in the conversion of pyruvate to ethanol or lactic acid are beyond the scope of the course.

Common Misconceptions:
* Students may assume that fermentation directly involves the electron transport chain.
* Students may believe that fermentation produces more ATP than cellular respiration.
* Students might think that ethanol and lactic acid are produced in the same types of cells.
* Students might think that oxygen is required for fermentation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: 2000.0
Standard ID: ENE-1.L.7
Standard Description: The conversion of ATP to ADP releases energy, which is used to power many metabolic processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.6
Cluster Name: Cellular Respiration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.L.7+1
Standard Description: Explain how the conversion of ATP to ADP releases energy, powering many metabolic processes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data showing changes in ATP and ADP levels in cells under different metabolic states and explain the significance of these changes.
* Construct a diagram showing the conversion of ATP to ADP and explain how this energy release is coupled to cellular metabolic processes.
* Describe the role of ATP in cellular metabolism and how the hydrolysis of ATP to ADP releases energy.
* Interpret experimental results on ATP hydrolysis rates and their impact on different types of cellular activities, supporting conclusions with evidence.
* Predict the energy output of ATP hydrolysis in a given cellular reaction and justify how this energy drives the reaction.
* Propose a hypothesis on how a disruption in ATP synthesis could affect cellular functions and design an experiment to test this hypothesis.

Assessment Boundaries:
* Focus on the understanding of the ATP to ADP energy release process without delving into the specific enzyme mechanisms that facilitate these conversions.

Common Misconceptions:
* Some students might think that the conversion of ATP to ADP results in the loss of the entire phosphate group, rather than just the terminal phosphate.
* Students may incorrectly believe that energy is released from ADP directly rather than from the breaking of the terminal phosphate bond of ATP.
* Students might mistakenly assume that the energy released from ATP conversion is converted into kinetic energy, rather than understanding that it is used to drive various metabolic processes.
* There could be confusion among students that ATP is continuously produced without the need for any precursor molecules or pathways, ignoring the role of cellular respiration processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.7
Cluster Name: Fitness
Lesson Name: *None specified*
Lesson Order: 2010.0
Standard ID: SYI-3.A.1
Standard Description: Variation at the molecular level provides organisms with the ability to respond to a variety of environmental stimuli.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.7
Cluster Name: Fitness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.A.1+1
Standard Description: Explain how variation and redundancy in molecular pathways increase organism resilience in a changing environment.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how variation in molecular pathways contributes to an organism's ability to respond to environmental stress, emphasizing the role of redundancy in these pathways.
* Explain the mechanisms by which molecular pathway redundancy enhances resilience, allowing for continual function despite mutations or changes in environmental conditions.
* Predict the outcomes of specific environmental changes on organisms with varying levels of redundancy in their molecular pathways.

Assessment Boundaries:
* Students are not required to memorize specific molecular pathways or mechanisms underlying variation and redundancy in molecular pathways but should understand the concept that such variation and redundancy enhance organism resilience to environmental changes.

Common Misconceptions:
* Some students might believe that variation in molecular pathways only leads to negative consequences like disease or malfunction, overlooking the beneficial role it plays in adaptation and survival in changing environments.
* Students may assume that redundancy means exact duplication of all pathways, rather than subtle variations that can handle different types of environmental stresses.
* Students may incorrectly believe that redundancy in molecular pathways is inefficient and unnecessary, not understanding that it actually provides a backup system that can increase resilience.
* Students might think that all molecular pathways are independent and isolated, rather than recognizing that variation and redundancy can create interconnected networks that enhance an organism's ability to adapt.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.7
Cluster Name: Fitness
Lesson Name: *None specified*
Lesson Order: 2020.0
Standard ID: SYI-3.A.2
Standard Description: Variation in the number and types of molecules within cells provides organisms a greater ability to survive and/or reproduce in different environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 3
Unit Name: Cellular Energetics
Cluster ID: AP Bio Topic 3.7
Cluster Name: Fitness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.A.2+1
Standard Description: Explain how variation and redundancy in molecular pathways within cells can provide increased fitness

Key Concepts:
*None specified*

Learning Objectives:
* Describe how variation in molecular pathways within cells can lead to increased fitness in different environments.
* Explain the concept of redundancy in molecular pathways and how it contributes to cellular resilience and organismal fitness.
* Propose hypotheses on the role of molecular pathway variation and redundancy in the adaptation of organisms to changing environmental pressures and justify them using biological principles.

Assessment Boundaries:
* Focus on general principles of redundancy and variation within cellular molecular pathways, without requiring knowledge of the specific pathways or molecular interactions. Detailed memorization of specific molecules or pathways that contribute to redundancy is beyond the scope.

Common Misconceptions:
* Students may believe that redundancy in molecular pathways within cells is inefficient and does not contribute to increased fitness.
* Students may misunderstand that redundancy and variation in molecular pathways provide no advantage in survival in changing environments.
* Students may think that only external factors, not internal molecular variations, contribute to an organism's fitness.
* Students might assume that variation in molecular pathways is always harmful rather than beneficial.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.1
Cluster Name: Cell Communication
Lesson Name: *None specified*
Lesson Order: 2030.0
Standard ID: IST-3.A.1
Standard Description: Cells communicate with one another through direct contact with other cells or from a distance via chemical signaling— a. Cells communicate by cell-to-cell contact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.1
Cluster Name: Cell Communication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.A.1+1
Standard Description: Describe how cells communicate with one another through direct cell-to-cell contact or from a distance via chemical signaling.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze examples of cell-to-cell communication, supporting claims about their effectiveness in different contexts using evidence from the mechanisms of direct contact such as gap junctions and chemical signaling, like hormones.
* Compare and contrast short-range signaling mechanisms and long-range signaling mechanisms in terms of their processes and outcomes.
* Describe the various types of cell-to-cell contacts and their roles in cellular communication.
* Explain the biological significance of signal transduction pathways in coordinating cellular activities in response to external signals.
* Explain the mechanisms by which ligands and receptors facilitate chemically-mediated cell communication, including signal reception, transduction, and response.
* Interpret diagrams that represent processes of direct contact and chemical signaling in cellular communication, identifying key components and their functions.

Assessment Boundaries:
* The specific biochemical or molecular mechanisms by which signals are transmitted within the cell initiating cellular responses are beyond the scope of this substandard. The focus remains on the general process of communication through direct contact and chemical signaling, including examples like immune cell interactions and plant plasmodesmata.

Common Misconceptions:
* Students might believe that chemical signaling only involves hormones and not other signaling molecules such as neurotransmitters or cytokines.
* Students might think that all cell communication requires physical contact between cells and may not realize that cells can also communicate via chemical signaling over distances.
* There could be a misunderstanding that direct cell-to-cell contact is the only form of cell communication, overlooking examples like hormonal signaling which can act over long distances.
* There might be a misconception that only certain types of cells, such as neurons, can communicate chemically, when in fact many cell types use chemical signaling.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.1
Cluster Name: Cell Communication
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: IST-3.B.1+1
Standard Description: Some cells release chemical signals that travel long distances tto reach cells of another type.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which cells release chemical signals that travel long distances through the bloodstream to other cells, identifying key molecules and pathways involved.
* Evaluate a claim regarding the impact of long-distance signaling molecules on the function and behavior of target cells, supporting the evaluation with relevant evidence and reasoning.
* Explain the mechanisms of hormone signaling, including the roles of the endocrine system and target cell receptor specificity.
* Illustrate and interpret graphical representations of how hormones are distributed to distant target cells via the bloodstream.

Assessment Boundaries:
* Specific details of each signal transduction pathway, such as the molecular mechanisms of hormone action, are beyond the scope.

Common Misconceptions:
* Students may assume that chemical signals that travel long distances do so instantaneously, rather than understanding the time delay involved in endocrine signaling.
* Students may think that all chemical signals travel short distances similar to neurotransmitters.
* Students might believe that long-distance signaling only involves the nervous system and not hormonal signals.
* Students might incorrectly believe that chemical signals can target any cell indiscriminately, rather than specific target cells with appropriate receptors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.1
Cluster Name: Cell Communication
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: IST-3.B.1+2
Standard Description: Cells in direct contact with their target cells can communicate over short distances via specialized structures.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how cells in direct contact utilize specialized structures for short-distance communication.
* Evaluate the significance of direct cell-to-cell communication through specialized structures in maintaining overall cellular functions.
* Explain the mechanisms by which specialized structures facilitate direct cell-to-cell communication over short distances.
* Interpret visual representations of specialized cell structures involved in direct cell-to-cell communication and describe their roles.

Assessment Boundaries:
* Specific molecular structures involved in signal transduction pathways beyond direct cell-to-cell contact are not included.

Common Misconceptions:
* Students may incorrectly believe that gap junctions and plasmodesmata are the only means for direct cell communication over short distances, overlooking desmosomes and tight junctions.
* Students may think that communication over short distances requires the release of chemical signals always, ignoring direct communication methods.
* Students might assume that direct cell-to-cell communication does not involve any specialized structures and occurs through simple diffusion of molecules.
* There is a misconception that mechanical signals do not play any role in direct cell-to-cell communication over short distances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2080.0
Standard ID: IST-3.C.1
Standard Description: Signal transduction pathways link signal reception with cellular responses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.C.1+1
Standard Description: Describe how signals received by the cell are transmitted into cellular responses by signal transduction cascades

Key Concepts:
*None specified*

Learning Objectives:
* Create and interpret diagrams or flow charts illustrating the steps involved in a signal transduction pathway from signal reception to cellular response.
* Describe the molecular mechanisms by which signal reception at the cell membrane is converted into cellular responses through signal transduction cascades.
* Design an experiment to test the effects of a specific ligand on the activity of a signal transduction cascade, identifying dependent and independent variables and justifying the use of specific controls.
* Evaluate the impact of different types of receptors (e.g., G-protein coupled receptors, receptor tyrosine kinases) on the specificity and outcome of signal transduction pathways.
* Explain the role of phosphorylation cascades in amplifying the original signal received by a cell and generating specific cellular responses.

Assessment Boundaries:
* Descriptions of specific signal transduction pathways in specific organisms are beyond the scope of the course.

Common Misconceptions:
* Some students might incorrectly believe that signal transduction pathways happen exclusively within the nucleus, rather than starting at the cell membrane and involving multiple cellular compartments.
* Students may think that signal transduction pathways only involve a single step, rather than a series of cascading events involving multiple proteins and molecules.
* Students might misunderstand the importance of phosphorylation in signal transduction, believing it is not a necessary process in transmitting and amplifying the signal.
* There may be a misconception that all signal transduction pathways have the same outcome, without recognizing that different pathways can lead to various cellular responses such as changes in gene expression, enzyme activity, or cell behavior.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2060.0
Standard ID: IST-3.C.2
Standard Description: Many signal transduction pathways include protein modification and phosphorylation cascades.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.C.2+1
Standard Description: Describe how many signal transduction pathways include protein modification and phosphorylation cascades.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of protein modification in signal transduction pathways, explaining how it contributes to signal amplification.
* Evaluate the importance of protein modification and phosphorylation cascades in the regulation of various cellular processes, using evidence from biological principles.
* Explain the role of phosphorylation cascades in signal transduction pathways and their impact on cellular responses.
* Interpret diagrams showing steps of phosphorylation cascades within signal transduction pathways, identifying key components and their functions. (stimulus required)

Assessment Boundaries:
* Particular types and mechanisms of protein modification beyond phosphorylation are not required.

Common Misconceptions:
* Students may assume that only a single protein is modified in a phosphorylation cascade, rather than understanding the amplification process where multiple proteins can be phosphorylated in a sequence.
* Students may mistakenly believe that protein modification and phosphorylation cascades are independent processes rather than interconnected components of signal transduction pathways.
* Students might erroneously conclude that protein modifications other than phosphorylation (e.g., acetylation or ubiquitination) are not involved in signal transduction pathways.
* Students might think that phosphorylation always activates proteins, not realizing that phosphorylation can also inactivate proteins depending on the context and specific proteins involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2070.0
Standard ID: IST-3.D.1+1
Standard Description: The ligand-binding domain of a receptor recognizes a specific chemical messenger in a specific one-to-one relationship.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of the receptor's ligand-binding domain in recognizing specific chemical messengers for initiating a signaling response.
* Explain the structural features of the ligand-binding domain that enable specificity in binding to its ligand.
* Propose a hypothesis on how changes in the amino acid sequence of the ligand-binding domain could impact ligand specificity and signaling outcomes.
* Represent the interaction between a ligand and its receptor through diagrams, highlighting the binding site and subsequent conformational changes.

Assessment Boundaries:
* Identification of specific receptors or ligands beyond the examples provided in the AP Biology Course and Exam Description is not necessary.

Common Misconceptions:
* Some students might assume that the size of the ligand is the most critical factor in its specificity, rather than its molecular structure.
* Students may believe that the same ligand can bind to multiple types of receptors with high specificity.
* Students may think that receptor specificity is determined after ligand binding rather than having a pre-existing binding domain for specific ligands.
* Students might think that ligand binding to the receptor does not cause any structural change in the receptor protein.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2090.0
Standard ID: IST-3.D.1+2
Standard Description: The signal transduction cascade begins with the recognition of a chemical messenger by a receptor protein in a target cell.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the initial recognition of a chemical messenger by a receptor protein and the specificity of the ligand-binding domain for different types of chemical messengers such as peptides, small chemicals, and proteins.
* Explain the process by which a ligand-binding to a G protein-coupled receptor initiates a signal transduction cascade in eukaryotic cells.
* Propose a hypothesis on how mutations in the ligand-binding domain of a receptor protein might affect signal transduction and predict the potential effects based on biological principles.
* Represent the sequence of interactions between a ligand and receptor protein, utilizing diagrams to illustrate how this initiates a signal transduction cascade.

Assessment Boundaries:
* Focus on the initiation of the signal transduction cascade without requiring detailed descriptions of specific receptor-mediated processes. Examples should only include conceptual models of ligand-receptor interactions applicable generally in eukaryotic cells.

Common Misconceptions:
* Students may incorrectly believe that the signal transduction cascade can begin without the initial recognition of a ligand by a receptor protein.
* Students may think that any molecule can bind to a receptor protein to initiate a signal transduction cascade, rather than understanding the specificity of ligand-receptor binding.
* Students might assume that a single receptor can recognize multiple types of chemical messengers, not realizing the one-to-one specificity.
* There might be a misconception that G protein-coupled receptors are the only type of receptor involved in signal transduction, ignoring other receptor types like tyrosine kinases and ion channels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2100.0
Standard ID: IST-3.D.1+3
Standard Description: G protein-coupled receptors are receptor proteins. Questions should involve the general mechanism for action for these proteins.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of ligand binding to G protein-coupled receptors (GPCRs).
* Describe the role of GTP and GDP in the regulation of G protein activity.
* Explain how mutations in GPCRs might alter cellular responses and lead to diseases.
* Explain the role of G proteins in the cellular response initiated by GPCRs.
* Illustrate the interaction between the GPCR, G protein, and an effector enzyme, detailing how signal transduction is propagated within the cell.
* Propose a hypothesis on how a novel ligand could potentially affect a known GPCR pathway, including the predicted cellular outcome.

Assessment Boundaries:
* Specific biochemical pathways, particular ligands, and the detailed structural features of G protein-coupled receptors are beyond the scope of this substandard.

Common Misconceptions:
* Students could assume that GPCRs only exist in certain types of cells, instead of being widely present and functioning in many types of eukaryotic cells.
* Students may believe that G protein-coupled receptors (GPCRs) only interact with peptide ligands, instead of recognizing a variety of ligands like small chemicals and proteins.
* Students may misunderstand that GPCR activation does not need the involvement of G proteins, overlooking the crucial role of G proteins in transducing the signal inside the cell.
* Students might think that the binding of a ligand to GPCRs immediately initiates a cellular response, rather than triggering a cascade of intracellular events.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2110.0
Standard ID: IST-3.D.2+1
Standard Description: Signaling cascades relay signals from receptors to cell targets by amplifying the incoming signals. Assess via an example of cell growth, secretion of molecules, or gene expression.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual diagrams of signal transduction pathways to identify where amplification occurs and explain its significance in cellular responses.
* Describe the steps of a signaling cascade from ligand binding to the receptor to the cellular response, emphasizing the role of amplification.
* Evaluate how ligand binding to ligand-gated ion channels results in an amplified cellular response, using theoretical and applied contexts.
* Explain how second messengers, such as cyclic AMP, function to amplify intracellular signals within a transduction pathway.
* Explain the role of scaffolding proteins in enhancing the efficiency and amplification of signal transduction pathways.
* Predict the effects of a disruption in the signaling cascade on cellular processes such as cell growth or molecule secretion and justify the prediction based on biological principles.

Assessment Boundaries:
* Focus is limited to general mechanisms of signal amplification and transduction, not specific pathways or molecules beyond those mentioned (e.g., cyclic AMP).

Common Misconceptions:
* Students may assume that once a ligand binds, the signal is immediately received by the target cell without any intermediate steps like signal relay or amplification.
* Students may believe that signaling cascades have a uniform mechanism and do not vary with different cellular responses like cell growth, secretion of molecules, or gene expression.
* Students may believe that signaling cascades simply transmit signals without amplification.
* Students may think that all cellular responses occur via direct gene expression changes and not through signal amplification.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2120.0
Standard ID: IST-3.D.2+2
Standard Description: During signaling, after the ligand binds, the intracellular domain of a receptor protein changes shape, initiating transduction of the signal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams depicting the steps of a signaling pathway from receptor-ligand binding to the initiation of the intracellular signal transduction.
* Describe the process by which ligand binding to a receptor causes a conformational change in the receptor's intracellular domain, initiating signal transduction.
* Explain the role of second messengers in amplifying the signal initiated by the conformational change of the receptor's intracellular domain.

Assessment Boundaries:
* No assessment boundary necessary.

Common Misconceptions:
* Some students might assume that only one type of molecule can act as a ligand, not recognizing the diversity of possible ligands that can interact with receptors.
* Students may believe that the signal transduction process occurs instantaneously, without recognizing the multiple steps and time involved in the cascade.
* Students may misunderstand that ligands cause a complete structural overhaul of the receptor protein, rather than a more subtle conformational change.
* Students often think signal initiation only affects the bound receptor directly, without realizing it causes a cascade effect inside the cell.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2130.0
Standard ID: IST-3.D.2+3
Standard Description: Second messengers relay and amplify an intracellular signal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data depicting the concentration changes of second messengers in response to ligand binding, explaining the subsequent cellular response.
* Construct a flow chart representing how secondary messengers progress the signal from ligand binding to cellular response.
* Describe how second messengers such as cyclic AMP facilitate the relay of intracellular signals in a signal transduction pathway.
* Evaluate an experiment's methodology on second messenger activity and suggest improvements or next steps.
* Explain the relationship between second messengers and larger biological principles, including their role in pathways leading to gene expression.
* Explain the role of second messengers in signal amplification within a cell.
* Interpret diagrams showing the molecular cascade involving second messengers and predict the resulting cellular outcomes.
* Support claims about the effectiveness of second messengers in signal transduction with evidence from biological data and principles.

Assessment Boundaries:
* The assessment will not include detailed mechanisms of specific signaling pathways or receptors beyond their general role in relay and amplification of signals.

Common Misconceptions:
* Students may assume that amplification of the signal by second messengers is a linear process, rather than an exponential one.
* Students may believe that second messengers are specific to a single type of signal rather than being part of various signaling pathways.
* Students may misunderstand that second messengers themselves do not get depleted or consumed in the signaling process.
* Students may think that second messengers always directly interact with DNA to cause changes in gene expression.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.2
Cluster Name: Introduction to Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2140.0
Standard ID: IST-3.D.2+4
Standard Description: Ligand-gated channels open or close when bound to their ligand.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of ligand binding in the opening or closing of ligand-gated channels, including how the ligand influences the conformation of the channel.
* Evaluate hypotheses about the role of ligand-gated channels in specific physiological processes, providing reasoning based on the mechanisms of ligand binding and channel opening/closing.
* Explain the process by which ligand-gated channels can change membrane potential when opened or closed, and how this might affect cellular processes such as action potential propagation or synaptic transmission.

Assessment Boundaries:
* Understanding specific examples of ligand-gated channels beyond those required for explaining fundamental concepts is not necessary.

Common Misconceptions:
* Some students may think that only excitatory ligands can bind to ligand-gated channels, not recognizing that inhibitory ligands can also cause these channels to open or close.
* Students could assume that the binding of a ligand to its channel is a permanent change, rather than a reversible process.
* Students may mistakenly believe that ligand-gated channels always remain open once a ligand is bound, not understanding that they can close again.
* Students might think that ligand-gated channels only allow the passage of one type of ion, ignoring that different channels can be selective for different ions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.3
Cluster Name: Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2160.0
Standard ID: IST-3.E.1
Standard Description: Signal transduction pathways influence how the cell responds to its environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.3
Cluster Name: Signal Transduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.E.1+1
Standard Description: Describe how signals transmitted by signal transduction pathways influence how the cell responds to its environment

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of signal transduction pathways and explain how the pathways mediate cellular responses to environmental stimuli in both theoretical and applied contexts.
* Analyze the role of phosphorylation cascades in amplifying the signal within transduction pathways and predict the cellular outcomes of such amplification.
* Describe how signal transduction pathways are initiated by a signaling molecule binding to a receptor on the cell surface.
* Describe visually the steps of a signal transduction pathway from the reception of the external signal to the cellular response, identifying key components such as receptors, proteins, and secondary messengers.
* Discuss how intracellular receptors differ from membrane-bound receptors in signal transduction and the implications for cellular response.
* Evaluate the effects of specific environmental changes on the regulation of signal transduction pathways and their subsequent impact on gene expression.
* Explain how the activation of secondary messengers within a signal transduction pathway can influence cellular responses to environmental stimuli.
* Explain the role of feedback mechanisms in regulating signal transduction pathways in response to prolonged exposure to a stimulus.

Assessment Boundaries:
* Specific biochemical pathways of signal transduction, such as those involving kinase cascades or G protein-coupled receptors, are not detailed within this scope.

Common Misconceptions:
* Students may assume that the cellular response is immediate upon signal reception, not considering the time delay and regulation processes involved.
* Students may believe that all signal transduction pathways result in the same cellular response, regardless of the type of signal or receptor involved.
* Students might be under the impression that external signals always have a direct effect on gene expression, ignoring other possible outcomes like changes in enzyme activity or cellular metabolism.
* Students might think that signal transduction pathways are linear and simple, rather than involving multiple steps, branches, and potential intersections with other pathways.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.3
Cluster Name: Signal Transduction
Lesson Name: *None specified*
Lesson Order: 2150.0
Standard ID: IST-3.F.1
Standard Description: Signal transduction may result in changes in gene expression and cell function, which may alter phenotype or result in programmed cell death (apoptosis).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.3
Cluster Name: Signal Transduction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.F.1+1
Standard Description: Describe how signal transduction may result in changes in gene expression and cell function

Key Concepts:
*None specified*

Learning Objectives:
* Describe how to design an experiment that investigates changes in gene expression and cell function due to signal transduction, identifying and justifying independent and dependent variables and controls.
* Describe the mechanisms by which signal transduction pathways can alter gene expression, including the role of transcription factors and chromatin remodeling.
* Describe visual representations of signal transduction pathways and explain the changes they cause in gene expression and cell function.
* Evaluate the relationship between the activation of intracellular receptors by signal transduction and subsequent changes in gene expression.
* Explain how changes in cell function can arise from signal transduction, detailing the involvement of protein phosphorylation and other post-translational modifications.
* Explain the impact of second messengers in signal transduction pathways on changes in gene expression and cell function.
* Formulate a scientific claim about the impact of signal transduction pathways on changes in gene expression and relate these changes to alterations in cell function or phenotype.

Assessment Boundaries:
* The assessment should concentrate on the general mechanisms by which signal transduction affects gene expression and cell functions, such as the modulation of transcription factors or the activation of specific genes. Detailed understanding of specific signal transduction pathways or molecular components involved in this process is beyond the scope.

Common Misconceptions:
* Misunderstandings may arise regarding the permanence of changes in gene expression, with students possibly thinking that all alterations are reversible immediately once the signal is removed.
* Some students may assume that changes in gene expression are immediate following signal transduction, not understanding the time required for transcription and translation processes.
* Students may believe that signal transduction only results in changes in cell function and not in gene expression.
* Students might think that signal transduction pathways are identical across all cell types and fail to recognize that different pathways can result in different cellular responses.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.4
Cluster Name: Changes in Signal Transduction Pathways
Lesson Name: *None specified*
Lesson Order: 2170.0
Standard ID: IST-3.G.1+1
Standard Description: Changes in signal transduction pathways can alter cellular responses.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a visual representation of a signal transduction pathway, explaining the resulting changes in cellular responses and deducing the relationship between pathway components.
* Describe how mutations in different domains of receptor proteins can impact signal transduction pathways and alter cellular responses.
* Evaluate the role of specific proteins in signal transduction pathways and how mutations in these proteins may impact larger biological processes.
* Explain the mechanism of how a change in a single component of a signaling pathway can propagate through the pathway to alter downstream cellular responses.
* Interpret visual representations of signal transduction pathways to identify how specific changes can lead to altered cellular functions.

Assessment Boundaries:
* No assessment boundary necessary.

Common Misconceptions:
* Students may assume that all mutations in signaling pathways are harmful; they might not understand that some mutations can be neutral or even beneficial.
* Students may misunderstand that a single signaling pathway always leads to a single specific cellular response, rather than multiple potential outcomes depending on the cell type and context.
* Students may think that any change in a signaling pathway will always enhance cellular response, not realizing that some changes can inhibit or completely block the response.
* Students might believe that the effects of changes in the signal transduction pathway are immediate, neglecting that some changes have delayed impacts on cellular responses.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.4
Cluster Name: Changes in Signal Transduction Pathways
Lesson Name: *None specified*
Lesson Order: 2180.0
Standard ID: IST-3.G.1+2
Standard Description: Mutations in signaling pathway proteins impact downstream components.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a model to represent the impact of specific mutations in signaling pathway proteins on the overall signal transduction process and predict outcomes of these disruptions.
* Describe different types of mutations in signaling pathway proteins and how these mutations can alter the function of downstream components of the pathway.
* Evaluate scientific claims regarding the effects of specific mutations on signal transduction pathways, using evidence from experimental results and biological principles.
* Explain the mechanisms by which mutations in receptor proteins can disrupt signal transduction and alter cellular responses.

Assessment Boundaries:
* The assessment will focus on the general effects of mutations in signaling pathway proteins without needing to identify or explain specific mutations, or detailed protein structure changes beyond their impact on subsequent signal transduction.

Common Misconceptions:
* Some students might assume that all mutations in signaling pathway proteins will result in a loss of function, not considering gain of function or other alterations.
* Students may believe that a single mutation in a signaling pathway protein will always have a predictable and uniform effect across all cell types and conditions.
* Students may think that mutations in signaling pathway proteins only affect the immediate site of the mutation and do not impact downstream components.
* There is a common misconception that signaling pathways are linear chains of events, when in fact they often have branches and feedback loops.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.4
Cluster Name: Changes in Signal Transduction Pathways
Lesson Name: *None specified*
Lesson Order: 2190.0
Standard ID: IST-3.G.2
Standard Description: Chemicals that interfere with any component of the signaling pathway may activate or inhibit the pathway.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.4
Cluster Name: Changes in Signal Transduction Pathways
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-3.G.2+1
Standard Description: Explain how different chemicals may activate or inhibit a signalling pathway.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of signaling pathways and identify points where chemical interference might activate or inhibit the signal.
* Describe the mechanism by which chemicals can act as activators within a signaling pathway.
* Explain the process through which chemicals inhibit signaling pathways and the potential outcome on cellular functions.
* Propose a hypothesis on the potential effects of a novel chemical on a known signaling pathway, and outline an experiment to test it.

Assessment Boundaries:
* The boundary limits the assessment to include only the description of the effects of different chemicals on the activation or inhibition of basic signal transduction pathways, without requiring detailed knowledge of specific chemical structures or drug interactions.

Common Misconceptions:
* Some students may mistakenly think that the effects of chemicals on signaling pathways are always permanent, disregarding the fact that some interactions are reversible.
* Students may assume that all chemicals affecting signaling pathways only inhibit the pathways, rather than activating them.
* Students may not understand that different chemicals can have different affinities and specificities for activating or inhibiting components of signaling pathways, leading to varying outcomes.
* Students might believe that chemicals can only interfere with receptors, ignoring other components of the signaling pathways such as second messengers or intracellular enzymes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2200.0
Standard ID: ENE-3.A.1
Standard Description: Organisms use feedback mechanisms to maintain their internal environments and respond to internal and external environmental changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.A.1+1
Standard Description: Describe how organisms use feedback mechanisms to maintain their internal environments and respond to environmental changes

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from experiments on organisms using feedback mechanisms, employing confidence intervals and error bars to assess statistical differences in sample means related to maintaining internal environments and adapting to environmental changes.
* Compare and contrast positive and negative feedback mechanisms and predict outcomes when these systems are disrupted.
* Describe how negative feedback mechanisms maintain homeostasis by turning off pathways when an end product accumulates beyond set thresholds.
* Explain the role of positive feedback mechanisms in enhancing physiological processes, such as the ripening of fruit or hormonal responses.
* Interpret graphical data showing physiological changes in response to internal and external stressors to support claims about feedback mechanism functionality.

Assessment Boundaries:
* The specific molecular mechanisms of feedback, including the detailed processes of signal transduction pathways, are beyond the scope of assessment.

Common Misconceptions:
* Some students may assume that negative feedback mechanisms decrease the output of a process, while positive feedback mechanisms always increase the output, without understanding the specific context of homeostasis.
* Students may believe that positive feedback mechanisms are more common than negative feedback mechanisms in maintaining homeostasis.
* Students might think that feedback mechanisms only respond to external environmental changes, ignoring internal changes.
* There can be confusion regarding the outcome of feedback mechanisms; for example, thinking that all feedback mechanisms always bring the system back to its initial state.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2210.0
Standard ID: ENE-3.B.1+1
Standard Description: Negative feedback mechanisms maintain homeostasis for a particular condition.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how negative feedback mechanisms operate at molecular and cellular levels to maintain homeostasis for specific conditions.
* Evaluate a case study where negative feedback failed, providing reasoning on how this failure disrupted homeostasis and the potential biological consequences.
* Explain the process by which a negative feedback mechanism restores a system to its target set point after perturbation.

Assessment Boundaries:
* Specific examples of negative feedback mechanisms in various organ systems, such as the specific hormones involved in glucose level regulation or thermoregulation, need not be detailed beyond the concept of returning to a set point.

Common Misconceptions:
* Negative feedback mechanisms always turn off processes, rather than adjusting them to maintain balance.
* Some students might believe that negative feedback mechanisms only occur at the whole organism level and not at the cellular or molecular levels.
* Students may confuse negative feedback with positive feedback, thinking both types amplify responses away from the set point.
* Students might think that once homeostasis is reached, negative feedback mechanisms stop working, rather than continuously working to maintain balance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2220.0
Standard ID: ENE-3.B.1+2
Standard Description: If a system is perturbed, negative feedback mechanisms return the system back to its target set point.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze scenarios where a physiological system is perturbed and how negative feedback responses restore the system to its target set point.
* Create diagrams that illustrate the functioning of negative feedback mechanisms at the cellular and molecular levels, showing how these mechanisms counteract perturbations.
* Describe how negative feedback mechanisms function to maintain homeostasis by regulating physiological processes.
* Explain the specific molecular and cellular mechanisms involved in negative feedback loops that help return physiological conditions to their set point.
* Predict the effects on homeostasis when negative feedback mechanisms are disrupted or fail, and provide reasoning based on biological principles.

Assessment Boundaries:
* The assessment boundaries are that the cellular and molecular mechanisms of the negative feedback process should not include specific pathways or involve intricate biochemical processes beyond the concept of feedback loops. General examples of negative feedback, such as blood glucose regulation, are within scope, but not specific hormonal or enzyme interactions.

Common Misconceptions:
* Students may believe that all feedback mechanisms, including positive feedback, return systems to their target set point erroneously conflating positive and negative feedback.
* Students may confuse homeostasis with equilibrium, thinking that negative feedback makes all physiological processes static instead of maintaining dynamic stability.
* Students might assume that any deviation from the set point is always small and easily corrected by negative feedback, not recognizing that significant disruptions can require more complex responses.
* Students might think that negative feedback only occurs at the organism level, not understanding that it also operates at molecular and cellular levels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2230.0
Standard ID: ENE-3.C.1+1
Standard Description: Positive feedback mechanisms amplify responses and processes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the processes involved in a positive feedback loop that move the variable initiating the response farther away from the initial set point.
* Explain how the initiation of a positive feedback mechanism leads to amplification of a biological response.
* Predict the effects of disrupting a positive feedback mechanism on system homeostasis, explaining the consequences based on biological principles.

Assessment Boundaries:
* Exclusion of detailed case studies of specific positive feedback loops beyond general examples and their contributions to homeostatic processes.

Common Misconceptions:
* Some students may think that every biological response involves positive feedback, not recognizing that it is relatively rare and often associated with specific processes such as childbirth and blood clotting.
* Students may confuse positive feedback with negative feedback mechanisms, assuming that both work to stabilize rather than amplify a response.
* Students often believe that positive feedback mechanisms do not end and will continue indefinitely however, they typically have an endpoint.
* There is a misconception that the reinforced response in positive feedback moves the system towards homeostasis rather than away from the initial set point.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2240.0
Standard ID: ENE-3.C.1+2
Standard Description: Positive feedback responses move the system farther away from the initial set point.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mechanism of positive feedback in biological systems, emphasizing how the response to a stimulus is amplified and moves the system farther from the initial set point.
* Evaluate the impact of positive feedback on homeostasis by predicting the effects of amplifying stimuli on overall system stability.
* Explain the role of positive feedback in amplifying biological processes by analyzing diagrams or models that visually represent these mechanisms.

Assessment Boundaries:
* Specific examples of positive feedback mechanisms beyond lactation in mammals, onset of labor in childbirth, and ripening of fruit are beyond the scope of the AP Biology course and exam.

Common Misconceptions:
* Students may believe that all feedback mechanisms (both positive and negative) have the same effect on homeostasis, failing to differentiate how positive feedback responses move the system farther from the initial set point.
* Students may believe that positive feedback mechanisms work to return a system to its original set point, similar to negative feedback.
* Students may confuse positive feedback with a simple increase in stimulus, without understanding the amplification aspect, where the response leads to an even greater change in the system.
* Students might think that positive feedback responses are always beneficial to the organism, not recognizing that they can sometimes lead to harmful outcomes, such as in the case of a fever.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.5
Cluster Name: Feedback
Lesson Name: *None specified*
Lesson Order: 2250.0
Standard ID: ENE-3.C.1+3
Standard Description: Positive feedback systems amplify a cellular response because the initial response stimulates a further response.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how positive feedback mechanisms differ from negative feedback mechanisms in the context of homeostasis.
* Explain the role of amplification in positive feedback systems, specifically how the initial stimulus leads to an enhanced response.
* Interpret graphical data representing changes in a biological system as a result of positive feedback, explaining how initial responses are amplified.

Assessment Boundaries:
* Explanations need not include specific cellular processes involved in the amplification beyond identifying the feedback as positive.

Common Misconceptions:
* Some students might mistakenly believe that positive feedback mechanisms can return the system back to the initial set point, similar to how negative feedback works.
* Students may assume that amplification in positive feedback does not have limits and can continue indefinitely without physiological repercussions.
* Students may confuse positive feedback with negative feedback, assuming they function similarly in maintaining homeostasis.
* Students may think that positive feedback mechanisms are less important or less common in biological systems compared to negative feedback, and may overlook their significance in certain processes like childbirth or blood clotting.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2300.0
Standard ID: IST-1.B.1
Standard Description: In eukaryotes, cells divide and transmit genetic information via two highly regulated processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.B.1+1
Standard Description: Describe how in eukaryotes, cells divide and transmit genetic information via mitosis or meiosis

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast mitosis and meiosis in terms of their processes and genetic outcomes.
* Describe the stages of mitosis and meiosis, detailing the key events and their outcomes.
* Evaluate the consequences of errors in mitosis and meiosis on genetic transmission and organism development. Utilizing visual data when necessary.
* Explain the regulation mechanisms that ensure proper division and accurate transmission of genetic material during mitosis and meiosis.
* Interpret diagrams or models of cell division processes (mitosis and meiosis) to explain the changes occurring at each phase.

Assessment Boundaries:
* Details of specific mechanisms within mitosis and meiosis, such as the roles of spindle fibers, are beyond the scope and can be excluded from assessment. Focus on the larger processes and outcomes in terms of genetic information transmission.

Common Misconceptions:
* Some students might assume that crossing over occurs in mitosis as well as meiosis, failing to understand its role in genetic diversity specific to meiosis.
* Students may confuse the outcomes of mitosis and meiosis, thinking that both processes result in genetically identical cells.
* Students may incorrectly believe that meiosis occurs in all cells, not understanding that it is specific to gametogenesis in sexual reproduction.
* Students may think that both meiotic divisions are identical, not recognizing the specific purposes and events of meiosis I and meiosis II.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2260.0
Standard ID: IST-1.B.2+1
Standard Description: The cell cycle is a highly regulated and possesses several key checkpoints. Do not assess particular examples of these checkpoints.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the failure of cell cycle checkpoints can lead to uncontrolled cell division and discuss its implications for cancer development.
* Describe the role of cyclins and cyclin-dependent kinases (CDKs) in regulating the cell cycle and explain how their interactions influence cell cycle progression.
* Explain the mechanisms by which cells assess readiness to proceed past the G1, G2, and metaphase checkpoints, incorporating the relevant molecular signals and conditions checked.
* Predict the outcomes of disruptions to cell cycle regulation based on knowledge of checkpoint mechanisms and provide specific examples of diseases or conditions that can result.

Assessment Boundaries:
* The knowledge of specific cyclin-cyclin dependent kinase (CDK) pairs or growth factors that regulate the cell cycle checkpoints is beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some learners might assume that once a cell passes a checkpoint, it can't re-enter that checkpoint path if an error is later detected.
* Students may mistakenly believe that all cells continuously cycle through the cell cycle, not accounting for non-dividing cells in G0 phase.
* Students may think that checkpoints only exist at one or two points in the cell cycle, rather than at multiple critical phases (G1, G2, M, etc.).
* There can be a misconception that cyclins and cyclin-dependent kinases (CDKs) have only one checkpoint function, without understanding their role in multiple checkpoints.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2270.0
Standard ID: IST-1.B.2+2
Standard Description: A cell can enter a stage (G0) where it no longer divides, but it can reenter the cell cycle in response to appropriate cues.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mechanisms by which a cell can enter the G0 phase.
* Describe the properties of nondividing cells and their role in tissue maintenance and function.
* Explain the regulatory pathways that allow a cell to reenter the cell cycle from the G0 phase in response to specific cues.
* Provide reasoning to justify how disruptions in G0 phase regulation could contribute to disease states, such as cancer.

Assessment Boundaries:
* Specific cyclin and CDK interactions involved in transitioning cells from G0 to other cell cycle phases are beyond the scope.

Common Misconceptions:
* Some students might think that reentry into the cell cycle from G0 does not require any specific signals or cues.
* Students may assume that once a cell enters the G0 phase, it cannot reenter the cell cycle.
* Students may mistakenly believe that cells in the G0 phase are undergoing cell death rather than being in a dormant state.
* There is a misconception that all cells in the body can exit the cell cycle and enter G0.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2310.0
Standard ID: IST-1.B.2+3
Standard Description: The cell cycle consists of sequential stages of interphase (G1, S, G2), mitosis, and cytokinesis.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of cytokinesis and how it differs between plant and animal cells.
* Describe the sequential stages of interphase (G1, S, G2) and explain their significance in the cell cycle.
* Explain how the regulation of the cell cycle ensures accurate cell division and the potential consequences of errors in this process.
* Explain the process of mitosis, detailing the specific events that occur during prophase, metaphase, anaphase, and telophase.
* Represent the stages of the cell cycle in a flow chart and explain the sequence and transitions between each stage.

Assessment Boundaries:
* The detailed biochemical events within each stage of the cell cycle (G1, S, G2, mitosis, and cytokinesis) and specific molecular signals that trigger each transition are beyond the scope of the course.

Common Misconceptions:
* Some students may mistakenly believe that cytokinesis is part of mitosis rather than a separate stage following mitosis.
* Students may think that all cells continuously go through the entire cell cycle without any cells ever entering the G0 phase.
* Students might confuse the stages of interphase (G1, S, G2) with the stages of mitosis (prophase, metaphase, anaphase, telophase).
* Students often believe that DNA is only replicated during mitosis, rather than understanding that DNA replication occurs during the S phase of interphase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2280.0
Standard ID: IST-1.C.1+1
Standard Description: Mitosis occurs when organisms grow, tissues are repaired, and in asexual reproduction.

Key Concepts:
*None specified*

Learning Objectives:
* Assess how the regulation of mitotic processes can affect growth, tissue repair, and asexual reproduction, predicting potential disruptions that could occur due to errors in mitosis, supported by biological examples.
* Describe the sequential stages of mitosis and their visual characteristics, including how they contribute to the distribution of genetic material during cell growth, tissue repair, and asexual reproduction.
* Explain the role of mitosis in ensuring the transfer of a complete genome to daughter cells during organismal growth, tissue repair, and asexual reproduction, with emphasis on maintaining genetic consistency.

Assessment Boundaries:
* Focus on describing the role and outcome of mitosis in growth, tissue repair, and asexual reproduction without detailing the molecular mechanisms of each mitotic phase.

Common Misconceptions:
* Some students might mistakenly believe that mitosis is involved in sexual reproduction, confusing it with meiosis.
* Students may believe that mitosis results in genetically unique daughter cells, not realizing that the daughter cells are genetically identical to the parent cell.
* Students may incorrectly assume that mitosis only occurs during embryonic development and does not play a role in adult organisms.
* There is often confusion about mitosis being a continuous process, rather than occurring in a sequential series of steps.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2290.0
Standard ID: IST-1.C.1+2
Standard Description: Mitosis occurs in a sequential series of steps: prophase, metaphase, anaphase, and telophase.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the sequential steps of mitosis including prophase, metaphase, anaphase, and telophase, emphasizing the key events and changes that occur in each stage.
* Explain the significance of key structures such as spindle fibers, centromeres, and chromatids during each phase of mitosis, and how these structures contribute to chromosome segregation.
* Predict the effects of disruptions in any phase of mitosis on the overall cell cycle and cellular function, providing a rationale based on the understanding of the sequence and mechanics of mitosis.

Assessment Boundaries:
* Focus on understanding the general sequence and key features of each mitotic phase without requiring details about specific molecular structures or events not explicitly mentioned within the AP Biology scope, such as the detailed molecular mechanisms of spindle fiber attachment and cytokinesis variations in different eukaryotic cells.

Common Misconceptions:
* A common misconception is that telophase is the final step of mitosis, ignoring cytokinesis.
* Some students might assume that prophase includes the complete disappearance of chromosomes instead of their condensation.
* Students may think that mitosis does not follow a specific sequence of phases and can start at any stage.
* Students often confuse the alignment of chromosomes in metaphase with the separation of chromatids in anaphase, mixing up the stages.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2320.0
Standard ID: IST-1.C.1+3
Standard Description: Mitosis transfers the complete genome from a parent cell to two genetically identical daughter cells.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the sequential phases of mitosis and their role in transferring the genome from a parent cell to daughter cells.
* Explain the importance of mitosis in growth, tissue repair, and asexual reproduction, and how it ensures genetic consistency.
* Represent and label the stages of mitosis visually using diagrams, showing the alignment and separation of chromosomes.

Assessment Boundaries:
* Understanding the detailed molecular mechanisms within each step of mitosis, such as the specific proteins involved in spindle attachment and chromosome separation, is beyond the scope. Focus is on the overall process of mitosis and its role in transferring a complete genome to two daughter cells.

Common Misconceptions:
* Some students may assume that the steps of mitosis occur out of order or simultaneously, rather than in a sequential series of steps.
* Students may believe that mitosis leads to the production of daughter cells with half the number of chromosomes as the parent cell, confusing mitosis with meiosis.
* Students may misunderstand the necessity of a complete set of chromosomes in each daughter cell for healthy growth and development.
* Students might think that mitosis can produce genetically diverse daughter cells rather than genetically identical ones.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.6
Cluster Name: Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2330.0
Standard ID: IST-1.C.1+4
Standard Description: Mitosis alternates with interphase in the cell cycle.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations (e.g., flow charts, graphs) of cell cycle checkpoints and summarize how cells transition from interphase to mitosis, ensuring genomic stability.
* Describe the mechanisms and checkpoints in interphase (G1, S, G2), and how they ensure proper cell function and readiness before proceeding to mitosis.
* Describe the sequence of events that occur in the cell cycle, including both mitosis and interphase, and explain their roles in cell growth and replication.
* Explain how disruptions in the regulation of interphase and mitosis can lead to diseases such as cancer, providing reasoning based on cell cycle principles.
* Explain the relationship between the phases of interphase (G1, S, G2) and the phases of mitosis (prophase, metaphase, anaphase, telophase) in the context of the cell cycle's overall regulation.
* Interpret experimental data related to cell cycle progression, such as cyclin/CDK levels, and explain how these data correlate with different phases of interphase and mitosis.
* Predict the consequences of specific mutations that affect cell cycle regulators on the alternation between interphase and mitosis, using existing biological theories and concepts.

Assessment Boundaries:
* Focus on the alternating pattern of mitosis and interphase in the cell cycle, without requiring knowledge of the molecular mechanisms that regulate transitions between phases.

Common Misconceptions:
* Some students may think that cells can only enter mitosis directly from any stage of interphase, not understanding the specific order of G1, S, and G2 phases.
* Students may believe that mitosis and interphase are mutually exclusive events rather than parts of a continuous cycle.
* Students might incorrectly assume that interphase is a 'resting' phase where the cell is inactive, rather than a time of growth and DNA replication.
* There may be a misconception that mitosis is the longest phase of the cell cycle, whereas in reality, interphase takes up the majority of the cell cycle time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2340.0
Standard ID: IST-1.D.1
Standard Description: A number of internal controls or checkpoints regulate progression through the cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.D.1+1
Standard Description: Assess particular instances of these checkpoints.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of the cell cycle, including diagrams of checkpoint pathways, and explain how disruptions in these checkpoints can lead to unchecked cell division or cancer.
* Assess how specific mutations in proto-oncogenes can lead to cancer by overriding cell cycle checkpoints, and predict the phenotypic outcomes of such mutations based on molecular data.
* Describe the role of cyclins and cyclin-dependent kinases (CDKs) in the regulation of the cell cycle at various checkpoints, emphasizing their activation and inhibition.
* Evaluate the function of the G1, G2, and metaphase checkpoints in preventing the progression of the cell cycle under specific conditions such as DNA damage or incomplete replication.
* Formulate a testable question based on an observed delay or malfunction at a cell cycle checkpoint, focusing on how internal and external signals might affect checkpoint efficiency and transition to the next cell cycle phase.

Assessment Boundaries:
* Assessment should focus on the general functions of major cell cycle checkpoints and their role in regulating the cell cycle. Specific biochemical mechanisms or pathways involved in these checkpoints are beyond the scope.

Common Misconceptions:
* Some may assume the metaphase checkpoint checks for DNA damage, when it actually ensures all chromosomes are correctly attached to the spindle apparatus.
* Students may incorrectly believe that the G2 checkpoint only verifies DNA replication, ignoring the check for cell size as well.
* Students may misinterpret that the G1 checkpoint only assesses cell size, rather than also checking for nutrients, growth factors, and DNA damage.
* Students may think that if a cell passes one checkpoint, it will automatically pass the subsequent checkpoints, not understanding that each stage has distinct criteria to meet.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2360.0
Standard ID: IST-1.D.2
Standard Description: Interactions between cyclins and cyclin-dependent kinases control the cell cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.D.2+1
Standard Description: Describe how interactions between cyclins and cyclin-dependent kinases control the cell cycle.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of cyclin-CDK complexes and describe how these complexes influence cell cycle checkpoints.
* Describe the role of cyclins in regulating the cell cycle by binding to and activating cyclin-dependent kinases (CDKs).
* Explain how the binding of cyclins to CDKs leads to the phosphorylation of target proteins, causing progression through different phases of the cell cycle.

Assessment Boundaries:
* Knowledge of specific cyclin-CdK pairs or growth factors is beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some students might assume that cyclins and cyclin-dependent kinases (CDKs) are present in constant amounts throughout the cell cycle, rather than their levels fluctuating.
* Students may believe that once cyclin-CDK complexes are formed, they are always active, failing to understand the need for additional regulatory mechanisms.
* Students may think that cyclins alone control the cell cycle without the involvement of cyclin-dependent kinases.
* There may be a misconception that any cyclin can pair with any CDK, without recognizing the specificity of cyclin-CDK interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: 2350.0
Standard ID: IST-1.E.1
Standard Description: Disruptions to the cell cycle may result in cancer and/or programmed cell death (apoptosis).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 4
Unit Name: Cell Communication and Cell Cycle
Cluster ID: AP Bio Topic 4.7
Cluster Name: Regulation of Cell Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.E.1+1
Standard Description: Describe how disruptions to the cell cycle may result in cancer and/or programmed cell death.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of cell cycle checkpoints in regulating cell division and preventing disruptions that may lead to cancer or apoptosis.
* Explain the consequences of proto-oncogene mutations and how they may lead to cancer by disrupting normal cell cycle regulation.
* Illustrate the process by which tumor suppressor genes detect damage within cells and either halt the cell cycle or initiate apoptosis.

Assessment Boundaries:
* Explanation of specific mutations, oncogenes, tumor suppressor genes, and detailed molecular mechanisms of cell cycle disruption are beyond the scope of the course.

Common Misconceptions:
* Students may believe that all disruptions to the cell cycle only lead to cancer and not programmed cell death (apoptosis).
* Students may believe that oncogenes (genes that cause cancer) are the only genetic factors involved, disregarding the role of tumor suppressor genes in regulating cell cycle disruptions.
* Students may mistakenly assume that the cell's checkpoints can never fail, hence all cells proceed normally through the cycle without undergoing mutations.
* Students may think that apoptosis and cancer are mutually exclusive outcomes, without understanding that the balance between cell division and death regulates overall cell health.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.1
Cluster Name: Meiosis
Lesson Name: *None specified*
Lesson Order: 2380.0
Standard ID: IST-1.F.1+1
Standard Description: Meiosis results in daughter cells with half the number of chromosomes of the parent cell.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the stages of meiosis that lead to the reduction of chromosome number in the resulting daughter cells using a diagram.
* Explain the role of homologous chromosomes and sister chromatids in achieving the halving of chromosome number during meiosis I and meiosis II.
* Represent the changes in chromosome number mathematically through each stage of meiosis, from the parent cell to the formation of haploid gametes, using a graph or chart (requires mathematical model stimulus).

Assessment Boundaries:
* Students need not understand the detailed molecular mechanisms by which meiosis results in halving chromosome number, such as synapsis and separation of homologous chromosomes in metaphase I. Instead, their understanding should focus on the conceptual explanation of how meiosis contributes to genetic variation and the reduction of chromosome number from diploid to haploid.

Common Misconceptions:
* Students could assume meiosis creates cells identical to the parent cell, failing to recognize the genetic variability introduced by crossing over and independent assortment.
* Students may incorrectly believe that the chromosome number is halved during only one of the two meiotic divisions, not understanding that meiosis I separates homologous chromosomes and meiosis II separates sister chromatids.
* Students might believe that meiosis produces the same number of daughter cells as mitosis, not realizing meiosis creates four unique daughter cells.
* Students might think that meiosis results in diploid gametes instead of haploid gametes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.1
Cluster Name: Meiosis
Lesson Name: *None specified*
Lesson Order: 2390.0
Standard ID: IST-1.F.1+2
Standard Description: Meiosis creates haploid gametes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams or models of meiotic stages to illustrate the formation of haploid cells.
* Describe the process of meiosis and how it results in the formation of haploid gametes.
* Describe the stages of meiosis I and meiosis II, and their roles in halving the chromosome number.
* Explain the role of homologous chromosomes and crossing over in enhancing genetic diversity during meiosis.
* Explain the significance of meiosis in reducing chromosome number by half and its importance in sexual reproduction.

Assessment Boundaries:
* The details of specific meiotic processes (such as crossing over, synapsis, or chiasmata formation) or genetic errors (such as nondisjunction events) should not be assessed. The focus should remain on explaining the general steps and outcomes of meiosis in producing haploid gametes, consistent with the L1 and L2 standards.

Common Misconceptions:
* Some students may incorrectly think that meiosis directly produces zygotes instead of gametes.
* Students may believe that meiosis is identical to mitosis and does not include two rounds of cell division.
* Students may think that meiosis produces diploid gametes instead of haploid gametes.
* Students might assume that all cells produced by meiosis are identical, rather than genetically diverse.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.1
Cluster Name: Meiosis
Lesson Name: *None specified*
Lesson Order: 2400.0
Standard ID: IST-1.F.1+3
Standard Description: Meiosis involves two rounds of cell division, meiosis I and meiosis II.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the processes of meiosis I and meiosis II, detailing the key differences and their biological implications.
* Describe the sequential events of meiosis II, including prophase II, metaphase II, anaphase II, and telophase II, emphasizing the separation of sister chromatids.
* Describe the sequential series of steps in meiosis I, including the specific events that occur during prophase I, metaphase I, anaphase I, and telophase I.
* Explain the significance of homologous chromosome separation during meiosis I and its role in reducing the chromosome number by half.
* Integrate visual aids such as karyotypes to explain chromosomal behaviors during meiosis I and meiosis II, relating these to genetic outcomes in offspring.
* Predict the potential effects of errors occurring in any stage of meiosis I or meiosis II on gamete viability and the inheritance of genetic traits.

Assessment Boundaries:
* Students need to be able to describe the stages and primary purpose of each meiotic division (meiosis I and meiosis II), recognizing that meiosis serves to reduce chromosome number by half and ensure genetic variation through processes like crossing over. Details of molecular mechanisms, proteins involved, and specific variations in meiosis across different species lie beyond the assessment scope.

Common Misconceptions:
* Students may believe meiosis involves only one round of cell division, similar to mitosis.
* Students may not recognize the significance of the sequential steps in meiosis I and meiosis II for ensuring genetic diversity and proper distribution of chromosomes.
* Students may think that meiosis I and meiosis II are identical in purpose and process, not recognizing the distinct roles they play in reducing chromosome number and separating chromatids, respectively.
* Students might assume that chromosome separation happens the same way in both meiosis I and meiosis II, not understanding that homologous chromosomes separate in meiosis I and sister chromatids separate in meiosis II.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.1
Cluster Name: Meiosis
Lesson Name: *None specified*
Lesson Order: 2370.0
Standard ID: IST-1.G.1
Standard Description: Mitosis and meiosis are similar in the way chromosomes segregate but differ in the number of cells produced and the genetic content of the daughter cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.1
Cluster Name: Meiosis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.G.1+1
Standard Description: Describe how mitosis and meiosis are similar in the way chromosomes segregate, but differ in the number of cells produced and the genetic content of the daughter cells.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the number of cells produced by mitosis and meiosis, detailing the differences in the final cell count for each process.
* Describe the similarities in the process of chromosome segregation during mitosis and meiosis, focusing on the alignment and separation of chromosomes.
* Explain how the genetic content of daughter cells differs between mitosis and meiosis, with specific attention to the ploidy level and genetic diversity.

Assessment Boundaries:
* Focus is limited to the basic understanding of chromosome segregation during mitosis and meiosis without detailed analysis of chromosomal structure or genetic content beyond what is necessary for comparison of chromosome segregation and cell outcome.

Common Misconceptions:
* Mitosis and meiosis produce the same number of cells.
* Students may believe that crossing over occurs during mitosis as well as meiosis.
* Students often think that both mitosis and meiosis result in genetically identical cells.
* There is confusion between the phases of meiosis I and meiosis II, leading to the belief that homologous chromosomes separate in meiosis II.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: 2410.0
Standard ID: IST-1.H.1
Standard Description: Separation of the homologous chromosomes in meiosis I ensures that each gamete receives a haploid (1n) set of chromosomes that comprises both maternal and paternal chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.H.1+1
Standard Description: Explain how meiosis I separates homologous chromosomes, resulting in each gamete receiving a mix of maternal and paternal chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to represent the stages of meiosis I and their outcomes, highlighting the separation of homologous chromosomes and the resulting genetic variation.
* Describe the events of meiosis I, focusing on the phases that lead to the separation of homologous chromosomes: prophase I, metaphase I, anaphase I, and telophase I.
* Evaluate the evolutionary significance of meiosis I by comparing gamete diversity from meiosis to that of mitosis.
* Explain the significance of the random alignment of homologous chromosome pairs during metaphase I and how this contributes to genetic diversity.
* Predict the potential outcomes of meiosis I disruptions, such as non-disjunction, on chromosome segregation and the mix of maternal and paternal chromosomes in gametes.
* Provide reasoning to justify how the mechanism of homologous chromosome separation in meiosis I leads to the creation of genetically diverse gametes.

Assessment Boundaries:
* The assessment should focus on explaining the process of separating homologous chromosomes during meiosis I and its role in genetic diversity. Detailed knowledge of specific genetic disorders resulting from nondisjunction, or the biochemical mechanisms behind chromatid exchange, is beyond the scope.

Common Misconceptions:
* Some students may not understand that homologous chromosomes carrying the same genes can have different alleles, leading them to think segregation in meiosis I doesn't create variation.
* Students may assume that meiosis I does not contribute to genetic diversity since they might think only crossing over affects diversity.
* Students may believe that chromosomes in meiosis I separate like they do in mitosis, instead of homologous pairs segregating.
* Students may think that each gamete receives only maternal or only paternal chromosomes rather than a mix.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: 2430.0
Standard ID: IST-1.H.2
Standard Description: During meiosis I, homologous chromatids exchange genetic material via a process called “crossing over” (recombination), which increases genetic diversity among the resultant gametes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.H.2+1
Standard Description: Explain how homologous chromatids exchange material via a process called 'crossing over' during meiosis I.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart that represents the sequence of events during crossing over in meiosis I.
* Describe the process of crossing over during meiosis I.
* Explain how the physical exchange of genetic material occurs between homologous chromatids during prophase I of meiosis I.
* Explain the role of crossing over in the generation of genetic diversity among gametes.
* Illustrate the molecular mechanisms involved in the formation of chiasmata during crossing over.
* Make a scientific claim about the importance of crossing over in evolutionary biology and support it with evidence from meiosis.

Assessment Boundaries:
* Exploration of specific chromosome structures or non-standard genetic situations are outside this substandard's assessment focus.

Common Misconceptions:
* Students may confuse homologous chromosomes with sister chromatids, thinking that sister chromatids undergo crossing over during meiosis I.
* Students might assume that crossing over happens randomly and equally across all regions of the chromatids, rather than occurring at specific points called chiasmata.
* Students might believe that crossing over occurs during mitosis rather than meiosis.
* There can be a misconception that crossing over takes place during meiosis II instead of meiosis I.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: 2420.0
Standard ID: IST-1.H.3+1
Standard Description: Sexual reproduction in eukaryotes includes crossing over and fertilization of gametes. The details of sexual reproduction cycles in various plants and animals are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data on genetic variation from different stages of meiosis and fertilization, highlighting how these processes contribute to genetic diversity.
* Compare and contrast the outcomes of meiosis with and without crossing over on the genetic variation in the resulting gametes.
* Construct a flow chart to represent the sequence of events from meiosis to fertilization and explain how each step contributes to genetic diversity.
* Describe the process of crossing over during meiosis and its role in generating genetic diversity in sexually reproducing eukaryotes.
* Design an experiment to test the effects of inhibiting crossing over on genetic diversity, including hypothesis, methods, and expected outcomes.
* Explain the molecular mechanism of fertilization in eukaryotes and how it contributes to genetic variation.

Assessment Boundaries:
* Details of the specific mechanisms of meiosis such as stages and molecular processes other than crossing over and fertilization are not assessed.

Common Misconceptions:
* Students may believe that crossing over occurs between sister chromatids instead of homologous chromatids .
* Students may misunderstand that crossing over and fertilization are not the primary contributors to genetic diversity .
* Students may think that fertilization produces identical offspring since the gametes come from different parents .
* Students might assume that crossing over only occurs once during meiosis rather than repeatedly throughout the process .

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.2
Cluster Name: Meiosis and Genetic Diversity
Lesson Name: *None specified*
Lesson Order: 2440.0
Standard ID: IST-1.H.3+2
Standard Description: Sexual reproduction serves to increase variation.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of random assortment of chromosomes during metaphase I of meiosis and how it increases genetic variation among offspring.
* Explain how crossing over during meiosis I contributes to genetic diversity by generating new combinations of alleles on chromosomes.
* Explain how fertilization between two gametes adds to genetic variation by combining genetic material from two different parents.
* Predict the genetic outcomes of various gamete combinations resulting from crossing over and random assortment during meiosis, using Punnett squares or other models.

Assessment Boundaries:
* The detailed mechanisms of sexual reproduction cycles in various plants and animals are beyond the scope of the course. Additionally, understanding should focus on gamete formation and fertilization as they relate to genetic variation rather than the specific biological processes in different organisms.

Common Misconceptions:
* Students could assume that all offspring from sexual reproduction are identical to one another because they don’t understand how the processes of meiosis and fertilization lead to unique combinations of alleles in each gamete.
* Students may misunderstand that sexual reproduction only involves the combination of genes from two parents without realizing the significance of crossing over and independent assortment in increasing variation.
* Students may overlook the fact that random fertilization, independent assortment of chromosomes, and crossing over all contribute significantly to genetic variation in sexually reproducing populations.
* Students might believe that genetic variation is solely due to mutations and not recognize the essential roles of meiosis and fertilization in generating variation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2450.0
Standard ID: EVO-2.A.1
Standard Description: DNA and RNA are carriers of genetic information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.A.1+1
Standard Description: Explain how DNA and RNA are carriers of genetic information.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flowchart or diagram representing the central dogma of molecular biology, illustrating the flow of genetic information from DNA to RNA to protein.
* Describe the process of transcription and the role of RNA polymerase in synthesizing mRNA from a DNA template, emphasizing the transfer of genetic information.
* Explain the significance of complementary base pairing in the replication and transcription of DNA and RNA, connecting this to the fidelity of genetic information transfer.
* Explain the structural differences between DNA and RNA and describe how these differences affect their functions as carriers of genetic information.
* Predict the effects of mutations in DNA sequences on the corresponding RNA and protein products, using knowledge of the central dogma of molecular biology.

Assessment Boundaries:
* The biochemical details of DNA and RNA synthesis, as well as the specifics of transcription and translation processes, are beyond the scope of this substandard.

Common Misconceptions:
* Some students may think that only DNA, and not RNA, is used in protein synthesis.
* Students may assume that DNA and RNA have completely different structures and functions instead of recognizing their structural similarities and differences.
* Students may believe that RNA does not play a role in carrying genetic information.
* Students may misconceive that the base pairing rules (A with T and G with C) are the same for both DNA and RNA, not knowing that in RNA, uracil replaces thymine.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2510.0
Standard ID: EVO-2.A.2
Standard Description: Ribosomes are found in all forms of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.A.2+1
Standard Description: Explain that ribosomes are found in all forms of life

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast ribosomes in prokaryotic and eukaryotic cells, highlighting the similarities that support common ancestry.
* Describe the structure and function of ribosomes in all forms of life and explain how their presence supports the concept of common ancestry.
* Explain the process of protein synthesis in ribosomes and discuss its conservation across different organisms.

Assessment Boundaries:
* The assessment should focus on the presence of ribosomes in different life forms without addressing the molecular composition or specific functions of ribosomes across different organisms.

Common Misconceptions:
* Some students might think that ribosomes are specific to animal cells and not present in plant cells.
* Students may believe that only eukaryotic cells contain ribosomes, but prokaryotic cells also have ribosomes.
* There may be a misconception that ribosomes are membrane-bound organelles, whereas they are actually not bound by a membrane.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2460.0
Standard ID: EVO-2.A.3
Standard Description: Major features of the genetic code are shared by all modern living systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.A.3+1
Standard Description: Explain how major features of the genetic code are shared by all current species.

Key Concepts:
*None specified*

Learning Objectives:
* Describe major features of the genetic code and how they are conserved across all species.
* Discuss the evolutionary significance of a shared genetic code in terms of survival and adaptation.
* Explain the implications of shared genetic code features for the concept of universal common ancestry.

Assessment Boundaries:
* Exploration of the exact molecular mechanisms by which the genetic code is expressed and regulated in various organisms is beyond the scope of this substandard.

Common Misconceptions:
* Some students might assume that the genetic code is entirely random and not conserved due to the diversity of life forms on Earth.
* Students may believe that the genetic code is different for various species because each species displays unique physical and behavioral traits.
* Students may think that variations in genetic expression mean that the foundational genetic code itself differs across species.
* There might be a misconception that only higher organisms (like mammals) share a common genetic code, while lower organisms (like bacteria) have a different one.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2520.0
Standard ID: EVO-2.A.4
Standard Description: Core metabolic pathways are conserved across all currently recognized domains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.A.4+1
Standard Description: Explain how core metabolic pathways are conserved across all domains of life.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the location and function of core metabolic pathways within cellular compartments of different domains of life, identifying similarities and differences.
* Explain the importance of glycolysis, the citric acid cycle, and oxidative phosphorylation in cellular respiration and how these processes are preserved across all domains of life.
* Predict the impact of disrupting a core metabolic pathway on cellular function, using evidence from various domains of life.

Assessment Boundaries:
* Details of specific biochemical pathways within core metabolic pathways, such as glycolysis, the Krebs cycle, and oxidative phosphorylation, are beyond the scope of the course.

Common Misconceptions:
* Students may assume that core metabolic pathways were independently developed in different domains of life rather than conserved from a common ancestor.
* Students may believe that the conservation of metabolic pathways such as glycolysis and the Krebs cycle is unique only to complex organisms rather than being present across all domains of life.
* Students may incorrectly assume that core metabolic pathways are identical in all species without acknowledging some variations specific to certain organisms.
* Students might think that variations in metabolism between different organisms mean that core pathways are not conserved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2470.0
Standard ID: IST-1.I.1
Standard Description: Mendel’s laws of segregation and independent assortment can be applied to genes that are on different chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Formulate a scientific claim regarding the inheritance pattern of two traits in a dihybrid cross experiment, relating it to Mendel’s laws of segregation and independent assortment for genes on different chromosomes.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.I.1+1
Standard Description: Explain how Mendel’s laws of segregation and independent assortment can be applied to genes that are on different chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a Punnett square for a dihybrid cross and predict the phenotypic ratios in the offspring.
* Analyze genetic cross data presented in a table to identify specific data points, describe trends, and explain how these support Mendel’s laws of segregation and independent assortment for genes on different chromosomes.
* Describe the Law of Segregation and explain how it results in the separation of alleles during gamete formation.
* Evaluate experimental data involving dihybrid crosses to determine if the results conform to the predicted Mendelian ratios and laws.
* Formulate a scientific claim regarding the inheritance pattern of two traits in a dihybrid cross experiment, relating it to Mendel’s laws of segregation and independent assortment for genes on different chromosomes.
* Illustrate the Law of Independent Assortment using a dihybrid cross, and explain how this law applies to genes on different chromosomes.

Assessment Boundaries:
* The explanation should not include complex genetic mapping or specific examples involving multiple linked genes on the same chromosome. The focus should be on understanding and applying Mendel's laws to genes on different chromosomes, emphasizing the independence of allele segregation during gamete formation.

Common Misconceptions:
* Some students could think that the law of segregation implies that each gamete gets all alleles of a gene rather than just one.
* Students may incorrectly believe that genes on different chromosomes cannot exhibit independent assortment.
* Students might assume that Mendel's law of segregation applies only to genes on the same chromosome.
* There may be a misunderstanding that the independent assortment of genes is restricted to haploid organisms only.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2480.0
Standard ID: IST-1.I.2+1
Standard Description: Rules of probability can be applied to analyze how single-gene traits are passed from parents to offspring.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze pedigree charts to determine the inheritance patterns of single-gene traits, employing both the rules of probability and Mendelian genetics.
* Apply the rules of probability to calculate the likelihood of specific genotypes and phenotypes resulting from a monohybrid cross.
* Construct a claim about the outcome of a genetic cross and support it with evidence and probabilistic reasoning.
* Describe the basic principles of Mendel's laws and how they apply to the inheritance of single-gene traits.
* Evaluate hypotheses related to genetic crosses and inheritance patterns by interpreting experimental data.
* Explain how changes in the genetic makeup during fertilization contribute to genetic variability within a population.
* Explain how the fusion of haploid gametes during fertilization restores diploid chromosome numbers and contributes to genetic variation.
* Utilize Punnett squares and probability equations to predict the outcomes of monohybrid crosses.

Assessment Boundaries:
* Detailed knowledge of complex genetic mapping or multigene interactions is not required. Focus is only on single-gene inheritance and basic probability calculations.

Common Misconceptions:
* Some students may assume that the presence of dominant alleles in a cross guarantees a corresponding phenotype in all offspring, without considering the probabilistic nature of allele segregation and combination.
* Students may incorrectly believe that recessive traits have an equal probability of being expressed as dominant traits, not acknowledging the lower probability due to Mendelian inheritance.
* Students may think that probability rules do not apply to genetic inheritance as precisely as they do to random events, like coin flips.
* Students might misunderstand that the phenotypic ratios observed in offspring will always exactly match Mendelian ratios, not understanding the concept of probability and its application to genetics.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2490.0
Standard ID: IST-1.I.2+2
Standard Description: Use data from the parental phenotype/genotype to predict the offspring of a dihybrid cross.

Key Concepts:
*None specified*

Learning Objectives:
* Deduce the parental genotypes from a given set of offspring phenotypes for a dihybrid cross, then predict expected proportions of future offspring.
* Explain how independent assortment contributes to genetic variation observed in the offspring from a dihybrid cross.
* Interpret Punnett squares for dihybrid crosses to describe expected genotypic combinations in the offspring.
* Use the rules of probability to calculate the expected phenotypic ratio of offspring from a dihybrid cross using given parental genotypes.

Assessment Boundaries:
* Focus on making predictions about offspring using Punnett squares and probability rules for dihybrid crosses without manual derivation of linked genes or sex-linked traits.

Common Misconceptions:
* Some students believe that the traits must blend, rather than being inherited independently, which mixes Mendel's principles with the idea of incomplete dominance.
* Students may incorrectly assume that a dihybrid cross always results in four phenotypes that occur in equal proportions.
* Students may think the 9:3:3:1 ratio always applies, even if the genes involved are not independently assorted.
* Students often confuse the phenotype and genotype ratios for a dihybrid cross, leading to incorrect calculations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2500.0
Standard ID: IST-1.I.2+3
Standard Description: Use data from the phenotypes/genotypes of parents and their progeny to determine if two or more genes are linked.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2530.0
Standard ID: IST-1.I.2+4
Standard Description: Fertilization fuses two haploid gametes, restoring the diploid number of chromosomes in the zygote.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which fertilization fuses two haploid gametes to form a diploid zygote, including the cellular mechanisms involved.
* Evaluate how changes or errors during fertilization and the early stages of zygotic development might impact the genetic composition of the resulting organism.
* Explain how the restoration of the diploid number in the zygote contributes to genetic variation in populations.
* Represent the stages of fertilization and the early development of the zygote using diagrams or flow charts, emphasizing the transition from haploid to diploid.

Assessment Boundaries:
* Details of the meiotic process and genetic variation mechanisms beyond basic fertilization concepts are not necessary.

Common Misconceptions:
* Students may assume that the diploid number of chromosomes is not restored in the zygote after the fusion of gametes.
* Students may believe that during fertilization, two diploid gametes fuse rather than two haploid gametes.
* Students may think that fertilization decreases genetic variation rather than increasing it by creating new combinations of alleles.
* Students might incorrectly believe that fertilization involves only one gamete instead of the fusion of two gametes to form a zygote.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2540.0
Standard ID: IST-1.I.2+5
Standard Description: Use data from the parental phenotype/genotype to predict the offspring of a monohybrid cross.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and interpret pedigree charts to trace the inheritance of single-gene traits, by interpreting data from pedigree charts to identify patterns of inheritance and predict the genotypes and phenotypes of offspring.
* Calculate the probabilities of genotypic and phenotypic ratios in offspring using Mendel's laws, by applying the Rules of Probability to determine the expected genotypic and phenotypic ratios from a monohybrid cross.
* Construct a Punnett square to model the inheritance of traits by using a Punnett square to represent the process of inheritance in a monohybrid cross, including the segregation of alleles during gamete formation.
* Describe the relationship between alleles, genotypes, and phenotypes by explaining the principles behind dominant and recessive alleles and how they determine an organism's phenotype from its genotype.
* Illustrate the concept of homozygosity and heterozygosity in a monohybrid cross by differentiating between homozygous and heterozygous genotypes and relating these to resulting phenotypes.
* Predict offspring genotypes from given parental genotypes for a monohybrid cross by developing a Punnett square to predict the probable genotypes and phenotypes of offspring from known parental genotypes.

Assessment Boundaries:
* Limit the assessment to predicting the offspring genotypes and phenotypes of a monohybrid cross using data from parent phenotypes and genotypes. Calculations should involve applying basic probability rules to predict inheritance patterns without delving into advanced or non-Mendelian genetics.

Common Misconceptions:
* Students may incorrectly think that the phenotype ratio for a monohybrid cross of two heterozygotes is 1:1, not 3:1.
* Students may mistakenly believe that heterozygous individuals always express a blend of traits rather than the dominant trait.
* Students might assume that each parent passes on a mixed combination of alleles rather than one complete allele from each gene.
* Students might confuse genotype and phenotype ratios, thinking the genotype ratio for a monohybrid cross of two heterozygotes is 3:1 instead of 1:2:1.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2550.0
Standard ID: IST-1.I.2+6
Standard Description: Use data from the phenotypes/genotypes of parents and their progeny to determine if a trait is sex-linked or autosomal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and interpret pedigree charts to determine whether a given trait is sex-linked or autosomal by identifying key inheritance patterns.
* Construct a Punnett square for a given scenario to predict the inheritance of a sex-linked trait, distinguishing it from autosomal inheritance patterns.
* Describe the process by which sex-linked traits are inherited, highlighting the differences from autosomal inheritance patterns.
* Explain how to use phenotypic data from multiple generations to determine if a trait is likely sex-linked or autosomal, incorporating principles of probability.
* Interpret various types of genetic data representations, such as bar charts or histograms, to identify patterns in the inheritance of sex-linked and autosomal traits.

Assessment Boundaries:
* Analysis should be limited to using phenotypic and genotypic data to predict Mendelian inheritance patterns. Students are not expected to delve into molecular genetic techniques or non-classical inheritance patterns such as epigenetics or genomic imprinting.

Common Misconceptions:
* Students may believe that all traits that show different phenotypes in males and females are sex-linked, without considering other factors like hormones or autosomal interactions.
* Students may confuse a trait being sex-linked with being exclusively expressed in one sex, rather than understanding that carriers of sex-linked traits can exhibit a variety of phenotypes.
* Students might think that sex-linked traits cannot be passed from father to son, ignoring the fact that Y-linked traits can be inherited in this way, unlike X-linked traits.
* There may be a misconception that autosomal traits cannot have differences between males and females, not recognizing examples such as height differences and other phenotypic expressions influenced by autosomal genes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.3
Cluster Name: Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2560.0
Standard ID: IST-1.I.2+7
Standard Description: Use data from the phenotypes/genotypes of parents and their progeny to determine if incomplete dominance or codominance applies.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of fertilization and how it restores the diploid number of chromosomes, incorporating the concept of allele combination.
* Differentiate between incomplete dominance and codominance by examining the phenotypic and genotypic data of parents and their progeny.
* Explain how the rules of probability can predict the inheritance patterns of single-gene traits from parent to offspring using given genotypic and phenotypic data.
* Use Punnett squares to explain the outcomes of genetic crosses involving incomplete dominance or codominance.

Assessment Boundaries:
* Assessment should focus on analyzing phenotypic and genotypic data to determine instances of incomplete dominance and codominance. It should not include detailed calculations of probabilities based on these types of inheritance, nor should it cover complex genetic scenarios involving multiple alleles or interactions beyond simple incomplete dominance and codominance.

Common Misconceptions:
* Some students may misinterpret codominance as partial expression of both alleles, instead of both being fully expressed simultaneously.
* Students may assume that the phenotypic ratio in F2 generation for incomplete dominance or codominance is the same as the Mendelian ratio, not accounting for the blending or full expression of traits.
* Students may think incomplete dominance and codominance are the same, failing to differentiate between their distinct inheritance patterns.
* Students often mistakenly believe that in incomplete dominance, one allele completely masks the other rather than blending their effects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2570.0
Standard ID: IST-1.J.1+1
Standard Description: Patterns of inheritance that do not follow ratios predicted by Mendel’s laws can studied via quantitative analysis.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the calculation of map distances between genetically linked genes diverges from the predictions made by Mendel’s laws.
* Identify patterns of genetic linkage using quantitative data and explain how these patterns deviate from Mendelian inheritance ratios.
* Interpret graphical representations of phenotypic ratios that deviate from predicted Mendelian ratios and explain the underlying genetic principles.

Assessment Boundaries:
* Calculations involving chi-square tests should be limited to analyzing the significance of deviations from expected Mendelian ratios. Understanding the probability of linked genes segregating together to compute map distances is encouraged; however, determining map distances through complex statistical methods beyond chi-square analysis is not required.

Common Misconceptions:
* Students may believe that all traits strictly follow Mendelian ratios, not recognizing exceptions such as linked genes or polygenic inheritance.
* Students may misunderstand the role of quantitative analysis in genetics, thinking it is not necessary to study inheritance patterns that deviate from Mendel's laws.
* Students might think that traits not following Mendelian inheritance cannot be predicted or analyzed, failing to see the importance of statistical tools.
* Students often think that deviations from Mendelian ratios always indicate error or mutation, rather than understanding natural genetic linkages or interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2580.0
Standard ID: IST-1.J.1+2
Standard Description: The probability that linked genes will segregate as a unit can be used to calculate the distance between them. Assess computationally using Map Units.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate map units using data from genetic crosses, utilizing the formula: Recombination frequency (%) = Map distance (in centimorgans or map units).
* Describe recombination frequency, explaining how it is determined by the percentage of recombinant offspring and what this frequency indicates about the physical distance between genes on a chromosome.
* Explain how crossover frequency between genes can be affected by factors such as chromosome structure and environment, relating these effects back to genetic map distances.
* Explain how genetic mapping is used in research for locating genes associated with diseases or traits.
* Explain the concept of genetic linkage, describing how genes that are close to each other on the same chromosome tend to be inherited together, violating Mendel's law of independent assortment.
* Perform chi-square tests to compare observed offspring ratios with expected ratios under the assumption of independent assortment, and interpret the results to confirm genetic linkage.
* Predict the outcomes of genetic crosses involving linked genes using known map distances and probability rules, assessing how often linkage modifies expected Mendelian ratios.

Assessment Boundaries:
* Limit assessment to calculations of map distances using given recombination frequencies in simple linked gene scenarios. Multi-gene complexities and interactions beyond two linked genes should not be tested.

Common Misconceptions:
* Some students may assume that high recombination frequencies indicate very close gene proximity, rather than understanding that high frequencies indicate greater distances between genes.
* Students may believe that linked genes always segregate together without any recombination events.
* Students may incorrectly believe that all genes on the same chromosome are considered linked, regardless of their physical distance and recombination potential.
* Students might think that the map distance between genes is a physical distance measurable in micrometers, rather than a statistical value representing recombination frequency.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2620.0
Standard ID: IST-1.J.1+3
Standard Description: Genes that are close to one another on the same chromosome may be linked.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze genetic linkage maps to determine the relative positions of genes on a chromosome.
* Describe the concept of genetic linkage.
* Discuss the evolutionary implications of genetic linkage.
* Explain the impact of genetic linkage on the inheritance patterns of traits.
* Predict the phenotypic outcomes of crosses involving linked genes.

Assessment Boundaries:
* Students should not be required to memorize specific genetic maps or the linkage of genes of non-model organisms. The focus should be on explaining the concept of genetic linkage and how linked genes deviate from independent assortment when calculating expected phenotypic ratios. Calculations should be limited to basic probability and determining potential recombination frequencies. The use of real-world examples can be limited to general scenarios illustrating linkages like those observed in model organisms (e.g., Drosophila).

Common Misconceptions:
* Students may incorrectly think that genes close to each other on the same chromosome never assort independently, failing to grasp that crossing over can occur, though less frequently.
* Students may misunderstand that genes on the same chromosome will always be inherited together, not recognizing the possibility of crossing over.
* Students might assume that linkage means that the traits associated with linked genes will always appear in the same combination in offspring, neglecting the role of crossing over in generating new allele combinations.
* Students might believe that the physical distance between genes on a chromosome has no effect on their likelihood of being inherited together, missing the concept of genetic linkage and recombination frequency.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2590.0
Standard ID: IST-1.J.2+1
Standard Description: Predict the pattern of inheritance by using data presented in a pedigree.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from pedigrees to determine the inheritance pattern of sex-linked traits, describing the evidence that supports your conclusions.
* Construct a pedigree chart based on given data about phenotypic traits within a family, accurately depicting the inheritance pattern of sex-linked traits.
* Evaluate a hypothesis about the inheritance pattern of a sex-linked trait using data from a pedigree to support or refute the hypothesis.
* Interpret a visual representation of a pedigree and explain how it illustrates the inheritance pattern of sex-linked traits, relating it to broader principles of genetics.
* Predict the phenotypes of offspring based on the genotypes of parents provided in a pedigree, explaining the steps taken to arrive at the prediction.
* Use a pedigree diagram to analyze sex-linked inheritance patterns, explaining the relationship between the presence of an allele on a sex chromosome and the phenotypes of offspring across generations.

Assessment Boundaries:
* Analysis of complex pedigree charts involving multiple generations beyond simple three-generation charts is beyond the scope. Students should focus on predicting single-gene, sex-linked trait patterns.

Common Misconceptions:
* Students may assume that males and females have the same probability of inheriting sex-linked traits, not recognizing male susceptibility to X-linked recessive disorders.
* Students may believe that all traits follow Mendelian inheritance patterns and ignore other patterns such as sex-linkage.
* Students might think that sex-linked traits are only carried on the Y chromosome, neglecting the X chromosome's role in sex-linked inheritance.
* Students might wrongly identify autosomal traits as sex-linked traits in pedigrees due to misunderstanding inheritance patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2630.0
Standard ID: IST-1.J.2+2
Standard Description: Traits determined by genes on sex chromosomes are known as sex-linked traits.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the characteristics of sex-linked traits and their inheritance patterns.
* Explain how the inheritance of sex-linked traits differs from autosomal traits.
* Illustrate and interpret visual representations of sex-linked traits in pedigrees.
* Predict the genotypes and phenotypes of offspring based on the inheritance of sex-linked traits.

Assessment Boundaries:
* An understanding of specific examples of sex-linked traits, beyond a basic conceptual explanation, should not be required. The focus should be on the general understanding that sex-linked traits are determined by genes located on sex chromosomes, particularly emphasizing X-linked inheritance patterns typically found in mammals.

Common Misconceptions:
* Students may assume that all sex-linked traits are dominant, not realizing that sex-linked traits can be either dominant or recessive.
* Students may believe that sex-linked traits are only found on the X chromosome and overlook that the Y chromosome can also carry genes that determine sex-linked traits.
* Students may confuse sex-linked traits with autosomal traits, believing that both are inherited in the same manner.
* Students may think that if a trait is sex-linked, it can only be inherited through the mother or the father, not understanding that sex-linked traits can be passed down through either parent, depending on the chromosome they are carried on.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2640.0
Standard ID: IST-1.J.3
Standard Description: Many traits are the product of multiple genes and/or physiological processes acting in combination; these traits therefore do not segregate in Mendelian patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.J.3+1
Standard Description: Explain how many traits are the product of multiple genes and/or physiological processes acting in combination, and therefore do not follow Mendelian patterns.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the concept of genetic loci and how multiple loci interacting can influence a single phenotypic trait.
* Explain how polygenic inheritance contributes to the continuous variation of traits and why these traits do not follow Mendelian ratios.
* Interpret graphical data that shows the distribution of a polygenic trait in a population, explaining how this distribution differs from Mendelian inheritance.

Assessment Boundaries:
* Students are expected to understand that traits resulting from multiple genes or physiological processes do not exhibit simple Mendelian patterns of inheritance and should be able to explain this concept qualitatively. Quantitative genetics, such as calculating polygenic inheritance involving many genes, is beyond the scope of the course.

Common Misconceptions:
* Many students assume that traits governed by multiple genes will show clear, predictable patterns in offspring, similar to single-gene traits.
* Some students may incorrectly think that physiological processes do not influence the inheritance patterns of traits.
* Students often misunderstand that traits influenced by multiple genes will segregate according to Mendel's predicted ratios, rather than in more complex patterns.
* There is a common misconception that polygenic traits follow simple dominant-recessive inheritance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2600.0
Standard ID: IST-1.J.4+1
Standard Description: Some traits result from non-nuclear inheritance.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the patterns of maternal inheritance.
* Explain the evolutionary significance of non-nuclear inheritance.
* Explain the mechanism of non-nuclear inheritance.
* Interpret genetic data on non-nuclear inheritance using visual aids.
* Predict outcomes of non-nuclear inheritance.

Assessment Boundaries:
* Limit the scope to explaining the random assortment of chloroplasts and mitochondria to gametes and daughter cells in the context of non-Mendelian inheritance patterns. Students are expected to explain the maternal inheritance patterns associated with mitochondrial and chloroplast DNA but are not required to know detailed biochemical pathways or the complexities of the genetic sequences within mitochondrial and chloroplast DNA.

Common Misconceptions:
* Students may believe that mitochondrial and chloroplast inheritance follows Mendel's laws, not recognizing that they are maternally inherited and do not involve Mendelian segregation and independent assortment.
* Students may incorrectly assume that both egg and sperm equally contribute cytoplasmic genes during fertilization, rather than understanding that only the egg contributes mitochondria and chloroplasts.
* Students may mistakenly think that all traits are inherited through the nucleus and do not understand that some traits are inherited through mitochondria and chloroplasts.
* Students might think that chloroplasts and mitochondria are distributed to daughter cells as a result of the same mechanisms that govern nuclear DNA segregation, not recognizing the random assortment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2610.0
Standard ID: IST-1.J.4+2
Standard Description: In animals, mitochondrial DNA is maternally inherited via the egg.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which mitochondrial DNA is inherited maternally via the egg, including key steps and mechanisms involved.
* Discuss the implications of maternal inheritance of mitochondrial DNA on genetic disease transmission and evolutionary studies.
* Explain how the maternal inheritance of mitochondrial DNA differs from nuclear DNA inheritance, focusing on the genetic and cellular processes involved.

Assessment Boundaries:
* Scope is limited to explaining the maternal inheritance of mitochondrial DNA without the requirement to identify or analyze the influence of specific mitochondrial genes on phenotypes.

Common Misconceptions:
* Students could assume that Mendelian inheritance rules apply to mitochondrial DNA without exception.
* Students may believe that mitochondrial DNA is inherited from both parents, rather than just the mother.
* Students might misunderstand that mitochondrial DNA inheritance has no significant impact on the traits of offspring.
* Students might think that mitochondrial DNA can be inherited via the sperm during fertilization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2650.0
Standard ID: IST-1.J.4+3
Standard Description: Chloroplasts and mitochondria are randomly assorted to gametes and daughter cells.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the inheritance of nuclear genes with the inheritance of mitochondrial and chloroplast genes, focusing on the implications of random assortment on genetic diversity.
* Describe the process by which chloroplasts and mitochondria are inherited during gamete formation and cell division, emphasizing the non-Mendelian nature of their inheritance.
* Explain the mechanisms of random assortment of chloroplasts and mitochondria during meiosis and mitosis, and how these processes differ from the segregation of nuclear chromosomes.
* Propose a hypothesis on the evolutionary advantage of the random assortment of chloroplasts and mitochondria and design a follow-up experiment to test this hypothesis.

Assessment Boundaries:
* The specific mechanisms by which chloroplasts and mitochondria are assorted during cell division, such as specific molecular pathways or proteins involved, should not be included in the assessment. Focus on the concept that these organelles are inherited maternally and do not follow Mendelian genetics.

Common Misconceptions:
* Some students might incorrectly believe that paternal mitochondria or chloroplasts are involved in the random assortment to gametes.
* Students could assume that maternal inheritance of mitochondria and chloroplasts strictly follows Mendelian ratios.
* Students may mistakenly believe that chloroplasts and mitochondria segregate like nuclear chromosomes during meiosis.
* Students might incorrectly think that the assortment of chloroplasts and mitochondria is influenced by recombination events like nuclear DNA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.4
Cluster Name: Non-Mendelian Genetics
Lesson Name: *None specified*
Lesson Order: 2660.0
Standard ID: IST-1.J.4+4
Standard Description: In plants, mitochondria and chloroplasts are transmitted in the ovule and not in the pollen, so mitochondria-determined and chloroplast-determined traits are maternally inherited.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram showing the inheritance patterns of mitochondrial and chloroplast traits in plants, explaining how these patterns support the concept of maternal inheritance.
* Describe the process by which mitochondria and chloroplasts are transmitted in the ovule in plants, emphasizing the maternal inheritance pattern.
* Explain the implications of mitochondrial and chloroplast inheritance on plant phenotype variation, given that these organelles are only transmitted through the ovule and not pollen.
* Predict the phenotypic outcome in plant progeny based on the known maternal transmission of mitochondria and chloroplasts, providing reasoning by connecting the inheritance pattern to biological principles.

Assessment Boundaries:
* The details of the mechanisms by which mitochondria and chloroplasts are specifically targeted to the ovule versus pollen at the molecular level are not required.

Common Misconceptions:
* Students may believe that both mitochondria and chloroplasts are inherited through the pollen in plants.
* Students might assume that traits determined by mitochondrial and chloroplast DNA in plants follow Mendelian inheritance patterns.
* Students might be confused and believe that mitochondrial inheritance does not differ between plants and animals.
* Students might incorrectly think that mitochondria in plants can be inherited through pollen as well as the ovule.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.5
Cluster Name: Environmental Effects on Phenotype
Lesson Name: *None specified*
Lesson Order: 2670.0
Standard ID: SYI-3.B.1
Standard Description: Environmental factors influence gene expression and can lead to phenotypic plasticity. Phenotypic plasticity occurs when individuals with the same genotype exhibit different phenotypes in different environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.5
Cluster Name: Environmental Effects on Phenotype
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.B.1+1
Standard Description: Explain how environmental factors influence gene expression and can lead to phenotypic plasticity.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mechanisms through which gene regulation can result in phenotypic plasticity, including histone acetylation, DNA methylation, and RNA interference.
* Evaluate scientific claims about the role of epigenetic modifications in phenotypic plasticity by connecting evidence to larger biological theories.
* Explain how environmental factors like temperature, light, nutrient availability can influence gene expression and thus lead to phenotypic changes.
* Interpret visual data on phenotypic changes in organisms with identical genotypes grown in varying environmental conditions.
* Predict outcomes of specific environmental changes on gene expression and resultant phenotypes, supported by scientific reasoning.

Assessment Boundaries:
* Limit the assessment to understanding that environmental factors such as temperature, availability of resources, and pH can alter gene expression levels, leading to different phenotypes from the same genotype. Do not require students to detail molecular mechanisms by which these factors interact with genetic expression pathways.

Common Misconceptions:
* Students may assume that phenotypic changes in response to the environment are the result of genetic mutations rather than changes in gene expression.
* Students may believe that gene expression is solely determined by DNA sequence and unaffected by environmental factors.
* Students may think that all individuals with the same genotype will always display the same phenotype regardless of environmental conditions.
* Students might misunderstand phenotypic plasticity as being a permanent and irreversible change in phenotype due to environmental factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: 2700.0
Standard ID: SYI-3.C.1
Standard Description: Segregation, independent assortment of chromosomes, and fertilization result in genetic variation in populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.C.1+1
Standard Description: Identify the differences between how segregation, independent assortment of chromosomes, and fertilization each result in genetic variation in populations.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of chromosomal segregation in meiosis and how it contributes to genetic variation in populations.
* Explain the mechanism of independent assortment of chromosomes during meiosis and its impact on genetic diversity.
* Illustrate through diagrams how fertilization leads to genetic variation by combining alleles from two different parents.
* Predict outcomes of genetic variation by modeling the effects of segregation, independent assortment, and fertilization on allele combinations in a population.

Assessment Boundaries:
* Exclude detailed genetic calculations and predictions based on specific allele frequencies or recombination frequencies. Instead, focus assessment on the conceptual understanding and identification of how these mechanisms contribute individually to genetic variation in the context of meiosis and fertilization.

Common Misconceptions:
* Many students misunderstand that independent assortment only occurs during meiosis I instead of in both meiosis I and meiosis II.
* Students may believe that segregation, independent assortment, and fertilization are all the same process rather than distinct mechanisms.
* Students often think that fertilization itself creates new alleles, rather than combining existing alleles in new ways.
* There is a common misconception that segregation and independent assortment do not contribute to genetic variation in a single individual, but only in populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: 2680.0
Standard ID: SYI-3.C.2
Standard Description: The chromosomal basis of inheritance provides an understanding of the pattern of transmission of genes from parent to offspring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.C.2+1
Standard Description: Explain how the chromosomal basis of inheritance accounts for the transmission of genes from parent to offspring.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how crossing over and independent assortment during meiosis result in a new combination of alleles.
* Analyze patterns of autosomal and sex-linked inheritance by using gene mapping techniques.
* Describe Mendel’s Laws of Inheritance and their genetic implications.
* Describe the role of random fertilization in contributing to the genetic diversity of offspring.
* Evaluate how chromosomal anomalies, like nondisjunction, affect the inheritance patterns and result in disorders.
* Explain how processes of meiosis contribute to genetic variation.
* Explain the significance of genetic linkage and recombination frequencies in determining the transmission of genes.

Assessment Boundaries:
* The naming and identification of specific genetic disorders are beyond the scope of the course.

Common Misconceptions:
* Some students may believe that each trait is determined by a single gene, ignoring polygenic inheritance.
* Students may misunderstand that crossing over occurs in mitosis instead of meiosis.
* Students might think that genes are transmitted independently of chromosomes.
* There can be confusion between the roles of meiosis and mitosis in the transmission of genetic material from parent to offspring.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: 2690.0
Standard ID: SYI-3.C.3+1
Standard Description: Certain human genetic disorders can be attributed to a specific chromosomal change, such as nondisjunction.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data on the prevalence of genetic disorders caused by nondisjunction and explain potential factors that may influence these statistics.
* Describe the process of nondisjunction and how it leads to chromosomal abnormalities in humans.
* Evaluate different experimental approaches used to study nondisjunction and its effects on human genetics, providing reasoning for their effectiveness.
* Explain the role of nondisjunction in the development of certain human genetic disorders, emphasizing the mechanisms involved.

Assessment Boundaries:
* Assessment boundaries for teaching and testing should not include the detailed mechanisms or processes that occur during nondisjunction, such as the molecular causes or repair mechanisms. Focus should remain on the broader outcomes of nondisjunction events, like Trisomy 21 or Turner syndrome, and how these chromosomal changes can lead to specific genetic disorders.

Common Misconceptions:
* Students may assume that nondisjunction can only occur in autosomes and not in sex chromosomes.
* Students may believe nondisjunction occurs during mitosis rather than meiosis.
* Students may confuse nondisjunction with other chromosomal mutations like deletions or inversions.
* Students may think that nondisjunction always leads to viable offspring.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 5
Unit Name: Heredity
Cluster ID: AP Bio Topic 5.6
Cluster Name: Chromosomal Inheritance
Lesson Name: *None specified*
Lesson Order: 2710.0
Standard ID: SYI-3.C.3+2
Standard Description: Certain human genetic disorders can be attributed to the inheritance of a single mutation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations like pedigrees or Punnett squares showing the inheritance of a single mutation, explaining the expected ratios and probabilities of offspring inheriting the disorder.
* Construct a scientific claim about the genetic basis of a human disorder resulting from a single mutation, and support this claim with evidence from studies or genetic data, providing reasoning that connects this evidence to evolutionary or cellular theories.
* Describe the inheritance pattern of a single mutation leading to a specific human genetic disorder, such as autosomal recessive or autosomal dominant inheritance.
* Design an experiment to test the effects of a specific single-gene mutation on an organism, identifying appropriate controls, and justifying the choice of controls.
* Explain how understanding single-gene mutations and their inheritance can lead to advances in medical treatments or genetic counseling.
* Explain the mechanism by which a single mutated allele can disrupt normal cellular function and cause a genetic disorder, including how these mutations affect protein synthesis or function.
* Interpret diagrams that show the molecular or cellular consequences of specific single-gene mutations, relating these mutations to phenotypic outcomes.
* Predict the effects of a specific single-gene mutation on a biochemical pathway or cellular process, based on understanding genetic principles and data interpretation.

Assessment Boundaries:
* The identification of specific genetic mutations linked to disorders is beyond the scope of the course.

Common Misconceptions:
* Some students believe that visible symptoms always appear with a single mutation, ignoring cases where carriers do not exhibit any symptoms.
* Students may think that all human genetic disorders require multiple inherited mutations, overlooking that a single mutation can be responsible.
* Students might incorrectly believe that a single mutation affects multiple genes, not understanding that some disorders are caused by a mutation in just one gene.
* There may be confusion that a single mutation must occur in a dominant gene to cause a disorder, not realizing that recessive genes can also carry mutations leading to genetic disorders.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2770.0
Standard ID: IST-1.K.1
Standard Description: DNA, and in some cases RNA, is the primary source of heritable information.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.K.1+1
Standard Description: Describe how DNA and RNA are the primary sources of heritable information

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the functions of DNA and RNA in the context of heredity and protein synthesis, relating these functions to broader biological principles.
* Describe the molecular components and structures of DNA and RNA, emphasizing their roles as carriers of genetic information.
* Evaluate the outcomes of genetic experiments such as those by Hershey and Chase, Griffith, and Avery, MacLeod, and McCarty, and explain how these experiments contributed to understanding DNA as the hereditary material.
* Explain the significance of complementary base pairing in DNA replication and RNA transcription processes, connecting these mechanisms to the transfer of heritable information.
* Illustrate the central dogma of molecular biology (DNA → RNA → Protein) using diagrams or models, detailing the steps in transcription and translation.

Assessment Boundaries:
* Students are not required to know specific processes such as replication, transcription, and translation to demonstrate how DNA and RNA are sources of heritable information. The focus should be on the conceptual understanding that DNA and RNA are responsible for the storage and transmission of genetic information.

Common Misconceptions:
* Learners may incorrectly think that all organisms store genetic information in DNA, not understanding that some viruses use RNA as their genetic material.
* Some might believe that proteins, rather than nucleic acids, are the primary carriers of genetic information because of historical misconceptions and the various roles proteins play in cellular functions.
* Students may think RNA is not heritable at all since it is often depicted as a transcript of DNA rather than a molecule that can store and transmit genetic information independently.
* Students might assume that all DNA and RNA serve the same functions, not recognizing the distinct roles and types of each (e.g., mRNA, tRNA, rRNA).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2720.0
Standard ID: IST-1.K.2+1
Standard Description: Genetic information is transmitted from one generation to the next through DNA or RNA.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the differences in chromosome structure between prokaryotic and eukaryotic organisms and explain their significance in genetic inheritance.
* Describe the molecular structure of DNA and RNA, including the types of bonds and base pairing rules involved.
* Explain the central dogma of molecular biology and outline how genetic information flows from DNA to RNA to protein.
* Explain the process of DNA replication, highlighting the role of enzymes and the antiparallel nature of DNA strands.

Assessment Boundaries:
* The assessment of genetic information transmission will not require students to delve into the molecular mechanisms underlying processes such as DNA replication, transcription, and translation steps in detail. Instead, focus should remain on understanding how DNA and RNA serve as the means of preserving and transmitting genetic information across generations.

Common Misconceptions:
* Students may believe that the structure of DNA is irrelevant to its function in hereditary information transmission.
* Students may think that RNA never serves as a hereditary molecule and only plays a role in protein synthesis.
* Students may think that genetic information is not always passed through DNA or RNA and might include proteins or carbohydrates.
* Students might assume that both prokaryotic and eukaryotic organisms have the same type of chromosomes, disregarding the circular chromosomes in prokaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2730.0
Standard ID: IST-1.K.2+2
Standard Description: In eukaryotes, genetic information is stored in and passed to subsequent generations via DNA.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the genomic structures of eukaryotes and prokaryotes, emphasizing differences in chromosome number and structure
* Describe how DNA is packaged into chromosomes in eukaryotes, including the roles of histones and nucleosomes
* Describe the double-helix structure of DNA, including the role of nucleotides, base pairing, and the sugar-phosphate backbone
* Describe the function of telomeres in protecting chromosome ends and ensuring complete replication, and interpret how telomere length relates to cell division and aging
* Evaluate experimental evidence such as the Hershey-Chase or Avery-MacLeod-McCarty experiments that demonstrated DNA as the molecule of heredity
* Explain the semiconservative model of DNA replication and its implications for genetic fidelity and inheritance
* Explain the steps of DNA replication, including the role of enzymes such as helicase, DNA polymerase, primase, and ligase

Assessment Boundaries:
* The details of chromatin structure and packaging in eukaryotic cells are beyond the scope of the AP Biology exam.

Common Misconceptions:
* Students may believe that eukaryotic genetic information is stored and transmitted through both DNA and RNA, not understanding that RNA functions primarily as an intermediary.
* Students may misconceive that only certain eukaryotic cells contain DNA within a nucleus, failing to understand that all eukaryotic cells (except red blood cells and similar exceptions) have a nucleus containing DNA.
* Students may think that only somatic cells (body cells) contain genetic information relevant for inheritance, rather than understanding that only germ cells (sperm and egg) pass genetic information to the next generation.
* Students might assume that the structure of DNA in eukaryotes is always in a simple, non-complex form, not recognizing the complex organization into chromosomes and the role of histones and other proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2780.0
Standard ID: IST-1.K.2+3
Standard Description: In special cases, genetic information is stored in and passed to subsequent generations via RNA.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular structure of RNA and its role in storing genetic information, highlighting the differences from DNA.
* Explain the process by which RNA is used to transmit genetic information to the next generation in specific organisms.
* Predict the effects of mutations in RNA sequences on hereditary information transfer to the next generation, providing reasoning based on biological principles.
* Propose new investigations to further explore how RNA can store and transmit genetic information, justifying the rationale based on current scientific understanding.
* Represent the flow of genetic information from RNA to offspring in diagrams or flow charts, explaining the key steps involved.

Assessment Boundaries:
* The assessment for this substandard should be limited to understanding that genetic information can be stored and transmitted via RNA in some viruses, particularly focusing on retroviruses and the role of RNA as a genetic material, without requiring specific knowledge of the detailed mechanisms of RNA replication or the molecular components involved in the reverse transcription process.

Common Misconceptions:
* Students may incorrectly assume that the process and structure of RNA transmission are the same as those for DNA.
* Students may think that only DNA can store and transmit genetic information across generations, ignoring the role of RNA in some special cases.
* There might be a misunderstanding that RNA is just an intermediary in protein synthesis and not capable of storing or transmitting genetic information independently.
* There might be confusion that RNA transmission of genetic information is common across all organisms when it is actually a special case.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2790.0
Standard ID: IST-1.K.2+4
Standard Description: Prokaryotic organisms typically have one circular chromosome, while eukaryotic organisms typically have multiple linear chromosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the replication processes of circular chromosomes in prokaryotes and linear chromosomes in eukaryotes, focusing on how chromosome shape influences replication mechanisms.
* Describe the structural differences between prokaryotic and eukaryotic chromosomes, emphasizing the typical circular nature of prokaryotic chromosomes and the linear nature of eukaryotic chromosomes.
* Explain why prokaryotic organisms usually have only one circular chromosome, while eukaryotic organisms have multiple linear chromosomes, and relate these differences to their respective cellular processes.

Assessment Boundaries:
* The detailed molecular structure of chromosomes, including histones or nucleosomes, is beyond the assessment scope.

Common Misconceptions:
* Some students may assume that the term 'chromosome' only refers to the form found in eukaryotes, not realizing that prokaryotes have a simpler circular form of chromosome.
* Students may believe that all organisms, both prokaryotic and eukaryotic, have the same type of chromosomes.
* Students might think that eukaryotic organisms can have circular chromosomes, not just multiple linear chromosomes.
* There might be a misunderstanding that prokaryotic organisms can sometimes have multiple chromosomes, rather than typically having one circular chromosome.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2740.0
Standard ID: IST-1.K.3
Standard Description: Prokaryotes and eukaryotes can contain plasmids, which are small extra-chromosomal, double-stranded, circular DNA molecules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.K.3+1
Standard Description: Describe how prokaryotes and eukaryotes can contain plasmids.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the structure and function of plasmids in prokaryotic and eukaryotic cells.
* Describe the presence and structure of plasmids in eukaryotes, including their physical characteristics and general role.
* Describe the presence and structure of plasmids in prokaryotes, including their physical characteristics and general role.
* Explain the significance of plasmids in eukaryotic cells, particularly in terms of genetic modification and biotechnology.
* Explain the significance of plasmids in the genetic variability of prokaryotic organisms.

Assessment Boundaries:
* The understanding of how plasmids integrate into the host genome is not required.

Common Misconceptions:
* Students may assume that plasmids are linear DNA molecules similar to eukaryotic chromosomes, instead of circular.
* Students may believe that plasmids are the main carriers of genetic information in prokaryotes and eukaryotes, rather than additional elements.
* Students may confuse plasmids with other types of genetic material such as viruses or transposons.
* Students may think that only prokaryotes contain plasmids and that they are absent in eukaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2750.0
Standard ID: IST-1.L.1+1
Standard Description: Purines (G and A) have a double ring structure, while pyrimidines (C, T, and U) have a single ring structure.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the molecular structures of purines and pyrimidines, highlighting their differences in structure and base-pairing properties.
* Explain the single ring structure of pyrimidines, with a focus on identifying the unique structural features of cytosine, thymine, and uracil.

Assessment Boundaries:
* The assessment will not require the memorization of the molecular structures of purines and pyrimidines, focusing instead on understanding their functional implications in DNA structure and hereditary continuity.

Common Misconceptions:
* Some students might not distinguish that cytosine, thymine, and uracil are single-ringed structures (pyrimidines) and may think they have double rings like purines.
* Students may believe that all nucleotides with a double ring structure are pyrimidines.
* Students might assume that thymine and uracil, both being pyrimidines, have a double ring structure like purines.
* There may be confusion where students think adenine and guanine (purines) each have a single ring structure instead of a double ring structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.1
Cluster Name: DNA and RNA Structure
Lesson Name: *None specified*
Lesson Order: 2760.0
Standard ID: IST-1.L.1+2
Standard Description: DNA and RNA base pairing is conserved through evolution.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the specific base pairing in DNA and RNA and how this base pairing is conserved evolutionarily.
* Evaluate hypotheses on the evolutionary advantage of conserved nucleotide base pairing using evidence from genetic research.
* Explain the significance of purines and pyrimidines in the structure and function of DNA and RNA.

Assessment Boundaries:
* Explanations of the biochemical interactions and detailed molecular adaptation mechanisms involved in the conservation of base pairing across species are outside the scope of the AP exam.

Common Misconceptions:
* Students may assume that base pairing is not specific and that any nucleotide can pair with any other nucleotide.
* Students may believe that purines pair with other purines and pyrimidines pair with other pyrimidines, rather than A-T/U and C-G pairs.
* Students may think that RNA always pairs an adenine base with thymine since they might not know about uracil pairing with adenine in RNA.
* Students often misunderstand that base pairing rules and structures can change over generations, not realizing the conservation of these pairs through evolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2800.0
Standard ID: IST-1.M.1+1
Standard Description: DNA is synthesized in the 5’ to 3’ direction.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the synthesis of the leading and lagging DNA strands with an emphasis on the continuous synthesis in the 5' to 3' direction for the leading strand and the discontinuous synthesis of Okazaki fragments on the lagging strand.
* Describe how DNA synthesis occurs meticulously from the ' end to the 3' end, including the roles of nucleotides in this directional process.
* Explain why DNA replication proceeds exclusively in the 5' to 3' direction and its implications for the replication mechanism and fidelity.
* Represent the molecular model of DNA synthesis, highlighting the interaction of DNA polymerase with the template strand during nucleotide addition in the 5' to 3' direction.

Assessment Boundaries:
* The detailed names of the steps and particular enzymes involved beyond DNA polymerase, ligase, helicase, and topoisomerase are beyond the scope. Focus on understanding the directionality (5' to 3') of DNA synthesis and basics such as the requirement for RNA primers.

Common Misconceptions:
* Learners may incorrectly think that DNA polymerase can add nucleotides to both ends (5’ and 3’) indiscriminately.
* Some students may assume that both strands of DNA are synthesized continuously, without understanding the leading and lagging strand synthesis distinction.
* Students may mistakenly believe that DNA synthesis can occur in any direction, rather than only in the 5’ to 3’ direction.
* There might be confusion that RNA primers are required at both the 5’ and 3’ ends to start DNA synthesis, rather than just for the initiation of the process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2810.0
Standard ID: IST-1.M.1+2
Standard Description: Helicase unwinds DNA strands.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of defective helicase on DNA replication and predict potential consequences for genetic information transmission.
* Compare and contrast the activity of helicase with other enzymes involved in DNA replication, such as DNA polymerase and topoisomerase.
* Describe the function of helicase in the DNA replication process.
* Explain how helicase contributes to the overall process of DNA replication, ensuring genetic continuity.
* Illustrate the role of helicase at the replication fork using a labeled diagram, describing its interaction with other replication machinery.

Assessment Boundaries:
* Focus on understanding the role of helicase in unwinding DNA strands, recognizing its importance in the transmission of genetic information, without requiring detailed molecular pathways or enzyme structure.

Common Misconceptions:
* Some students may believe that helicase can only function during mitosis and not during other cellular processes like DNA repair or meiosis.
* Students may assume that helicase removes one of the DNA strands completely rather than just separating them.
* Students may incorrectly believe that helicase unwinds DNA by breaking covalent bonds between nucleotides.
* Students might think that helicase alone is responsible for all aspects of DNA strand separation without the need for other enzymes like topoisomerase or single-strand binding proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2820.0
Standard ID: IST-1.M.1+3
Standard Description: DNA polymerase requires RNA primers to initiate DNA synthesis.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a detailed diagram illustrating the process of DNA polymerase activity on both the leading and lagging strands during replication, including the use of RNA primers.
* Describe the role of RNA primers in DNA replication and articulate how they enable DNA polymerase to initiate the synthesis of a new DNA strand.
* Explain the biochemical process by which DNA polymerase recognizes and extends RNA primers during DNA replication in the 5' to 3' direction.
* Predict the impact of a malfunction or absence of RNA primers on the DNA replication process and on overall genetic continuity.
* Propose a follow-up investigation to study the effects of varying RNA primer lengths on the efficiency of DNA polymerase during DNA replication.

Assessment Boundaries:
* The details of the enzymatic structure and biochemical steps of RNA primer synthesis are beyond the course and AP Exam scope. The focus should remain on understanding that RNA primers are necessary for DNA polymerase action and that primers are synthesized prior to DNA synthesis initiation.

Common Misconceptions:
* Students may assume that RNA primase and DNA polymerase are the same enzyme.
* Students may believe that DNA polymerase can start adding nucleotides without a primer.
* Students may think that DNA polymerase synthesizes RNA primers itself.
* Students might think that RNA primers are permanent parts of the newly synthesized DNA strand.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2830.0
Standard ID: IST-1.M.1+4
Standard Description: Ligase joins DNA fragments on the lagging strand during DNA replication.

Key Concepts:
*None specified*

Learning Objectives:
* Construct and analyze a diagram of the DNA replication fork, specifically highlighting the action of ligase in sealing nicks between Okazaki fragments.
* Describe the coordination between DNA ligase and other enzymes involved in the lagging strand synthesis, focusing on the temporal sequence of events.
* Describe the role of DNA ligase in the process of joining Okazaki fragments on the lagging strand.
* Evaluate the role of DNA ligase in the broader context of DNA repair mechanisms and overall genomic stability.
* Explain how defects in DNA ligase activity can lead to genomic instability and relate this to potential genetic disorders.
* Explain the enzymatic mechanism by which DNA ligase facilitates the formation of phosphodiester bonds between adjacent DNA fragments.

Assessment Boundaries:
* Detailed understanding of ligase mechanisms or the biochemical nature of fragments beyond identifying their formation on the lagging strand is beyond the scope.

Common Misconceptions:
* Some students may think that ligase functions on both the leading and lagging strands of DNA equally, not realizing it predominantly joins fragments on the lagging strand.
* Students may believe that DNA ligase is involved in DNA synthesis rather than its role in joining Okazaki fragments.
* Students might assume that ligase acts continuously along the single DNA strand rather than just at the points where fragments need to be joined.
* There is a misconception that ligase itself lays down the initial RNA primer, confusing its function with that of primase.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2840.0
Standard ID: IST-1.M.1+5
Standard Description: DNA replication ensures continuity of hereditary information.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of enzymes such as helicase and topoisomerase in DNA replication, focusing on unwinding DNA and relieving supercoiling stress.
* Describe the semiconservative mechanism of DNA replication and its role in ensuring continuity of hereditary information by explaining the function of DNA polymerase.
* Differentiate between the continuous synthesis of the leading strand and the discontinuous synthesis of the lagging strand in DNA replication, emphasizing the role of ligase in joining Okazaki fragments.
* Explain the necessity of RNA primers in DNA replication and how they facilitate the initiation of new DNA strand synthesis.
* Interpret visual representations (e.g., diagrams, flow charts) of the DNA replication process and describe the sequence of enzymatic activities that ensure accurate replication.

Assessment Boundaries:
* The detailed biochemical steps and the specific enzymes involved in DNA replication, apart from those explicitly listed, are not required. Students should focus on understanding the general process of semiconservative replication, the roles of DNA polymerase, helicase, ligase, and primers in ensuring continuity of hereditary information.

Common Misconceptions:
* Some students may assume that both strands of DNA are synthesized continuously, not understanding the concept of leading and lagging strands.
* Students may believe that DNA polymerase does not require a primer to initiate synthesis.
* Students may incorrectly believe that DNA replication only occurs in one direction and does not involve enzymes like helicase or topoisomerase.
* Students may think that DNA replication occurs randomly rather than following a semiconservative model.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2850.0
Standard ID: IST-1.M.1+6
Standard Description: Replication is a semiconservative process, where one strand of DNA serves as the template for a new strand of complementary DNA.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram of DNA replication to determine which strand is serving as the template strand and which strand is the newly synthesized complementary strand.
* Describe the semiconservative nature of DNA replication and identify its key characteristics.
* Explain the concept of a template strand in the context of semiconservative replication by describing the role of each DNA strand.
* Predict the outcome of DNA replication if the process were not semiconservative, including potential consequences for genetic information transmission.

Assessment Boundaries:
* The detailed processes and specific enzyme names involved in replication, apart from key ones like DNA polymerase, are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students could confuse the term 'semiconservative' with 'conservative' and think DNA replication conserves the original double helix, producing entirely new double helices.
* Students may believe that both strands of the DNA double helix are new in each daughter molecule, rather than one old and one new.
* Students may think that DNA replication results in two completely original DNA molecules rather than understanding the template nature of one strand.
* Students might assume that each new DNA molecule consists of random strands from different sources, rather than one leading and one complementary strand.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2860.0
Standard ID: IST-1.M.1+7
Standard Description: Topoisomerase relaxes supercoiling in front of the replication fork during DNA replication.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams depicting the role of topoisomerase in the DNA replication process, identifying key steps in its action to prevent supercoiling.
* Describe the role of topoisomerase in relaxing supercoiling ahead of the replication fork during DNA replication.
* Evaluate the broader significance of topoisomerase activity in DNA replication and cellular function, providing reasoning based on biological principles.
* Explain the mechanism by which topoisomerase relaxes supercoiling in DNA during replication, emphasizing its enzymatic action.
* Predict the effects of mutations in the topoisomerase gene on the DNA replication process and subsequent cellular functions, using data or theoretical models.

Assessment Boundaries:
* Detailed enzyme mechanisms and the variety of topoisomerases are beyond the scope and should not be covered. Only the general role of topoisomerase in relaxing supercoiled DNA ahead of the replication fork is to be assessed.

Common Misconceptions:
* Some students may think that topoisomerase is not necessary for DNA replication or that other enzymes can substitute its function.
* Students may believe that topoisomerase functions after the replication fork has already passed, rather than ahead of it.
* Students might assume that topoisomerase unwinds the DNA strands like helicase, rather than cutting and rejoining the DNA to relieve tension.
* There might be a misconception that topoisomerase removes supercoils completely, rather than relaxing them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.2
Cluster Name: Replication
Lesson Name: *None specified*
Lesson Order: 2870.0
Standard ID: IST-1.M.1+8
Standard Description: DNA polymerase synthesizes new strands of DNA continuously on the leading strand and discontinuously on the lagging strand.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which DNA polymerase synthesizes new strands of DNA continuously on the leading strand and discontinuously on the lagging strand.
* Explain the roles of the primase, ligase, and DNA polymerase in the synthesis of the leading and lagging strands.
* Interpret a diagram of the DNA replication process, specifically identifying the continuous synthesis on the leading strand and the discontinuous synthesis on the lagging strand.
* Predict the effects on DNA replication if the activity of DNA polymerase were inhibited or abnormal.
* Provide reasoning to justify why the synthesis of the lagging strand must occur discontinuously, incorporating principles of DNA structure and function.

Assessment Boundaries:
* Assessment of DNA polymerase activity should focus on its roles in synthesizing continuous and discontinuous DNA strands, specifically its operation in the 5’ to 3’ direction and the requirement of RNA primers. The mechanisms by which primers are removed and replaced, and how DNA ligase connects fragments on the lagging strand are beyond the boundary.

Common Misconceptions:
* Students may incorrectly believe that DNA polymerase synthesizes new strands of DNA in both the 3’ to 5’ direction on the leading strand and the lagging strand instead of only in the 5’ to 3’ direction.
* Students might mistakenly believe that the synthesis on the lagging strand happens independently without the need for periodic joining by DNA ligase.
* Students might think that DNA is synthesized continuously on both the leading and lagging strands, not understanding the concept of discontinuous synthesis (Okazaki fragments) on the lagging strand.
* There may be confusion about the role of RNA primers in the synthesis process, with some students assuming that they are not needed for the lagging strand synthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2880.0
Standard ID: IST-1.N.1+1
Standard Description: mRNA molecules carry information from DNA to the ribosome.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which mRNA molecules are synthesized from a DNA template during transcription, including the enzymes involved.
* Describe the role of the ribosome in translating mRNA into a polypeptide, including the sequence of steps from mRNA binding to polypeptide release.
* Explain how the codon-anticodon pairing between mRNA and tRNA determines the specificity of amino acid incorporation into a growing polypeptide.
* Explain how the sequence of mRNA bases determines the sequence of amino acids in a protein during translation.
* Interpret diagrams showing the process of mRNA transcription and translation, identifying key molecules and stages involved.

Assessment Boundaries:
* Specific nucleotide sequences of these elements are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may confuse mRNA with tRNA or rRNA, believing they serve the same purpose in protein synthesis.
* Students may misunderstand the process of transcription, thinking that mRNA is produced directly from protein rather than being transcribed from DNA.
* Students may think that all types of RNA (not just mRNA) carry genetic information from DNA to ribosomes.
* Students might believe that mRNA carries genetic information permanently, rather than temporarily for protein synthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2890.0
Standard ID: IST-1.N.1+2
Standard Description: Distinct tRNA molecules have anti-codon sequences that base pair with the mRNA.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of tRNA anticodon base pairing during translation.
* Construct a flow chart representing the sequence of events from tRNA anticodon binding to mRNA codons to peptide bond formation.
* Describe how the specificity of tRNA anticodon and mRNA codon interactions supports the central dogma of molecular biology.
* Describe the base pairing rules between tRNA anticodons and mRNA codons.
* Evaluate the impact of mutations in tRNA anticodons on protein synthesis.
* Explain how the structure of tRNA enables its function in translation.
* Explain the relationships between tRNA anticodon base pairing and the accuracy of protein synthesis.

Assessment Boundaries:
* Focus is on the process of tRNA binding with mRNA at the ribosome, excluding memorization of specific tRNA anticodon sequences or the names of specific proteins.

Common Misconceptions:
* Students may assume that the anti-codon-codon pairing in translation is not specific and that any anti-codon can pair with any codon.
* Students may believe that each tRNA molecule can bind to multiple types of amino acids instead of only one specific amino acid.
* Students may confuse the roles of mRNA and tRNA, thinking that tRNA carries the genetic information from DNA instead of mRNA.
* Students may think that tRNA molecules can pair with any codon on the mRNA rather than specific codons determined by the anti-codon sequence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2900.0
Standard ID: IST-1.N.1+3
Standard Description: rRNA molecules are functional building blocks of ribosomes.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart illustrating the sequence of events from rRNA transcription in the nucleolus to the formation of functional ribosomes.
* Describe the structural components of rRNA and their role in the assembly of ribosomal subunits.
* Explain the process by which rRNA contributes to the catalytic activity within the ribosome during protein synthesis.

Assessment Boundaries:
* Students are not expected to explain the structure of ribosomal RNA or provide detailed descriptions of ribosome subunits.

Common Misconceptions:
* Some students could think that the only function of rRNA is to hold ribosomal proteins together, disregarding its role in catalysis of peptide bonds.
* Some students might think that rRNA's only role is to base pair with mRNA, like tRNA does.
* Students may believe that rRNA molecules carry genetic information from DNA to the ribosome.
* Students might assume rRNA molecules are not part of the ribosome's catalytic activity and only serve as structural scaffolding.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2950.0
Standard ID: IST-1.N.1+4
Standard Description: The sequence of the RNA bases and the structure of the RNA molecule determine RNA function.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the sequence of RNA bases dictates the specific function of mRNA, tRNA, and rRNA in the context of protein synthesis.
* Explain the relationship between the structure of RNA molecules and their functional roles in the flow of genetic information.
* Predict the effects of mutations in RNA sequences on their function and subsequently on protein synthesis, based on knowledge of RNA structure and base sequence.

Assessment Boundaries:
* Examination of how each specific codon corresponds to an amino acid or stop signal during translation, as well as details of transcription regulation, is beyond the scope.

Common Misconceptions:
* Some may think that all RNA molecules have the same functions, underestimating the distinct roles of mRNA, tRNA, and rRNA.
* Students may confuse the different types of RNA and their specific functions, such as thinking that tRNA carries genetic information from DNA to the ribosome instead of mRNA.
* Students might believe that RNA's primary sequence alone dictates its function, without considering the importance of its structural conformation.
* There is often a misconception that RNA structure is less complex and variable compared to DNA, leading to misunderstandings about RNA function determined by its structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2960.0
Standard ID: IST-1.N.1+5
Standard Description: Distinct tRNA molecules bind specific amino acids.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the importance of the wobble hypothesis in tRNA binding and how it allows for flexibility in codon-anticodon pairing.
* Describe the structure and function of tRNA molecules, including their role in carrying amino acids to the ribosome during translation.
* Evaluate the role of ATP in the charging of tRNA molecules with amino acids, detailing the biochemical steps involved.
* Explain the process by which tRNA molecules become "charged" with the appropriate amino acids in the cytoplasm, and the role of specific enzymes in this process.
* Illustrate how the anticodon of a tRNA molecule base pairs with the codon of an mRNA molecule, facilitating the addition of specific amino acids to the growing polypeptide chain.

Assessment Boundaries:
* Focus on tRNA's role in translation as it binds amino acids based on anticodon-codon pairing. Avoid detailed enzymatic processes and amino acid structures beyond recognition and attachment in tRNA function.

Common Misconceptions:
* Some students might confuse the function of tRNA with other types of RNA, such as mRNA or rRNA, failing to recognize that tRNA's primary role is to transfer specific amino acids to the ribosome.
* Students could think that the anticodon of the tRNA is responsible for binding the amino acid, instead of understanding the role of aminoacyl-tRNA synthetase enzymes.
* Students may assume that any tRNA can bind to any amino acid, rather than each type of tRNA being specific to one amino acid.
* Students might mistakenly believe that ATP is not required for charging tRNA molecules with their specific amino acids.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2970.0
Standard ID: IST-1.N.1+6
Standard Description: Distinct tRNA molecules are recruited to the ribosome during translation to generate the primary peptide sequence.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the specific binding interactions at the ribosomal A, P, and E sites during translation and how these interactions contribute to the formation of the peptide sequence.
* Explain the process by which tRNA molecules are recruited to the ribosome during translation to generate the primary peptide sequence, identifying the role of the anti-codon in this process.
* Represent the sequence of events during translation using a flow chart, highlighting the recruitment of tRNA molecules and the generation of the peptide sequence, and explain the significance of each step in the process.

Assessment Boundaries:
* The details of enzymes and factors involved in the recruitment of tRNA to the ribosome, beyond what is necessary to understand translation at a basic level, are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some might think the ribosome recruits multiple tRNA molecules simultaneously, when in fact it only recruits one tRNA molecule at a time to match the codon sequence.
* Students may believe that only one type of tRNA molecule is involved in translation, rather than distinct tRNA molecules for each amino acid.
* Students may incorrectly think that tRNA molecules randomly bind to mRNA rather than being recruited based on complementary anticodon-codon base pairing.
* There may be a misconception that the ribosome itself synthesizes amino acids instead of facilitating the binding of tRNA molecules carrying amino acids.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2980.0
Standard ID: IST-1.N.2
Standard Description: Genetic information flows from a sequence of nucleotides in DNA to a sequence of bases in an mRNA molecule to a sequence of amino acids in a protein.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.N.2+1
Standard Description: Describe how genetic information flows from DNA to mRNA to a protein, known as the Central Dogma of biology.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the function of ribosomes, tRNA, and mRNA in the translation process.
* Describe the process of RNA processing in eukaryotic cells, including splicing, capping, and polyadenylation.
* Describe the process of transcription, including the initiation, elongation, and termination stages.
* Explain how the principles of the Central Dogma are applied in biotechnological techniques, such as recombinant DNA technology and gene expression analysis.
* Explain the role of RNA polymerase in the synthesis of mRNA from a DNA template.
* Explain the steps of translation, including the initiation, elongation, and termination phases.
* Illustrate the sequence of molecular events that convert genetic information from a sequence of nucleotides in DNA to a sequence of amino acids in a protein.
* Predict the impact of specific mutations on the flow of genetic information from DNA to protein.

Assessment Boundaries:
* The focus should be on the understanding that genetic information moves from DNA to mRNA through transcription, and from mRNA to protein through translation. Students are expected to know the roles of mRNA, tRNA, and ribosomes in these processes. However, specific details of the biochemical structures of RNA and proteins, as well as the specific mechanisms of RNA splicing and modification beyond general transcription and translation, are beyond the scope of the course.

Common Misconceptions:
* Some students may think that transcription and translation occur simultaneously in eukaryotic cells, similar to prokaryotic cells.
* Students might believe that the sequence of nucleotides does not matter as long as the correct amino acids are present.
* Students often wrongly assume that DNA is directly responsible for synthesizing proteins without the involvement of RNA.
* There is a misconception that once mRNA is transcribed, it does not undergo any modifications before translation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2910.0
Standard ID: IST-1.N.3
Standard Description: RNA polymerases use a single template strand of DNA to direct the inclusion of bases in the newly formed RNA molecule. This process is known as transcription.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.N.3+1
Standard Description: Describe how RNA polymerases use a single template strand of DNA to synthesize mRNA during transcription

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the sequence of the DNA template strand and the complementary mRNA strand produced during transcription, explaining the role of base pairing rules.
* Construct flowcharts or diagrams that represent the transcription process, including the initiation at the promoter, RNA polymerase activity, and the generation of the mRNA transcript.
* Describe the steps of transcription, including initiation, elongation, and termination phases, focusing on the role of RNA polymerase and the formation of the transcription initiation complex.
* Evaluate the effects of mutations in the promoter region or the RNA polymerase binding site on the transcription process, providing reasoning based on molecular biology principles.
* Explain how the function of RNA polymerases during transcription illustrates the flow of genetic information from DNA to RNA. Evaluate the impact of transcription efficiency and fidelity on gene expression.
* Explain the molecular interactions between RNA polymerase and DNA during transcription, including how RNA polymerase identifies the promoter region and separates the DNA strands to begin mRNA synthesis.
* Explain the significance of the transcription process in the broader context of gene expression and protein synthesis, relating it to the central dogma of molecular biology.
* Interpret diagrams depicting the transcription process, identifying key stages, the role of the template strand, and the resulting mRNA strand.

Assessment Boundaries:
* The names and detailed functions of transcription factors and specific enzyme components involved in the process of transcription beyond RNA polymerase are beyond the scope of the course.

Common Misconceptions:
* Students may believe that both strands of DNA are used as templates during transcription rather than just one strand.
* Students may incorrectly think that RNA polymerase synthesizes RNA in the 3' to 5' direction, instead of the correct 5' to 3' direction.
* Students might assume that RNA polymerase binds randomly to any location on DNA, instead of recognizing and binding to specific promoter regions.
* Students often mistakenly think that transcription and translation occur simultaneously in eukaryotic cells just as they do in prokaryotic cells, not recognizing the separation between the nucleus and cytoplasm.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2920.0
Standard ID: IST-1.N.4+1
Standard Description: Which DNA strand serves as the template strand in transcription depends on the gene being transcribed.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart that represents the sequence of events from the recognition of promoter regions to the selection of the template strand, highlighting critical decision points.
* Describe the role of the template DNA strand during transcription and how its designation as the template strand is gene-dependent.
* Evaluate the relationship between gene location in the DNA and the resulting mRNA sequence, connecting this to the larger principles of gene expression.
* Explain the necessity for gene-specific selection of the template DNA strand in the transcription process.
* Identify and justify the experimental methods used to determine which DNA strand acts as the template for transcription of specific genes.
* Illustrate using diagrams how transcription factors recognize promoter regions that determine which DNA strand is the template for specific genes.
* Predict the effects on gene expression if the non-template strand were mistakenly used for transcription, based on biological processes and data.

Assessment Boundaries:
* The selection of the template strand involves factors such as promoter location, but detailed knowledge of promoter sequences or transcription factors guiding the choice of the template strand is not required.

Common Misconceptions:
* Some students may assume that the template strand is selected randomly rather than being gene-specific.
* Students may misunderstand that the coding strand is always used directly in mRNA synthesis and not just as a reference.
* Students may think that the same DNA strand always serves as the template strand for all genes.
* Students might believe that both strands of DNA are used simultaneously as template strands during transcription.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2990.0
Standard ID: IST-1.N.4+2
Standard Description: The DNA strand acting as the template strand in transcription is also referred to as the noncoding strand, minus strand, or antisense strand.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a transcript sequence to determine which DNA strand served as the template.
* Construct a diagram showing the relationship between the template strand, RNA polymerase, and the newly synthesized mRNA strand.
* Describe the characteristics of the template strand (antisense strand) and how it differs from the coding strand (sense strand).
* Describe the role of the DNA template strand during transcription.
* Explain how RNA polymerase interacts with the DNA template strand to synthesize mRNA.
* Explain how selection of the DNA template strand depends on the gene being transcribed, using gene-specific scenarios.
* Predict the effect of mutations in the template strand on the resulting mRNA and protein product.

Assessment Boundaries:
* The boundary does not include memorization of specific gene sequences or recognition of promoter sites beyond basic understanding of the purpose and function of template strands.

Common Misconceptions:
* Students could think the template strand (antisense strand) is not complementary to the mRNA produced.
* Students may assume the template strand is chosen randomly, rather than being gene-specific.
* Students may believe RNA polymerase reads the coding strand instead of the template strand during transcription.
* Students might confuse the coding strand with the template strand, thinking they are the same.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 3000.0
Standard ID: IST-1.N.5
Standard Description: The enzyme RNA polymerase synthesizes mRNA molecules in the 5’ to 3’ direction by reading the template DNA strand in the 3’ to 5’ direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.N.5+1
Standard Description: Describe how the enzyme RNA polymerase synthesizes mRNA in the 5’ to 3’ direction by reading the template DNA strand in the 3’ to 5’ direction.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how RNA polymerase utilizes complementary base pairing rules during the synthesis of mRNA, ensuring that adenine pairs with uracil and cytosine pairs with guanine while reading the DNA template strand .
* Describe the process by which RNA polymerase reads the template DNA strand in the 3’ to 5’ direction and synthesizes mRNA in the 5’ to 3’ direction, ensuring accuracy according to the processes outlined in transcription .
* Explain the biochemical interactions and enzymatic activities of RNA polymerase during the synthesis of mRNA, focusing on the molecular details such as the formation of the transcription initiation complex and addition of RNA nucleotides .
* Explain the initiation, elongation, and termination steps of transcription, describing how RNA polymerase binds to promoters, synthesizes mRNA, and terminates transcription by reading the DNA template strand .
* Interpret diagrams showing RNA polymerase activity, including the binding to the promoter region, separation of DNA strands, and synthesis of mRNA in the 5’ to 3’ direction while reading the template DNA in the 3’ to 5’ direction .

Assessment Boundaries:
* The specific binding sequences within the promoter region that facilitate RNA polymerase attachment are beyond the scope of the course.

Common Misconceptions:
* Some students may misunderstand that RNA polymerase synthesizes mRNA in the 3’ to 5’ direction, instead of the correct 5’ to 3’ direction.
* Students might assume that mRNA synthesis by RNA polymerase starts at random points on the DNA strand instead of specific promoter regions.
* Students might incorrectly believe that RNA polymerase reads the template DNA strand in the 5’ to 3’ direction, rather than the 3’ to 5’ direction.
* There may be confusion that both DNA strands are used simultaneously as templates by RNA polymerase during mRNA synthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2930.0
Standard ID: IST-1.N.6+1
Standard Description: In eukaryotic cells, the mRNA transcript undergoes a series of enzyme-regulated modifications, including addition of a poly-A tail, addition of a GTP cap, excision of introns, and splicing and retention of exons.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram or model depicting the process of mRNA transcript modification, identifying key enzymes and steps involved.
* Describe the process and purpose of adding a poly-A tail to the mRNA transcript in eukaryotic cells.
* Detail the steps involved in the removal of introns and the splicing and retention of exons during mRNA processing.
* Discuss the significance and impact of mRNA processing on gene expression and protein synthesis in eukaryotic cells.
* Explain how enzyme-regulated modifications such as the addition of a GTP cap and poly-A tail influence the stability and translation efficiency of mRNA.
* Explain the function of the GTP cap added to the mRNA transcript and its role in mRNA stability and translation initiation.
* Illustrate how the mRNA transcript in eukaryotic cells is modified through the addition of a poly-A tail and a GTP cap, and through the excision and splicing of introns and exons, analyzing its implications in gene expression.

Assessment Boundaries:
* Focus on the basic understanding of mRNA modifications, including poly-A tail addition, GTP cap addition, and intron/exon processing. The detailed biochemical pathways and specific enzymes involved are beyond the scope.

Common Misconceptions:
* Some students may believe that the poly-A tail is not essential for mRNA stability.
* Students might assume that all introns are non-functional and always useless parts of the mRNA transcript.
* Students might think that the excision of exons and splicing of introns occurs instead of the correct excision of introns and splicing and retention of exons.
* There may be confusion about the purpose of the GTP cap, with some students thinking it is involved in the translation process directly.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 2940.0
Standard ID: IST-1.N.6+2
Standard Description: Explain the role of a GTP cap on mRNA in eukaryotes

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams representing the stages of mRNA processing, specifically focusing on the function and placement of the GTP cap.
* Describe the addition of a GTP cap to the 5' end of mRNA and its role in mRNA stability.
* Explain how the GTP cap aids in the attachment of mRNA to ribosomes for translation.
* Predict the impact of a missing GTP cap on mRNA processing and subsequent protein synthesis using biological principles.

Assessment Boundaries:
* Detailing the biochemical pathways or the enzymatic mechanisms by which the GTP cap is added or functions is beyond the scope of the course.

Common Misconceptions:
* Some students might incorrectly assume that the GTP cap is present in both prokaryotic and eukaryotic mRNAs.
* Students may believe that the GTP cap is only essential for splicing, overlooking its role in mRNA stability and ribosome binding.
* Students may think that the GTP cap is added to the 3' end of the mRNA instead of the 5' end.
* Students might think that the primary function of the GTP cap is to prevent transcription errors, rather than facilitating translation initiation and mRNA protection.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 3010.0
Standard ID: IST-1.N.6+3
Standard Description: Explain the role of a poly-A tail on mRNA in eukaryotes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and interpret data demonstrating differences in mRNA degradation rates with and without the poly-A tail.
* Describe the addition and structure of the poly-A tail on eukaryotic mRNA.
* Evaluate the effect of a mutation that inhibits the addition of the poly-A tail on mRNA translation efficiency.
* Explain how the poly-A tail protects mRNA from degradation in the cytoplasm and its overall impact on mRNA stability.
* Illustrate the process by which the poly-A tail is added to eukaryotic pre-mRNA, including the role of polyadenylation factors.
* Propose an experiment to test the hypothesis that the poly-A tail length affects mRNA stability and describe how you would measure the outcomes.

Assessment Boundaries:
* The assessment should focus on describing the protective role of the poly-A tail in mRNA stability and its role in facilitating the export of mRNA from the nucleus. The specifics of poly-A polymerase function and polyadenylation site selection are beyond the scope of the assessment.

Common Misconceptions:
* Students may believe that the poly-A tail is involved in the initial stages of mRNA synthesis, rather than being added as a post-transcriptional modification.
* Students may incorrectly assume that the length of the poly-A tail is uniform for all mRNA molecules, not understanding that it can vary and influence mRNA stability.
* Students might believe that prokaryotic mRNA also has a poly-A tail, not recognizing that this feature is specific to eukaryotic mRNA.
* Students might think that the poly-A tail's primary function is to aid in the translation process at the ribosome, rather than protecting the mRNA from degradation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 3020.0
Standard ID: IST-1.N.6+4
Standard Description: Explain the role of excision of introns, and splicing and retention of exons in eukaryotes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of intron excision in the processing of pre-mRNA in eukaryotic cells.
* Explain the mechanism of exon splicing and how it contributes to mRNA maturation in eukaryotic cells.
* Predict how errors in intron excision or exon splicing can impact the resulting protein product in eukaryotic cells.

Assessment Boundaries:
* The understanding of the excision of introns and the splicing and retention of exons should be limited to the conceptual process and impacts of generating mature mRNA in eukaryotic cells. Specific mechanisms, such as the roles of spliceosomes or the biochemistry of alternative splicing, are beyond the course and examination scope. The emphasis should be on the concept that intron removal and exon selection can lead to different mRNA products, affecting protein expression and function. Detailed biochemical pathways or the identities of associated enzymes should not be included.

Common Misconceptions:
* Some students may believe that all exons are always retained in every mRNA transcript, not understanding the concept of alternative splicing.
* Students may misunderstand that the removal of introns and the splicing together of exons does not affect the final protein product, failing to grasp the importance of mRNA processing in protein synthesis.
* Students might misconceive that introns are retained and exons are excised during mRNA processing.
* There's often confusion that the excision and splicing process happens identically in prokaryotes, whereas it is a unique process to eukaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.3
Cluster Name: Transcription and RNA Processing
Lesson Name: *None specified*
Lesson Order: 3030.0
Standard ID: IST-1.N.6+5
Standard Description: Excision of introns and splicing and retention of exons can generate different versions of the resulting mRNA molecule, which is known as alternative splicing.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flowchart representing the steps of RNA processing in eukaryotic cells, highlighting where and how alternative splicing occurs. (AP Biology Skill: 2.D)
* Describe the process of alternative splicing and how it contributes to the production of different mRNA molecules from the same pre-mRNA. (AP Biology Skill: 1.A)
* Explain the role of the spliceosome in the excision of introns and the splicing and retention of exons during RNA processing. (AP Biology Skill: 1.B)

Assessment Boundaries:
* Memorization of the specific sequences of nucleotides in introns or exons is beyond the scope of the course.

Common Misconceptions:
* Some students may assume that introns play no role after being spliced out, neglecting the fact that splicing itself can influence gene expression.
* Students may think that all exons and introns are always retained or excised in the same way, not understanding that alternative splicing can vary the combinations.
* Students might incorrectly believe that the sequence of exons in mRNA cannot change, failing to realize that alternative splicing can alter the exon composition.
* Students might misunderstand alternative splicing as a random process, not recognizing the regulatory mechanisms that govern which exons are retained.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3060.0
Standard ID: IST-1.O.1
Standard Description: Translation of the mRNA to generate a polypeptide occurs on ribosomes that are present in the cytoplasm of both prokaryotic and eukaryotic cells and on the rough endoplasmic reticulum of eukaryotic cells.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.O.1+1
Standard Description: Explain how the translation of mRNA to generate a polypeptide occurs in ribosomes that are present in the cytoplasm of both prokaryotic and eukaryotic cells, and on the rough endoplasmic reticulum of eukaryotic cells.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the basic process of translation and how mRNA is used to generate a polypeptide in both prokaryotic and eukaryotic cells.
* Explain the role of ribosomes in the cytoplasm and on the rough endoplasmic reticulum in translation, highlighting the differences and similarities between prokaryotic and eukaryotic cells.
* Explain the significance of the different locations of ribosomes in eukaryotic cells (cytoplasm vs. rough endoplasmic reticulum) and how these locations impact protein synthesis and processing.
* Predict the effects of disruptions in the translation process occurring in either the cytoplasmic ribosomes or the rough endoplasmic reticulum ribosomes, based on biological principles.

Assessment Boundaries:
* The detailed molecular mechanisms of translation initiation, elongation, and termination are beyond the course scope and the AP exam. Focus should be on understanding translation's role in phenotype determination in both prokaryotic and eukaryotic cells.

Common Misconceptions:
* Some students may assume that the rough endoplasmic reticulum is involved in translation in prokaryotic cells.
* Students may think that ribosomes are only found in the rough endoplasmic reticulum and not in the cytoplasm of both prokaryotic and eukaryotic cells.
* Students might believe that translation occurs only in eukaryotic cells and not in prokaryotic cells.
* Students might mistakenly think that ribosomes translate mRNA sequences directly into fully functional proteins without the need for any further modification or processing.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3070.0
Standard ID: IST-1.O.2
Standard Description: In prokaryotic organisms, translation of the mRNA molecule occurs while it is being transcribed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.O.2+1
Standard Description: Explain how in prokaryotic organisms, translation of mRNA occurs while it is being transcribed

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the transcription and translation processes in prokaryotic and eukaryotic cells, including the absence of a nuclear envelope in prokaryotes.
* Describe the steps involved in the simultaneous transcription and translation of mRNA in prokaryotic cells.
* Explain how the coupling of transcription and translation in prokaryotes relates to larger biological principles such as efficiency and speed of gene expression.
* Explain how transcription and translation occur simultaneously in prokaryotic organisms, emphasizing the biological processes involved.
* Predict the effects on protein synthesis if there are disruptions in the processes of transcription or translation in prokaryotic cells.
* Represent the process of simultaneous transcription and translation in prokaryotes using flow charts or diagrams.

Assessment Boundaries:
* The roles of specific ribosomal subunits and molecules involved in translation beyond the RNA polymerase are beyond the scope of this substandard.

Common Misconceptions:
* A common misunderstanding is that the simultaneous process of transcription and translation only happens in eukaryotes and not in prokaryotes.
* Some students might incorrectly believe that mRNA must be completely synthesized before translation can begin in prokaryotes.
* Students may mistakenly think that translation and transcription are two completely separate processes that occur at different times within prokaryotic cells.
* There might be a misconception that ribosomes cannot attach to mRNA while it is still being transcribed in prokaryotic cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3040.0
Standard ID: IST-1.O.3
Standard Description: Translation involves energy and many sequential steps, including initiation, elongation, and termination.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.O.3+1
Standard Description: Explain how translation involves energy and many sequential steps, including initiation, elongation, and termination, and assess each of these steps individually.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of translation, such as diagrams showing the stages of initiation, elongation, and termination, and explain how each stage is crucial for accurate protein synthesis.
* Describe the biochemical events of the initiation phase of translation, including the roles of mRNA, tRNA, ribosomes, and initiation factors.
* Describe the sequence of events during the termination phase of translation, including the recognition of stop codons and the role of release factors.
* Evaluate different hypotheses about the impact of specific mutations on the efficiency of each translation phase, supported by experimental data and biological principles.
* Explain how energy is utilized during the elongation phase of translation, and the significance of GTP hydrolysis in tRNA translocation and peptide bond formation.
* Predict potential disruptions in protein synthesis if one step of translation (initiation, elongation, or termination) is impaired and justify the reasoning based on the molecular mechanisms involved.

Assessment Boundaries:
* Translation involves energy and many sequential steps, including initiation, elongation, and termination. However, the details and names of the enzymes and factors involved in each of these steps should not be included in the assessment. The focus should be on understanding the process at a conceptual level rather than on memorizing detailed information.

Common Misconceptions:
* Some students might not understand that ATP and GTP are required for energy during the process of translation.
* Students may assume that all three steps of translation (initiation, elongation, and termination) occur simultaneously rather than sequentially.
* Students may think that translation is a one-step process rather than involving multiple sequential steps.
* There might be confusion regarding the role of the ribosome, with some students believing it plays no part in elongation and termination.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3050.0
Standard ID: IST-1.O.4+1
Standard Description: In translation, when a tRNA brings the correct amino acid to the correct place specified by the codon on the mRNA, the amino acid is transferred to the growing polypeptide chain, and this continues along the mRNA until a stop codon is reached, upon which the process terminates by release of the newly synthesized polypeptide.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which a tRNA brings the correct amino acid to the ribosome, detailing the interaction between the anticodon of tRNA and the codon of mRNA, leading to amino acid transfer to the growing polypeptide chain.
* Explain how the sequence of codons on the mRNA dictates the sequence of amino acids in the growing polypeptide chain, including how the process continues until a stop codon is reached.
* Illustrate the role of ribosomal RNA in facilitating peptide bond formation during translation, ensuring accurate amino acid addition to the polypeptide chain at each step.
* Predict the effects of mutations in the mRNA sequence, such as missense or nonsense mutations, on the synthesis of the polypeptide, explaining how these mutations can disrupt the translation process and affect the phenotype.

Assessment Boundaries:
* The assessment will not include memorization of specific codon sequences or detailed mechanisms beyond the essential steps in translation, such as initiation, elongation, and termination.

Common Misconceptions:
* Some might mistakenly think that each mRNA is translated by only one ribosome at a time, not realizing that multiple ribosomes can translate a single mRNA simultaneously.
* Students may assume that the ribosome stays intact with the mRNA even after translation is completed.
* Students may believe that translation stops immediately after the stop codon is read, not understanding the need for a release factor to terminate the process.
* Students may think that the same amino acid can be added to the polypeptide chain by any tRNA, without considering the anticodon-codon matching.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3080.0
Standard ID: IST-1.O.4+2
Standard Description: Translation is initiated when the rRNA in the ribosome interacts with the mRNA at the start codon.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which translation is initiated, focusing on the interaction between rRNA in the ribosome and mRNA at the start codon.
* Evaluate diagrams of ribosome assembly on mRNA, identifying the positions and functions of rRNA and how these contribute to translation initiation.
* Explain the role of the start codon in the initiation of translation and how rRNA in the ribosome recognizes and binds to this codon.
* Predict the consequences of mutations in the rRNA binding site or the start codon on the efficiency of translation initiation, explaining the biological principles underlying these predictions.

Assessment Boundaries:
* Detailed knowledge of molecular mechanisms beyond the basic roles of rRNA, mRNA, start codons, and ribosomal initiation complex is not required.

Common Misconceptions:
* Students may assume that tRNA initiates translation directly by binding to the start codon, neglecting the role of rRNA-mRNA interaction.
* Students may believe that the ribosome alone initiates translation without the involvement of rRNA.
* Students may misconstrue that mRNA interacts with rRNA at multiple points to initiate, rather than specifically at the start codon.
* Students may think that the start codon is arbitrary and not specific to methionine (AUG).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3090.0
Standard ID: IST-1.O.4+3
Standard Description: The ribosome reads the mRNA in triplets called codons.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which the ribosome reads the mRNA in triplets called codons.
* Explain the role of codons in determining the sequence of amino acids during translation.
* Explain the significance of the nearly universal nature of the genetic code as evidence for common ancestry.
* Identify the start and stop codons within a given mRNA sequence and explain their importance in the translation process.

Assessment Boundaries:
* The assessment of this substandard does not require students to memorize specific codon-to-amino acid correspondence, nor the memorization of genetic code chart.

Common Misconceptions:
* Some students may assume that the reading of codons starts anywhere on the mRNA rather than specifically at the start codon.
* Students may think that ribosomes read mRNA continuously rather than in discrete triplets called codons.
* Students often believe that each ribosome reads a single codon and then stops, not understanding the process continues sequentially along the mRNA.
* There is often confusion about the function of each triplet codon, with misconceptions that the codons do not exclusively code for amino acids but other entities as well.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3100.0
Standard ID: IST-1.O.4+4
Standard Description: Every codon encodes a specific amino acid. The particular codon that corresponds to each amino acid (except AUG/methionine) is outside the scope of the course., unless a codon chart is provided.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between the sequence of nucleotides on mRNA and the amino acids they encode.
* Describe the universality of the genetic code and its implications for common ancestry among living organisms.
* Explain the process of translation and the role of codons in this process.

Assessment Boundaries:
* Students are not expected to memorize the entire genetic code chart or the codons for each individual amino acid beyond understanding redundancy in coding for one amino acid.

Common Misconceptions:
* Students may believe that some codons do not encode any amino acid, not understanding the concept of stop codons.
* Students may incorrectly assume that the sequence of a codon is flexible and can change to encode different amino acids under different conditions.
* Students may think that each amino acid is encoded by only one specific codon, rather than multiple codons.
* Students might assume that the genetic code varies significantly among different organisms, not recognizing its nearly universal nature.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3110.0
Standard ID: IST-1.O.4+5
Standard Description: Nearly all living organisms use the same genetic code, which is evidence for the common ancestry of all living organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate phylogenetic trees constructed using genetic information, explaining how similarities in genetic codes among different organisms provide evidence for their evolutionary relationships and common descent.
* Explain the universality of the genetic code and why it supports the theory of common ancestry, highlighting how specific codons are used by almost all living organisms to encode the same amino acids.

Assessment Boundaries:
* Details of specific exceptions to the universality of the genetic code, such as mitochondrial or prokaryotic variations, are beyond the scope.

Common Misconceptions:
* Some students may think that the genetic code has numerous exceptions rather than isolated rare ones, leading to a misconception about its universality.
* Students could assume that similarities in genetic codes across species are coincidental rather than evidence for a shared evolutionary heritage.
* Students may misunderstand that the genetic code varies significantly between different organisms, rather than being nearly universal.
* Students might incorrectly believe that different species have completely different genetic codes, undermining the evidence for common ancestry.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: 3120.0
Standard ID: IST-1.O.5
Standard Description: Genetic information in retroviruses is a special case and has an alternate flow of information: from RNA to DNA, made possible by reverse transcriptase, an enzyme that copies the viral RNA genome into DNA. This DNA integrates into the host genome and becomes transcribed and translated for the assembly of new viral progeny.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.4
Cluster Name: Translation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-1.O.5+1
Standard Description: Explain how reverse transcriptase converts RNA to DNA, which then integrates into the host genome

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a case study involving retroviruses to describe the functional role of reverse transcriptase in viral replication and its impact on host genome diversity.
* Describe the role of reverse transcriptase in converting retroviral RNA into DNA and its integration into the host genome.
* Explain the biochemical process through which reverse transcriptase synthesizes DNA from an RNA template.
* Predict the effects of mutations in the reverse transcriptase enzyme on the efficiency of RNA to DNA conversion and subsequent viral integration into the host genome.

Assessment Boundaries:
* Details of the specific molecular mechanisms by which reverse transcriptase converts RNA to DNA, beyond the basic understanding of the process, are beyond the scope of the course.

Common Misconceptions:
* Some students might think that the entire process of RNA being converted to DNA and integrating into the host genome happens instantly without any intermediate steps or enzymes involved.
* Students may assume that the DNA synthesized by reverse transcriptase does not integrate into the host genome.
* Students may believe that RNA is converted to DNA by a different enzyme instead of reverse transcriptase.
* Students may mistakenly think that reverse transcriptase converts DNA to RNA, which is the opposite flow of information.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3130.0
Standard ID: IST-2.A.1
Standard Description: Regulatory sequences are stretches of DNA that interact with regulatory proteins to control transcription.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-2.A.1+1
Standard Description: Describe how regulatory sequences interact with regulatory proteins to control transcription

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram showing the interaction between regulatory sequences and proteins, and explain how this interaction leads to the initiation, enhancement, or repression of transcription in the context of cellular functions.
* Analyze diagrams depicting the interaction between regulatory sequences and proteins, explaining how these interactions modulate the rate of transcription.
* Describe how transcription factors influence the binding of RNA polymerase to the promoter region and thus control the transcriptional process.
* Describe the role of operons in prokaryotic transcriptional regulation, explaining how elements like the operator and repressor interact to control gene expression.
* Evaluate the effects of mutations in regulatory sequences on gene expression and provide reasoning on potential phenotypic outcomes based on biological principles.
* Explain how enhancers and silencers, as regulatory sequences, affect gene expression by interacting with specific regulatory proteins.
* Explain the mechanism by which regulatory sequences and regulatory proteins interact to initiate or inhibit transcription, using appropriate terminology and concepts.

Assessment Boundaries:
* Understanding of the fundamental mechanisms by which regulatory sequences, such as promoters and enhancers, interact with transcription factors and other regulatory proteins to initiate or inhibit transcription. Basic examples of these interactions, without requiring memorization of specific regulatory sequences or individual protein names beyond those explicitly mentioned in the higher-level standards, such as RNA polymerase, due to course scope limitations.

Common Misconceptions:
* Some students might believe that all regulatory proteins act as repressors, failing to recognize that some enhance transcription.
* Students may confuse regulatory sequences with coding sequences, thinking they directly code for proteins instead of regulating gene expression.
* Students might think that regulatory sequences and promoter regions are the same, not understanding that while promoters are a type of regulatory sequence, there are others like enhancers and silencers with different roles.
* There is often confusion about the location of regulatory sequences, with some students assuming they must be close to the gene they regulate, overlooking that some can act at a distance through DNA looping mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3170.0
Standard ID: IST-2.A.2
Standard Description: Epigenetic changes can affect gene expression through reversible modifications of DNA or histones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-2.A.2+1
Standard Description: Describe how epigenetic changes impact gene expression through reversible modifications of DNA or histones.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how DNA methylation can impact gene expression through reversible modifications, including how it affects chromatin structure and transcriptional activity.
* Explain the role of histone acetylation in gene expression regulation, and how it can lead to increased transcription by modifying chromatin structure.
* Interpret graphical data representing changes in gene expression following epigenetic modifications of DNA and provide reasoning based on biological principles.
* Propose a hypothesis about the impact of DNA demethylation on gene expression and design an experiment, including controls and dependent variables, to test this hypothesis.
* Represent the process of chromatin modification in a flow chart, including the addition of acetyl or methyl groups to histones and the resultant changes in gene expression.

Assessment Boundaries:
* Details involving the specific sequences of modifications and their detection beyond basic understanding are not assessed.

Common Misconceptions:
* Some students might believe that DNA methylation always results in increased gene expression, instead of sometimes leading to gene silencing.
* Students may incorrectly assume that histone modifications do not affect gene expression.
* Students may mistakenly believe that all epigenetic changes are permanent and cannot be reversed.
* There might be confusion between DNA mutations and epigenetic modifications, with some students thinking they are the same.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3140.0
Standard ID: IST-2.A.3+1
Standard Description: The combination of genes that are expressed and the levels at which they are expressed determine the phenotype of an organism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how levels of gene expression and the combination of expressed genes determine the phenotype by interpreting diagrams or data sets illustrating these relationships.
* Describe the key processes and regulatory mechanisms that contribute to differential gene expression and thereby influence an organism's phenotype.
* Explain the role of tissue-specific protein expression in cell differentiation and its impact on the phenotype of an organism.
* Illustrate how transcription factors influence sequential gene expression during development and how this regulation affects phenotypic outcomes.

Assessment Boundaries:
* The exploration of how specific transcription factors influence sequential gene expression and how these factors contribute to tissue-specific gene expression should be emphasized. Detailed memorization of each transcription factor's names and the biochemical pathways leading to differentiation is beyond the scope, as is a detailed understanding of epigenetic modifications unless directly impacting gene expression levels relevant to phenotype.

Common Misconceptions:
* Some students might think that gene expression levels are static and do not change in response to developmental cues or environmental conditions.
* Students may incorrectly assume that the expression of just one gene (rather than the combination of genes) determines the phenotype of an organism.
* Students may mistakenly think that the phenotype is determined solely by genetic information, without considering the regulatory interactions during gene expression.
* Students often believe that all genes in a cell are expressed at equal levels, not understanding how differential gene expression affects phenotype.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3150.0
Standard ID: IST-2.A.3+2
Standard Description: The expression of transcription factors during development control gene expression throughout gestation.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the molecular mechanisms through which transcription factors influence the transcription of target genes, including their interaction with promoters and enhancers.
* Describe the role of transcription factors in regulating gene expression during development and their impact on cell differentiation throughout gestation.
* Explain how the sequential expression of transcription factors leads to the activation of specific genes during different stages of development.
* Interpret visual representations such as diagrams or flowcharts that illustrate the regulatory pathways involving transcription factors during development, explaining how these pathways control gene expression.

Assessment Boundaries:
* The specific molecular pathways and all the factors involved in the regulation of transcription factors during development are beyond the scope of the course. Focus should be maintained on understanding the general concept of how transcription factors sequentially control gene expression during gestation.

Common Misconceptions:
* Students may believe that only one type of transcription factor is responsible for controlling gene expression throughout development, not understanding the sequential and complex nature of gene regulation.
* Students may think that transcription factors once activated remain consistently active throughout gestation without any changes in their expression levels or activity.
* Students might assume that transcription factors directly produce proteins rather than understanding their role in activating or repressing specific genes.
* There might be a misconception that transcription factors are only involved at the beginning of development and not throughout its entirety, missing the ongoing regulatory roles they play.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3180.0
Standard ID: IST-2.A.3+3
Standard Description: Different tissues express different proteins, leading to cell differentiation..

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of gene expression in different tissues
* Apply knowledge of gene regulation to experimental design problems
* Describe the role of gene expression in cell differentiation
* Evaluate the impact of changes in gene expression on cell phenotype
* Explain how tissue-specific proteins contribute to cell differentiation
* Model the relationship between gene expression and cell differentiation
* Predict outcomes of gene expression changes during cell differentiation

Assessment Boundaries:
* Evaluation of specific gene sequences responsible for protein expression in various tissues is beyond the scope of the course. Focus should be on understanding that different regulatory molecules and interactions lead to varied protein synthesis across tissue types.

Common Misconceptions:
* Some students might think that different tissues with different functions do not necessarily require different proteins.
* Students may assume that cell differentiation does not affect gene expression.
* Students might believe that all cells express the same proteins regardless of their tissue type.
* There may be a misconception that cell differentiation is solely dependent on external factors and not on gene expression within the cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3160.0
Standard ID: IST-2.B.1+1
Standard Description: In prokaryotes, groups of genes called operons are transcribed in a single mRNA molecule, such as the lac operon.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the structure and components of an operon, illustrating how the promoter, operator, regulatory gene, and structural genes interact during gene transcription in prokaryotes.
* Evaluate hypotheses about the evolutionary advantage of operon structure in prokaryotes by comparing gene regulation and metabolic efficiency in different environmental contexts.
* Explain the function of the lac operon in E. coli, detailing how the presence or absence of lactose influences transcriptional regulation and mRNA synthesis.
* Predict the outcome of mutations in different parts of the lac operon (e.g., promoter, operator, structural genes) on the transcription and translation processes, using detailed reasoning anchored in biological principles.

Assessment Boundaries:
* Focus on the process and significance of operon transcription in prokaryotes, specifically the lac operon, without requiring detailed mechanisms of transcription regulation or genetic regulation beyond the lac operon system.

Common Misconceptions:
* Some students may believe that the lac operon is the only example of an operon in prokaryotes.
* Students may incorrectly assume that the presence of lactose alone is sufficient to fully activate the lac operon without considering the role of the repressor and the inducer allolactose.
* Students might think that each gene within an operon is transcribed separately into individual mRNA molecules.
* Students might think that operons are also found in eukaryotic cells, not recognizing that this system is unique to prokaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3190.0
Standard ID: IST-2.B.1+2
Standard Description: Both prokaryotes and eukaryotes have groups of genes that are coordinately regulated.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams of the lac operon and other prokaryotic operons to determine how changes in environmental conditions affect gene expression.
* Describe the structure and function of prokaryotic operons including the roles of structural genes, promoter regions, operators, and regulatory genes.
* Explain how the lac operon functions as an inducible system in prokaryotes, delineating the role of inducers and repressors.
* Explain the mechanism by which transcription factors influence the coordinated regulation of genes in eukaryotes, focusing on their interaction with promoters and enhancers.
* Predict the effect of mutations in regulatory sequences on the expression of multiple genes in a prokaryotic operon or a eukaryotic gene cluster using models and experimental evidence.

Assessment Boundaries:
* The detailed mechanisms through which transcription factors influence specific gene regulatory networks are beyond the scope of the course.

Common Misconceptions:
* Students may believe that transcription factors in eukaryotes bind to just one specific gene, rather than multiple genes to regulate coordinated expression.
* Students may misunderstand that coordinated gene regulation in eukaryotes happens through operons, similar to prokaryotes.
* Students may think that operons exist and function in both prokaryotes and eukaryotes equally.
* Students might assume that all genes within a group must be located next to each other on the chromosome to be coordinately regulated in eukaryotes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.5
Cluster Name: Regulation of Gene Expression
Lesson Name: *None specified*
Lesson Order: 3200.0
Standard ID: IST-2.B.1+3
Standard Description: In eukaryotes, groups of genes may be influenced by the same transcription factors to coordinately regulate expression.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of shared transcription factors on the expression patterns of gene groups in eukaryotic cells.
* Describe the process by which transcription factors can influence multiple genes to explain coordinated gene expression.
* Explain the role of transcription factors in the coordinated regulation of gene expression in eukaryotes.
* Interpret experimental data illustrating the effect of transcription factors on the expression of different genes within the same regulatory network in eukaryotes.

Assessment Boundaries:
* Specific sequences of DNA or RNA, other than general examples of transcription factors like enhancers or silencers, should be beyond the course scope.

Common Misconceptions:
* Students may assume that each gene has a unique, individual transcription factor rather than sharing common ones.
* Students may incorrectly believe that all genes influenced by the same transcription factor are located next to each other in the genome.
* Students may think that transcription factors act only on single genes, not on multiple genes to coordinate their expression.
* Students may think that transcription factors only activate gene expression and are not capable of repressing it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3210.0
Standard ID: IST-2.C.1+1
Standard Description: RNA polymerase first attaches to DNA at the promoter

Key Concepts:
*None specified*

Learning Objectives:
* Describe how the structure of a promoter sequence facilitates the binding of RNA polymerase and transcription factors.
* Describe the process by which RNA polymerase binds to the promoter region to initiate transcription.
* Explain the role of transcription factors in guiding RNA polymerase to the promoter region.
* Explain the significance of the TATA box in the promoter region for the initiation of transcription.

Assessment Boundaries:
* Focus on the general process through which RNA polymerase recognizes and binds to the promoter, emphasizing the role of transcription factors and promoter sequences such as the TATA box in eukaryotes. Exclude specifics on the molecular interactions or structural biology details that are beyond the introductory scope.

Common Misconceptions:
* Students may erroneously think that once RNA polymerase binds to the DNA, it directly starts synthesizing RNA without any need for preliminary steps like unwinding the DNA.
* Students may mistakenly believe that transcription factors are not involved in the attachment of RNA polymerase to the promoter.
* Students might think that RNA polymerase binds randomly to any DNA sequence instead of recognizing specific promoter sequences.
* Students often assume that RNA polymerase can initiate transcription without any help from additional proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3230.0
Standard ID: IST-2.C.1+2
Standard Description: Transcription factors influence transcription by binding to the promoters

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of transcription factor binding and discuss how changes in transcription factor levels can influence gene expression.
* Describe the role of transcription factors in regulating gene expression by binding to promoter regions of DNA.
* Explain the process by which transcription factors initiate transcription by facilitating the binding of RNA polymerase to the promoter.
* Illustrate the sequence of events from transcription factor binding at promoters to the initiation of RNA synthesis, using diagrams or flowcharts.
* Predict how mutations in promoter sequences could affect transcription factor binding and subsequent gene expression.

Assessment Boundaries:
* Focus on the interaction of transcription factors with promoter regions to modulate the initiation of transcription. The examination should exclude detailed mechanistic pathways of specific transcription factors and the regulation involving enhancer or silencer elements beyond the basic promoter interaction. Detailed roles of different types of RNA polymerases and the step-by-step assembly of transcription initiation complexes are also beyond the scope for assessment.

Common Misconceptions:
* Some students may think that transcription factors directly bind to RNA polymerase, rather than the promoter region.
* Students might incorrectly believe that all genes have a single universal promoter recognized by transcription factors, not realizing that different genes have distinct promoter sequences.
* Students might misunderstand that all transcription factors always enhance transcription, not recognizing that some can also act as repressors.
* There may be confusion that the binding of transcription factors to promoters always results in immediate gene expression, ignoring the complexity of additional regulatory mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3220.0
Standard ID: IST-2.C.2+1
Standard Description: Some Inhibitory factors limit gene expression by binding to DNA

Key Concepts:
*None specified*

Learning Objectives:
* Explain the mechanism by which inhibitory transcription factors bind to specific DNA sequences and block the initiation of transcription.
* Predict the effects of mutations in DNA binding sites of inhibitory factors on gene expression and phenotype, based on principles of molecular biology.
* Represent the process of transcription inhibition using flow charts to illustrate how binding of inhibitory factors affects gene expression.

Assessment Boundaries:
* Limit the assessment to understanding how negative regulatory molecules, such as repressors, bind to specific sites on DNA and prevent the binding of RNA polymerase or transcription factors, thereby inhibiting transcription. The assessment should not require memorization of detailed molecular structures of specific inhibitors or DNA sequences but should focus on the general mechanisms of inhibition.

Common Misconceptions:
* Students may think that inhibitory factors function by only binding to promoter regions exclusively, neglecting other regions of DNA they might interact with.
* Students might believe that all molecules binding to DNA will enhance gene expression rather than inhibit it.
* Students might confuse the role of negative regulatory molecules with that of enzymes, assuming they catalyze reactions rather than inhibit transcription.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3240.0
Standard ID: IST-2.C.2+2
Standard Description: Some Inhibitory factors limit gene expression by blocking transcription

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams depicting the interaction of inhibitory factors with the promoter and operator regions of a gene, explaining how these interactions hinder transcription.
* Describe how inhibitory factors, such as repressor proteins, function to block transcription and thereby limit gene expression.
* Explain how the binding of inhibitory factors to DNA integrates with larger biological systems involved in gene regulation and cellular homeostasis.
* Explain the molecular mechanism through which negative regulatory molecules bind to DNA and obstruct the progression of RNA polymerase during transcription.

Assessment Boundaries:
* Explanations should focus on general mechanisms of transcription inhibition, such as repressor binding to operator sites, without delving into specific examples of regulatory proteins or detailed molecular pathways.

Common Misconceptions:
* Some students may assume that inhibitory factors that block transcription have a permanent effect on gene expression, rather than potentially reversible impacts.
* Students may incorrectly believe that all negative regulatory molecules inhibit transcription by binding directly to promoter regions, ignoring other mechanisms such as binding to enhancers or interacting with transcription factors.
* Students might think that inhibitory factors always lead to the complete shutdown of gene expression, rather than simply reducing the rate of transcription.
* There is often a misunderstanding that all cells within an organism will have the same response to inhibitory factors, not considering cell-specific regulatory mechanisms and variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3250.0
Standard ID: IST-2.D.1+1
Standard Description: Gene regulation allows different cells of the same organism to produce different proteins

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of gene regulatory mechanisms, such as operons and transcription factors, and explain their effect on protein synthesis in different cells.
* Describe the mechanism by which transcription factors regulate gene expression in different cells.
* Describe the role of enhancers and silencers in differential gene expression and how their activity can result in tissue-specific protein production.
* Evaluate scientific claims about the role of non-coding RNAs in regulating gene expression to produce different proteins in various cell types.
* Explain how chromatin remodeling (e.g., histone acetylation and DNA methylation) impacts gene expression and leads to the production of different proteins in various cell types.
* Explain how post-transcriptional modifications, such as alternative splicing, contribute to the diversity of protein production in different cells.
* Predict the outcomes of disrupting specific gene regulatory pathways in different tissues and explain the potential phenotypic consequences.
* Use flowcharts to represent the processes of gene regulation leading to the synthesis of different proteins in various cell types.

Assessment Boundaries:
* The specific molecular mechanisms by which transcription factors interact with promoter regions in eukaryotes are beyond the scope of the course.

Common Misconceptions:
* Students may misunderstand that all proteins in an organism are produced at constant levels, not recognizing that protein production can be highly variable depending on cell type and environmental conditions.
* Students may think that all cells in an organism express the same genes at the same levels, failing to understand differential gene expression.
* Students might assume that once a gene is turned on, it remains active indefinitely, not realizing that gene expression can be tightly controlled and temporarily activated.
* Students might believe that gene regulation only happens at the transcriptional level, ignoring post-transcriptional, translational, and post-translational controls.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3260.0
Standard ID: IST-2.D.1+2
Standard Description: Gene regulation allows a cell to produce different proteins over time

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual data on chromatin modifications and their impact on gene expression and protein production over time.
* Describe the mechanisms by which gene regulation influences the production of different proteins at different times.
* Explain the role of transcription factors in influencing the expression of specific genes.
* Interpret the processes of pre-transcriptional, transcriptional, and post-transcriptional regulation in the context of dynamic protein production.
* Predict the outcomes of changes in gene regulatory mechanisms on the temporal pattern of protein production.

Assessment Boundaries:
* The focus should be on understanding the role of transcription factors and regulatory elements such as enhancers and silencers in differential gene expression, not on the memorization of different gene regulatory mechanisms.

Common Misconceptions:
* Students may assume that all cells in an organism produce the same proteins at the same time, overlooking the fact that gene regulation allows for temporal and spatial specificity in protein production.
* Students may think gene regulation is static and does not change over time, failing to understand that it can dynamically alter protein production in response to environmental or developmental cues.
* Students might incorrectly believe that each gene produces only one type of protein, not realizing that through processes like alternative splicing, a single gene can lead to the production of multiple proteins over time.
* Students might misunderstand the role of regulatory elements (such as enhancers and silencers) and transcription factors in gene expression, leading to misconceptions about how these components modulate protein levels over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: 3270.0
Standard ID: IST-2.D.2
Standard Description: Certain small RNA molecules have roles in regulating gene expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.6
Cluster Name: Gene Expression and Cell Specialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-2.D.2+1
Standard Description: Explain how small RNA molecules have roles in regulating gene expression. (Thoroughly explain your example)

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of small RNA molecules in the degradation of target mRNA through the RNA-induced silencing complex (RISC).
* Describe the structures and types of small RNA molecules involved in gene regulation.
* Discuss the therapeutic applications of small RNA molecules in treating genetic disorders, providing reasoning based on molecular mechanisms and experimental data.
* Explain the mechanism by which small RNA molecules, such as siRNA or miRNA, identify and bind to target mRNA sequences to regulate gene expression.
* Propose a hypothesis on the effect of gene knockdown using small interfering RNA (siRNA) in a specific cell type and predict the potential phenotypic outcomes.

Assessment Boundaries:
* The role of specific small RNA types (such as miRNA and siRNA) in gene silencing and regulation is included, while the biochemical details of RNA-induced silencing complex (RISC) formation and cleavage mechanisms are beyond the scope of the course.

Common Misconceptions:
* Students may assume that all gene regulation occurs at the DNA level and not through RNA intermediaries.
* Students might believe that small RNA molecules have no significant impact on gene expression and cellular function.
* Students might think that small RNA molecules are not related to gene regulation but only involved in protein synthesis.
* There is a misconception that only mRNA is involved in regulating the expression of genes, not considering other types of small RNA molecules like miRNA and siRNA.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3280.0
Standard ID: IST-2.E.1+1
Standard Description: Changes in genotype can result in changes in phenotype.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how changes in gene dosage (e.g., duplication, deletion) can affect an organism's phenotype.
* Describe how mutations in DNA can result in changes in gene expression and phenotype.
* Develop a model representing the flow of genetic information from mutation to phenotypic expression and use it to explain observed phenotypes.
* Explain the relationship between the type of mutation (e.g., point mutation, frameshift mutation) and the functional consequences for the resulting protein.
* Predict the possible phenotypic outcomes resulting from specific genotypic changes in a given biological scenario.

Assessment Boundaries:
* Details of specific mutations and their examples are beyond the scope of this course.

Common Misconceptions:
* Many students may believe that every phenotype change is due to a change in the coding sequence of DNA, ignoring regulatory elements and post-transcriptional modifications that can alter gene expression.
* Some students might think that changes in genotype only refer to large-scale mutations like insertions or deletions, rather than including point mutations or substitutions which can also significantly affect the phenotype.
* Students may assume that a single genotype change always results in a single, predictable phenotype change, overlooking the complexity of gene interactions and environmental influences.
* Students may think that all changes in genotype always lead to noticeable changes in phenotype, not understanding the concept of silent mutations which do not affect the phenotype.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3290.0
Standard ID: IST-2.E.1+2
Standard Description: The function and amount of gene products determine the phenotype of an organism

Key Concepts:
*None specified*

Learning Objectives:
* Construct a diagram showing the pathway from gene transcription to phenotypic expression, including all intermediate processes, and explain key steps in this pathway.
* Describe how varying the levels of a specific gene product can alter the phenotype of an organism at the cellular or organismal level.
* Explain how mutations affecting gene function or expression levels can lead to altered phenotypes, providing reasoning based on changes in cellular processes.
* Explain the relationship between the gene coding for a specific protein and the resulting phenotype by describing the role of gene products in cellular functioning.
* Interpret data from experiments that manipulate gene expression levels, describing the subsequent phenotypic changes observed and explaining the underlying cellular mechanisms.
* Predict the phenotypic outcome of a gain- or loss-of-function mutation in a gene, integrating knowledge about the gene’s role in cellular processes.

Assessment Boundaries:
* Details of specific examples of gene mutations, such as those leading to cystic fibrosis or adaptive melanism in mice, are beyond the required scope.

Common Misconceptions:
* Students could misunderstand that only the function (not the amount) of gene products influences phenotype, overlooking how levels of expression can lead to different phenotypic outcomes.
* Students may believe that all genes in an organism are always active and continuously producing gene products, rather than understanding that gene expression can be regulated.
* Students may incorrectly assume that mutations in a gene will always result in a visible change in phenotype, disregarding the existence of silent mutations and regulatory mechanisms that can mitigate the effects of such mutations
* Students might think that changes in the amount of gene product do not necessarily affect the phenotype of an organism, neglecting the potential impacts on cellular functions and overall organism traits.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3300.0
Standard ID: IST-2.E.1+3
Standard Description: Disruptions in genes can cause new phenotypes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how mutations can disrupt the normal function of genes and gene products, leading to new phenotypes.
* Evaluate claims about the mechanisms through which gene disruptions cause new phenotypes, utilizing evidence from biological principles and concepts.
* Explain the relationship between genotype changes due to gene disruptions and resulting phenotypic variations.

Assessment Boundaries:
* The assessment will focus on understanding that disruptions in genes—such as mutations—can lead to new phenotypes by affecting gene function and expression. Students should be able to provide examples of how physical traits might change due to changes in gene expression, without needing to memorize specific gene sequences or complex biochemical pathways unless they are part of widely recognized examples.

Common Misconceptions:
* Students may incorrectly assume that only large alterations in genetic sequences can lead to new phenotypes, neglecting the impact of point mutations or small deletions/insertions.
* Students might believe that all genetic mutations result in harmful effects or diseases, without understanding that some mutations can be neutral or even beneficial.
* Students might think that all disruptions in genes will be immediately noticeable in the phenotype, not considering that some effects may be subtle or masked by other genetic factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3310.0
Standard ID: IST-2.E.2+1
Standard Description: Changes in a DNA sequence can lead to changes in the type or amount of the protein produced and the consequent phenotype.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how frameshift mutations can lead to altered protein products and potentially different phenotypic outcomes.
* Describe the impact of base substitution mutations on the type or amount of protein produced and the resulting phenotypic changes.
* Explain the effects of nonsense, missense, and silent mutations on protein synthesis and phenotype without specifying examples.

Assessment Boundaries:
* The detailed molecular mechanisms of how each type of DNA mutation (e.g., point mutations, insertions, deletions) alters protein production are not required. Instead, focus on how mutations broadly affect protein production quantity and type without delving into specific biochemical pathways.

Common Misconceptions:
* Some students might think that all mutations lead to a complete loss of protein function, not recognizing that some changes can be neutral or even beneficial.
* Students may believe that all changes in DNA sequences always result in detrimental effects on proteins and phenotypes.
* Students may think mutations always lead to observable changes in phenotype, underestimating the possibility of silent mutations.
* There might be a misconception that only large-scale mutations (insertions, deletions) can affect protein production, overlooking the impact of point mutations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3320.0
Standard ID: IST-2.E.2+2
Standard Description: DNA mutations can be positive, negative, or neutral based on the effect they have on the resulting protein. Assess each impact <positive, negative, or neutral> separately.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a hypothesis about the potential evolutionary advantages or disadvantages of different types of DNA mutations.
* Describe the types of mutations that can occur in DNA and their potential effects on the resulting protein.
* Evaluate experimental data that describes the effects of specific DNA mutations on protein production and phenotype.
* Explain the relationship between DNA sequence alterations and changes in protein structure and function.

Assessment Boundaries:
* Evaluation of the specific biochemical processes through which mutations lead to positive, negative, or neutral impacts on protein function should be limited to describing the general outcomes of each type of mutation on protein structure and function, rather than specific molecular pathways.

Common Misconceptions:
* Students may believe that all mutations in DNA always result in negative effects, failing to recognize the possibility of neutral or positive impacts on the resulting protein and phenotype.
* Students may incorrectly assume that only positive mutations are subjected to evolutionary pressure, not recognizing that neutral and negative mutations can also play roles in evolution.
* Students may think that a neutral mutation has no effect at all, not understanding that it means the mutation doesn't alter the function of the resulting protein, even if the DNA sequence has changed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3420.0
Standard ID: IST-4.A.1+1
Standard Description: Errors in DNA replication or DNA repair mechanisms, and external factors like radiation and reactive chemicals, can cause random mutations in the DNA.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams or models representing the processes of DNA replication and repair, identifying potential points where errors could occur and explaining the impact of such errors.
* Evaluate the effects of radiation and reactive chemicals on DNA, describing how these external factors can introduce mutations into the DNA sequence.
* Explain how errors in DNA replication or repair can cause mutations and describe the types of mutations that may result from such errors.
* Interpret graphical data depicting the frequency and types of mutations caused by errors in DNA replication or exposure to external factors, discussing the biological significance of these mutations.
* Propose a hypothesis on how a specific random mutation induced by DNA replication errors or external factors could affect an organism's phenotype, justifying the hypothesis based on biological principles and data.

Assessment Boundaries:
* The assessment will focus on understanding how DNA replication and repair errors, as well as external factors like radiation and chemicals, can cause random mutations, without requiring the detailed mechanisms of these processes.

Common Misconceptions:
* Many students might believe that errors in DNA replication are always fixed by DNA repair mechanisms without failure, not recognizing that these mechanisms are not flawless and can contribute to genetic variation.
* Some students might think that external factors like radiation only cause harmful mutations, without understanding that such factors can also lead to neutral or beneficial changes depending on the circumstances.
* Students may assume that all mutations in DNA result in negative outcomes, ignoring the fact that mutations can be beneficial, detrimental, or neutral depending on the environmental context.
* Students may confuse the role of DNA polymerase and RNA polymerase in proofreading, not realizing that while DNA polymerase has proofreading capabilities, RNA polymerase lacks this function, leading to different error rates during replication and transcription.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3430.0
Standard ID: IST-4.A.1+2
Standard Description: Whether a mutation is detrimental, beneficial, or neutral depends on the environmental context and consequent selective pressures.

Key Concepts:
*None specified*

Learning Objectives:
* Compare different environmental scenarios to evaluate the potential evolutionary outcomes of specific genetic mutations.
* Describe how environmental conditions determine whether a mutation is harmful, beneficial, or neutral in an organism.
* Explain the relationship between selective pressures in an environment and the relative advantage or disadvantage of specific mutations.
* Interpret data from experiments showing different environmental contexts where the same mutation exhibits different effects on fitness.

Assessment Boundaries:
* Specific biochemical pathways for environmental detection and subsequent gene regulation are beyond the assessment scope.

Common Misconceptions:
* Some students might think that whether a mutation is beneficial, detrimental, or neutral is inherent to the mutation itself rather than the result of the environmental context.
* Students may believe that all mutations are detrimental, not understanding that some can be beneficial or neutral based on the environmental context.
* Students may misunderstand that selective pressures can not change, leading them to think that a beneficial mutation will always remain beneficial.
* There might be a misconception that mutations always lead directly to observable phenotypic changes, not recognizing that some mutations can be silent and not influence the phenotype.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3440.0
Standard ID: IST-4.A.1+3
Standard Description: Mutations are the primary source of genetic variation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data showing genetic variation within a population and propose how specific mutations could drive evolutionary adaptation under different environmental pressures. (AP Biology Skill: 5.D)
* Describe how random mutations in DNA are generated by errors in DNA replication or repair mechanisms, and explain their significance as a primary source of genetic variation. (AP Biology Skill: 1.A)
* Differentiate between the potential outcomes (detrimental, beneficial, or neutral) of mutations based on the environmental context and provide reasoning to justify these distinctions. (AP Biology Skill: 6.C)
* Evaluate primary literature and scientific studies on mutation and genetic variation, summarizing the methods and findings related to the sources of genetic diversity. (AP Biology Skill: 6.D)
* Explain the various types of mutations, such as point mutations, insertions, deletions, and chromosomal rearrangements, and their roles in creating genetic diversity within a population. (AP Biology Skill: 1.B)
* Represent processes of mutation and repair visually using flow charts and diagrams, identifying key steps and their impacts on genetic variation. (AP Biology Skill: 2.D)

Assessment Boundaries:
* The scope is limited to discussing mutations as the primary source of genetic variation in the context of natural selection and evolutionary processes. Detailed biochemical pathways by which mutations affect cellular processes are beyond this scope. Focus on examples of how mutations can lead to genetic variation observable at the population level, such as antibiotic resistance or phenotypic diversity in natural populations. Complex molecular mechanisms underlying DNA error correction processes are excluded.

Common Misconceptions:
* Learners often believe mutations always have visible effects on the organism's phenotype, disregarding that many mutations are neutral.
* Students may think that all mutations are harmful and fail to recognize that they are the primary source of beneficial genetic variation.
* Students might assume that only environmental factors, and not random errors in DNA replication, cause genetic variation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3450.0
Standard ID: IST-4.A.2+1
Standard Description: Errors in mitosis or meiosis can result in changes in phenotype.

Key Concepts:
*None specified*

Learning Objectives:
* Construct and analyze a Punnett square or pedigree chart to explain the inheritance patterns of chromosomal errors and their phenotypic effects.
* Describe various types of chromosomal errors such as nondisjunction, deletions, duplications, and translocations, and how these errors occur during mitosis or meiosis.
* Explain the process of nondisjunction and how it can result in aneuploidy, describing its impact on the resulting phenotype.

Assessment Boundaries:
* Assessment does not need to include detailed mechanisms of specific disorders but should focus on foundational understanding of chromosome number changes due to mitosis or meiosis errors, such as nondisjunction, leading to phenotypic variation.

Common Misconceptions:
* Some students may wrongly believe that changes in chromosome number are the only type of errors that can occur during cell division, neglecting structural changes such as translocations, inversions, deletions, and duplications.
* Students may assume that all changes in phenotype due to errors in mitosis or meiosis are immediately apparent, not understanding that some changes can have subtle or delayed effects.
* Students may confuse mitosis with meiosis, assuming both processes lead to genetic variation.
* Students might think that errors in mitosis or meiosis always result in negative phenotypic consequences, not recognizing that some changes have no effect or can be beneficial.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3460.0
Standard ID: IST-4.A.2+2
Standard Description: Changes in chromosome number often result in new phenotypes, including sterility caused by triploidy, and increased vigor of other polyploids.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which changes in chromosome number can lead to new phenotypes, including mechanisms such as nondisjunction during meiosis.
* Explain how triploidy and polyploidy result in phenotypic changes, emphasizing the relationship between chromosome number and phenotypic expression.
* Predict the phenotypic outcomes of specific chromosomal alterations, such as triploidy, based on the principles of genetics and inheritance.

Assessment Boundaries:
* The assessment should not require in-depth knowledge of specific polyploid organisms or the molecular mechanisms behind increased vigor. Assessment may focus on basic examples of phenotype changes due to chromosome number alteration.

Common Misconceptions:
* Students may think that changes in chromosome number primarily result in negative outcomes, without recognizing the potential for new advantageous phenotypes.
* Students might believe that polyploidy in plants always leads to sterility, rather than understanding it can also lead to increased vigor.
* Students often assume that all changes in chromosome number occur through meiosis, failing to consider errors during mitosis which can also lead to phenotypic changes.
* There is a misconception that triploidy is the only form of polyploidy, ignoring other forms such as tetraploidy which can also influence phenotypic outcomes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3470.0
Standard ID: IST-4.A.2+3
Standard Description: Changes in ploidy number can result in speciation in plants.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate a scientific claim regarding the evolutionary advantages of polyploidy in plant speciation, providing reasoning based on genetic and reproductive data.
* Explain how changes in ploidy number, such as polyploidy, can lead to reproductive isolation and facilitate speciation in plants.
* Propose an experiment to test the hypothesis that polyploidy can result in speciation in a plant species, including independent and dependent variables and controls.

Assessment Boundaries:
* The mechanics of genetic drift resulting in changes in ploidy number leading to speciation are outside the course scope; focus on the influence of polyploidy on plant speciation without detailing underlying genetic mechanisms.

Common Misconceptions:
* Students may believe that changes in ploidy only affect individual plants and do not contribute to broader evolutionary processes like species divergence.
* Students may think that changes in ploidy number always lead to negative effects rather than understanding its role in potentially beneficial outcomes like speciation in plants.
* Students might assume that all changes in ploidy number result in sterility, not recognizing that some polyploids exhibit increased vigor and can contribute to the formation of new species.
* Students might misunderstand that speciation primarily occurs through chromosomal rearrangements alone, without recognizing the significant role of ploidy changes in plants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3480.0
Standard ID: IST-4.A.2+4
Standard Description: Changes in chromosome number often result in human disorders with developmental limitations. For example, Down syndrome/Trisomy 21 and Turner syndrome.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze pedigrees and inheritance patterns to identify the mode of transmission for disorders caused by changes in chromosome number and explain the implications for future generations.
* Construct and interpret flowcharts outlining the sequence of meiotic events leading to non-disjunction and the formation of gametes with abnormal chromosome numbers, explaining how these lead to disorders like Down syndrome and Turner syndrome.
* Describe the genetic basis of human disorders resulting from alterations in chromosome number, such as Down syndrome and Turner syndrome, and detail the specific chromosomal changes involved (e.g., trisomy 21, monosomy X).
* Evaluate statistical data from population studies on the prevalence of chromosomal disorders, explaining any observed trends and potential factors influencing these rates.
* Explain the biological mechanisms by which errors in meiosis lead to changes in chromosome number, resulting in disorders like Down syndrome and Turner syndrome, detailing each stage where such errors may occur.
* Propose and justify a scientific investigation to further explore the relationship between maternal age and the incidence of chromosomal disorders like trisomy 21, including hypothesis formation, experimental design, and identification of control variables.

Assessment Boundaries:
* Focus is on demonstrating an understanding of how changes in chromosome number lead to specific developmental limitations, without requiring detailed genetic mechanisms or pathways.

Common Misconceptions:
* Some students might incorrectly assume that only changes in the number of autosomes lead to disorders, neglecting the role of sex chromosome anomalies such as Turner syndrome.
* Students may incorrectly assume that changes in chromosome number always lead to lethal outcomes instead of developmental limitations.
* Students may think that changes in chromosome number cannot lead to increased vigor or other phenotypes, only disorders.
* Students might incorrectly believe that Trisomy 21 (Down syndrome) and Turner syndrome do not result from errors in meiosis but some other genetic mechanism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3330.0
Standard ID: IST-4.B.1+1
Standard Description: Genotypes are subject to natural selection because the phenotypes the produce are subject to natural selection.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a flowchart depicting the process of a genetic mutation leading to a phenotypic change and its subsequent influence on the natural selection process within a specific environment.
* Analyze a visual representation showing variation in phenotypes within a population and explain how this variation can affect fitness and be subject to natural selection.
* Describe how a genotype can influence an organism's phenotype and how this combination affects the organism's survival and reproductive success.
* Describe how horizontal gene transfer mechanisms (e.g., transformation, transduction, conjugation, and transposition) contribute to genetic variation and the potential impacts on phenotypic expression and natural selection in prokaryotes.
* Evaluate the role of sexual reproduction in generating genetic diversity and explain how this diversity can affect the evolutionary fitness of a population.
* Explain the evolutionary significance of genetic recombination events (e.g., those involving related viruses infecting the same host) and their impact on phenotypic variation and natural selection.
* Explain the process of natural selection and its effect on the frequency of advantageous genotypes in a population over successive generations.
* Interpret data from an experiment on natural selection, including identifying trends in the prevalence of specific genotypes and associated phenotypes over multiple generations.
* Predict the impact on an ecosystem if a key phenotype within a population is significantly altered due to a genetic mutation or environmental change.

Assessment Boundaries:
* Examples of specific alterations in DNA sequences or particular phenotype manifestations resulting from those changes are beyond the scope of the course.

Common Misconceptions:
* Students may assume that all genetic variations are equally likely to be subject to natural selection, ignoring the influence of specific environmental pressures.
* Students may believe that only positive changes to phenotypes will be subject to natural selection, ignoring neutral or even slightly negative phenotypic changes that can be selected under certain conditions.
* Students may misunderstand that natural selection acts on phenotype changes without a connection to underlying genotypic changes.
* Students may think that genotypes themselves are directly selected by natural selection rather than the phenotypes they produce.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3340.0
Standard ID: IST-4.B.1+2
Standard Description: Beneficial genetic changes are selected for via natural selection.

Key Concepts:
*None specified*

Learning Objectives:
* Construct models, such as flow charts or diagrams, to represent the relationship between environmental pressures, beneficial genetic changes, and their selection through natural selection.
* Explain how natural selection operates to enhance the frequency of beneficial genetic changes in a population over successive generations, emphasizing the role of environmental conditions in this process.
* Explain how specific genetic changes that provide a survival or reproductive advantage affect the overall fitness of a population, incorporating key principles of evolutionary biology.
* Predict future trends in the genetic makeup of a population given specific environmental changes, supporting claims with evidence from biological theory and data from past evolutionary trends.
* Use experimental data to evaluate hypotheses regarding the survival and reproductive advantages conferred by specific genetic changes in a population, including the process of rejecting or failing to reject null hypotheses.

Assessment Boundaries:
* Assessment focus will be on understanding genetic changes and their selection processes rather than the specific molecular mechanisms through which genetic changes occur, such as horizontal gene transfers or viral recombination. Specific examples of evolutionary changes like antibiotic resistance should be used to illustrate the concept but are not exhaustive.

Common Misconceptions:
* Students may believe that all genetic changes have an immediate and observable effect on phenotype.
* Students might assume that deleterious mutations cannot persist in a population.
* Students might misunderstand that natural selection actively selects for genetic changes rather than the organisms with those changes have a reproductive advantage.
* Students often think that beneficial genetic changes are always large-scale changes, such as new traits, rather than small adjustments like improved enzyme efficiency.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3350.0
Standard ID: IST-4.B.1+3
Standard Description: The horizontal acquisition of genetic information increases variation in prokaryotes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the interaction between related viruses that infect the same host cell and how this interaction can lead to recombination events that contribute to increased genetic variation in prokaryotes.
* Describe the mechanisms by which prokaryotes acquire genetic information horizontally, including transformation, transduction, conjugation, and transposition.
* Evaluate the evolutionary advantages and potential disadvantages of horizontal gene transfer in prokaryotes, providing reasoning based on biological principles and data.
* Explain how the horizontal acquisition of genetic information increases genetic variation in prokaryotes, and relate this to the larger concepts of evolution and natural selection.
* Explain the relationship between the mechanisms of horizontal gene transfer and the increased adaptability of prokaryotic populations to changing environments.
* Interpret visual representations, such as bacterial growth curves or genetic maps, to explain the relationship between horizontal gene transfer and increased genetic diversity in prokaryotic populations.
* Represent the horizontal gene transfer processes in prokaryotes through visual models such as diagrams and flowcharts, and describe the steps involved in each process.

Assessment Boundaries:
* Details of the molecular mechanisms of transformation, transduction, conjugation, and transposition including specific protein interactions and full viral lifecycles are not required.

Common Misconceptions:
* Some students may mistakenly believe that horizontal gene transfer mechanisms such as transformation, transduction, and conjugation do not significantly impact genetic variation in prokaryotes, underestimating their role compared to mutations.
* Students may not realize that horizontal gene transfer can occur between different species of prokaryotes, viewing it as restricted to within-species only, which limits their understanding of the breadth of genetic diversity it can introduce.
* Students might assume that genetic variation in prokaryotes primarily arises from processes like meiosis and sexual reproduction, similar to eukaryotes, rather than horizontal gene transfer mechanisms.
* There could be a misconception that horizontal gene transfer between prokaryotes is a rare event, whereas it is actually quite common and a crucial factor in bacterial evolution and adaptation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3360.0
Standard ID: IST-4.B.1+4
Standard Description: Explain the process of transformation (uptake of naked DNA) in prokaryotes and how it increases genetic variation.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a diagram or flowchart that illustrates the process of transformation in prokaryotes, including the uptake and incorporation of naked DNA into the bacterial genome.
* Describe the steps involved in bacterial transformation, including the uptake of naked DNA from the environment into a prokaryotic cell.
* Explain how the integration of foreign DNA into a prokaryotic genome through transformation leads to increased genetic variation.
* Predict the phenotypic outcomes of transformation events in prokaryotic cells based on different environmental conditions and genetic inputs.

Assessment Boundaries:
* The assessment of this substandard should focus on the conceptual understanding of the transformation process in prokaryotes and its role in increasing genetic variation. The boundary should exclude the detailed molecular mechanisms and technical processes involved in the transformation, such as specific enzymes or DNA sequences beyond the general concept of uptake of naked DNA.

Common Misconceptions:
* Students may assume that naked DNA cannot stably integrate into bacterial genomes and thus has no lasting effect.
* Students may believe that transformation only occurs in eukaryotes and not in prokaryotes.
* Students might think that transformation does not contribute to genetic variation.
* Students often think that transformation requires a virus, confusing it with transduction.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3370.0
Standard ID: IST-4.B.1+5
Standard Description: Explain the process of transduction (viral transmission of genetic information) in prokaryotes and how it increases genetic variation.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast transduction with other horizontal gene transfer mechanisms such as transformation and conjugation in terms of their processes and contributions to genetic variation.
* Describe the process of transduction in prokaryotes, including the role of bacteriophages in transferring genetic material between bacterial cells, incorporating applicable diagrams to illustrate the mechanism.
* Evaluate the evolutionary implications of genetic variation introduced by transduction by connecting it to principles of natural selection and prokaryotic adaptability to different environments.
* Explain how the incorporation of foreign DNA into the bacterial genome via transduction leads to increased genetic variation, and provide examples of traits that could be conferred through this process.
* Interpret graphical representations of transduction events and explain their significance for genetic diversity in prokaryotic populations.

Assessment Boundaries:
* Focus on the conceptual understanding of transduction as a mechanism contributing to genetic variation in prokaryotes; specific viral life cycles or molecular details of viral infection processes are beyond the assessment scope.

Common Misconceptions:
* Some students may mistakenly believe that transduction only occurs in eukaryotic cells, not in prokaryotes like bacteria.
* Students may incorrectly believe that transduction does not involve viruses and occurs only through bacterial cell-to-cell contact.
* Students often think that transduction cannot result in significant genetic variation because the amount of genetic material transferred is minimal.
* There might be a misconception that transduction is similar to transformation, where naked DNA is taken up from the environment, rather than being mediated by a virus.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3380.0
Standard ID: IST-4.B.1+6
Standard Description: Explain the process of conjugation (cell-to-cell transfer of DNA) in prokaryotes and how it increases genetic variation.

Key Concepts:
*None specified*

Learning Objectives:
* Compare Conjugation with Other Forms of Horizontal Gene Transfer
* Describe the Mechanism of Conjugation in Prokaryotes
* Evaluate the Impact of Conjugation on Bacterial Populations
* Explain the Genetic Variation Resulting from Conjugation
* Hypothesize the Evolutionary Advantages of Conjugation

Assessment Boundaries:
* Descriptions of the molecular mechanisms by which conjugation increases genetic variation are not required. Focus should be on conceptual understanding of conjugation as a process and its role in genetic variation in prokaryotes.

Common Misconceptions:
* Some students may believe that conjugation can occur between any types of cells, not recognizing that it primarily occurs between prokaryotic cells.
* Students might assume that the process of conjugation involves the complete transfer of a donor cell's DNA to a recipient cell, rather than just a portion.
* Students might misunderstand the role of the F plasmid (fertility factor) in conjugation, thinking it is irrelevant or not understanding its importance in facilitating the DNA transfer process.
* There may be confusion that conjugation reduces genetic variation when, in fact, it increases it by introducing new genetic combinations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3390.0
Standard ID: IST-4.B.1+7
Standard Description: Explain the process of transposition (movement of DNA segments within and between DNA molecules) in prokaryotes and how it increases genetic variation.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of transposition within prokaryotic cells and how it contributes to genetic variation.
* Evaluate the role of transposons in the horizontal transfer of genes within microbial communities and its influence on the evolution of antibiotic resistance.
* Explain how transposable elements can be a source of mutations and how these mutations can be subject to natural selection, enhancing survival and reproduction in specific environments.
* Explain the mechanisms by which transposable elements, or transposons, move within and between DNA molecules in prokaryotes, and how these mechanisms can lead to genetic diversity within a population.

Assessment Boundaries:
* Detailed mechanisms of transposition that exceed the movement of DNA segments within and between DNA molecules are beyond the scope of this course.

Common Misconceptions:
* Students may believe that transposition always leads to harmful mutations, not understanding that it can also create genetic diversity beneficial for evolution.
* Students may think that transposition involves the entire DNA molecule moving, rather than just segments of DNA.
* Students might incorrectly assume that transposition is unique to eukaryotes and does not occur in prokaryotes.
* Students might think that transposition only happens between different DNA molecules, not realizing it can also occur within the same molecule.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3400.0
Standard ID: IST-4.B.1+8
Standard Description: Related viruses can combine genetic information if they infect the same host cell.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data showing the genetic variation resulting from the recombination of viral genetic material in co-infected host cells.
* Describe the mechanisms that allow for the combination of genetic information in related viruses within a host cell.
* Explain the process by which related viruses can recombine genetic information when co-infecting a host cell.
* Predict the outcomes of genetic recombination in related viruses and describe potential impacts on viral phenotypes in a changing environment.
* Represent the steps of viral genetic recombination through diagrams or flowcharts, detailing how it contributes to genetic variation.

Assessment Boundaries:
* An understanding of the specific mechanisms by which viruses may exchange genetic information is required, while detailed knowledge of particular viral structures, mechanisms of horizontal gene transfer, or specific examples of viral recombination are not necessary.

Common Misconceptions:
* Some students may incorrectly assume that viral recombination always produces harmful or virulent strains, rather than just increasing genetic diversity among viruses.
* Students may believe that viral recombination is the same as bacterial conjugation, confusing two different mechanisms of genetic exchange.
* Students may think that viruses cannot combine genetic information at all, as opposed to only when they infect the same host cell.
* Students might assume that the combination of genetic information between viruses requires a special host or specific conditions, rather than it occurring generally in any suitable host cell.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.7
Cluster Name: Mutations
Lesson Name: *None specified*
Lesson Order: 3410.0
Standard ID: IST-4.B.1+9
Standard Description: Reproductive processes that increase genetic variation are evolutionarily conserved and shared by various organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast different reproductive processes, such as meiosis and horizontal gene transfer, and their roles in increasing genetic variation.
* Describe the significance and mechanisms of processes such as crossing over, independent assortment, and random fertilization in contributing to genetic diversity.
* Evaluate the impact of genetic variation produced by reproductive processes on the fitness and adaptability of organisms in changing environments.
* Explain the concept of evolutionary conservation and describe how certain reproductive processes contribute to genetic variation across various organisms.
* Explain the correlation between the preservation of genetic diversity through specific reproductive mechanisms and the broader principles of evolution and natural selection.
* Predict the evolutionary consequences of a disruption in a genetic process like meiosis and relate it to overall species survival.
* Propose a hypothesis on how genetic recombination through sexual reproduction can enhance the evolutionary potential of a species and design an experiment to test this hypothesis.

Assessment Boundaries:
* The detailed mechanisms and variations of reproductive processes that increase genetic variation across different organisms beyond the basic principles shared by most eukaryotic organisms, such as meiosis and sexual reproduction, should not be tested. The focus should remain on the general conservation and shared nature of these processes rather than specific species adaptations or genetic details.

Common Misconceptions:
* It is commonly misunderstood that sexual reproduction is the only method to increase genetic variation, neglecting processes like horizontal gene transfer in bacteria and recombination in viruses.
* Students may think that only certain organisms, like bacteria, have evolved processes to increase genetic variation, while in reality, these processes are shared by many diverse organisms.
* Students often believe that evolutionary conservation means the genetic variation processes have remained unchanged, not understanding that these processes are conserved because they provide adaptive benefits across different environments.
* There is a misconception that these processes for increasing genetic variation are relatively recent in evolutionary history, while they are actually ancient and fundamental to life on Earth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.8
Cluster Name: Biotechnology
Lesson Name: *None specified*
Lesson Order: 3490.0
Standard ID: IST-1.P.1+1
Standard Description: Genetic engineering techniques can be used to analyze and manipulate DNA and RNA.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the method of bacterial transformation and explain how it is used to introduce foreign DNA into bacterial cells.
* Describe the process of gel electrophoresis and its application in separating DNA fragments based on size and charge.
* Explain how polymerase chain reaction (PCR) is used to amplify specific DNA segments, including the steps of denaturation, annealing, and extension.
* Explain the process of DNA sequencing and its importance in determining the order of nucleotides in a DNA molecule.
* Interpret data from a PCR experiment, such as gel electrophoresis results, to assess the success of DNA amplification (requires stimulus).

Assessment Boundaries:
* The focus is on understanding the conceptual application of genetic engineering techniques without requiring detailed knowledge of the step-by-step biochemical processes involved in each technique, such as electrophoresis, PCR, bacterial transformation, and DNA sequencing.

Common Misconceptions:
* Some may think that PCR can amplify RNA directly without converting it to DNA first.
* Students may believe that electrophoresis separates DNA and RNA based solely on their type, without considering size and charge.
* Students might mistakenly assume that DNA sequencing provides information on DNA quantity rather than the order of nucleotides.
* There may be confusion that in bacterial transformation, DNA directly integrates into the bacterial chromosome without the need of a plasmid.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.8
Cluster Name: Biotechnology
Lesson Name: *None specified*
Lesson Order: 3500.0
Standard ID: IST-1.P.1+2
Standard Description: Electrophoresis separates molecules according to size and charge. Particulary, this can be used to distinguish between the sizes of various proteins or pieces of DNA.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the principle of electrophoresis and how it separates molecules according to size and charge.
* Evaluate the accuracy and reliability of electrophoresis experiments by considering possible sources of error and how they can be mitigated.
* Explain the process of conducting an electrophoresis experiment to separate DNA fragments based on their size.

Assessment Boundaries:
* Assessment boundaries should not require students to have detailed understanding of complex electrophoresis protocols or underlying physics but should focus on the conceptual understanding of size and charge affecting molecule separation.

Common Misconceptions:
* Some students may believe that electrophoresis can differentiate between DNA fragments with identical sizes but different sequences.
* Some students may incorrectly think that larger molecules move faster through an electrophoresis gel than smaller ones.
* Students may assume that proteins and DNA migrate in the same manner during electrophoresis, not understanding that their behaviors can differ.
* Students may think electrophoresis separates molecules based solely on their size, disregarding the charge factor.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.8
Cluster Name: Biotechnology
Lesson Name: *None specified*
Lesson Order: 3510.0
Standard ID: IST-1.P.1+3
Standard Description: During polymerase chain reaction (PCR), DNA fragments are amplified. Understand the underlying principles behind PCR.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between primer design and the specificity of the PCR amplification.
* Construct a diagram that represents the amplification process of a specified DNA segment through several PCR cycles.
* Describe the steps involved in the polymerase chain reaction (PCR), including denaturation, annealing, and extension.
* Explain the role of temperature changes during the PCR process in the functioning and outcomes of denaturation, annealing, and extension phases.
* Predict the outcomes of a PCR experiment when given specific conditions, such as faulty primers or incorrect thermal cycling parameters.

Assessment Boundaries:
* Students should understand the basic principles of PCR, including the role of primers, DNA polymerase, and the process of denaturation, annealing, and extension. The focus should be on how PCR can be used for amplifying DNA fragments for various applications like identifying organisms, forensic analysis, and genetic engineering. Detailed memorization of the specific enzymes beyond DNA polymerase, and the specific thermocycling conditions, is not required.

Common Misconceptions:
* Learners often assume that the Taq polymerase used in PCR functions at room temperature, not understanding its functionality at high temperatures.
* Some students might think that PCR amplification makes exact copies only once rather than exponentially increasing the number of DNA fragments.
* Students may incorrectly believe that the initial heating step in PCR denatures the enzyme rather than the DNA strands.
* There is sometimes a misconception that primers bind randomly to any DNA sequence, whereas they are specifically designed to match the target sequence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.8
Cluster Name: Biotechnology
Lesson Name: *None specified*
Lesson Order: 3520.0
Standard ID: IST-1.P.1+4
Standard Description: Bio-engineers use bacterial transformation to introduce DNA into bacterial cells.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of restriction enzymes and ligase in the process of bacterial transformation and their importance in forming recombinant plasmids.
* Construct a diagram to show the steps involved in a typical bacterial transformation process, including plasmid preparation, DNA insertion, and selection of transformed cells.
* Describe the process of bacterial transformation used to introduce DNA into bacterial cells, including the preparation and insertion of plasmids.
* Evaluate the significance of using antibiotic resistance markers in the selection of successfully transformed bacterial cells during the process of bacterial transformation.
* Explain how heat shock or electrical shock is used in bacterial transformation to facilitate the uptake of plasmids by bacterial cells.

Assessment Boundaries:
* The specifics of the bacterial transformation process, such as the detailed steps of inserting plasmids and the use of specific enzymes and vectors, are beyond the scope of the course. Focus should be on the conceptual understanding of how transformation is used to introduce foreign DNA into bacterial cells.

Common Misconceptions:
* Students may assume that the presence of antibiotic resistance genes in transformed bacteria has no selective advantage in the presence of antibiotics.
* Students may believe that all bacteria naturally take up foreign DNA without requiring any special conditions or preparation.
* Students may think that bacterial transformation involves a physical insertion of DNA directly into the bacteria, rather than a process of uptake.
* Students may think that bacterial transformation results in all the bacteria successfully taking up the foreign DNA, rather than only a fraction of the population.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 6
Unit Name: Gene Expression and Regulation
Cluster ID: AP Bio Topic 6.8
Cluster Name: Biotechnology
Lesson Name: *None specified*
Lesson Order: 3530.0
Standard ID: IST-1.P.1+5
Standard Description: DNA sequencing determines the order of nucleotides in a DNA molecule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze DNA sequencing data using bioinformatics tools to align sequence reads and assemble a contiguous DNA sequence from overlapping fragments.
* Assess the ethical considerations and societal impacts of widespread access to personal genetic information through DNA sequencing technologies.
* Compare DNA sequencing technologies, differentiating between Sanger sequencing and next-generation sequencing in terms of methods, applications, and efficiencies.
* Develop and justify hypotheses about the genetic basis of a given trait based on DNA sequencing data (requires stimulus).
* Evaluate the applications of DNA sequencing in medicine and evolutionary biology, explaining its use in diagnosing genetic disorders and tracing evolutionary relationships.
* Explain the impact of various types of mutations (e.g., point mutations, deletions) on DNA sequencing results and the interpretation of genetic information.
* Explain the potential sources of error in DNA sequencing and predict how these errors could affect applications such as phylogenetic analysis or clinical diagnostics.
* Explain the steps involved in Sanger sequencing, including the roles of DNA polymerase, primers, dNTPs, and fluorescently labeled ddNTPs.
* Interpret electropherograms for DNA sequencing to determine the sequence of nucleotides in a DNA strand.

Assessment Boundaries:
* The specific sequencing technologies and processes are beyond the scope. The focus should be on conceptual understanding of how order of nucleotides is determined, not the details of sequencing methodologies.

Common Misconceptions:
* Some students may believe that DNA sequencing only identifies specific genes and not every single nucleotide in the sequence.
* Students might assume that DNA sequencing determines the length of DNA fragments rather than the order of nucleotides.
* Students might think DNA sequencing cannot identify point mutations if the overall structure of the DNA appears normal.
* There can be a misconception that the process of DNA sequencing is similar to gel electrophoresis, focusing on size and charge separation, rather than reading the nucleotide order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: 3540.0
Standard ID: EVO-1.C.1
Standard Description: Natural selection is a major mechanism of evolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.C.1+1
Standard Description: Describe how natural selection is a major mechanism of evolution using an example.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical or tabular data representing the outcomes of an evolutionary study (e.g., changes in traits frequency over generations), describing the trends and drawing conclusions about the role of natural selection.
* Construct a flow chart or diagram that models the process of natural selection from initial variation to adaptation, making connections to broader evolutionary principles and processes.
* Describe the process of natural selection as a mechanism of evolution, identifying the necessary conditions for natural selection to occur and explaining how these conditions contribute to evolutionary change.
* Evaluate a case study where natural selection has led to adaptation in a species, outlining the evidence supporting the role of natural selection and providing reasoning to justify the connection to broader evolutionary principles.
* Explain the relationship between genetic variation and environmental pressures in promoting natural selection, using an example to highlight the adaptive significance of specific traits.
* Illustrate and describe a specific example of natural selection in a population, detailing the selective pressures, variations within the population, and the resulting changes in allele frequency over time.
* Predict the potential evolutionary outcomes in a given scenario involving selective pressures and genetic variation, supporting your predictions with evidence from established biological concepts.

Assessment Boundaries:
* Students are not expected to identify or describe specific genetic mutations at the molecular level that lead to natural selection in the given example. The focus should remain on understanding the concept of natural selection as a significant evolutionary mechanism.

Common Misconceptions:
* Students may assume that examples of natural selection, like the peppered moth, are due to intentional changes by the organism rather than random genetic variations that offer survival advantages.
* Students may believe that individual organisms evolve during their lifetime due to natural selection, instead of understanding that evolution occurs across generations within populations.
* Students may confuse natural selection with artificial selection, not recognizing that natural selection is driven by environmental pressures rather than human intervention.
* Students may think that natural selection is the only mechanism for evolution, not recognizing the roles of genetic drift, gene flow, and mutation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: 3550.0
Standard ID: EVO-1.C.2
Standard Description: According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.C.2+1
Standard Description: Describe how, according to natural selection, competition for limited resources results in differential survival, as individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze case studies where competition for limited resources has led to observable changes in a population’s phenotype distribution over generations.
* Construct flow charts to represent the process of natural selection, detailing how competition for resources results in traits being passed on to subsequent generations.
* Describe the mechanism by which competition for limited resources leads to differential survival according to natural selection principles.
* Explain how individuals with favorable phenotypes are more likely to survive and reproduce in the context of limited resources, supporting the process of natural selection.
* Interpret graphical data showing the relationship between resource availability and survival rates among populations with varying phenotypes.

Assessment Boundaries:
* Detailed mechanisms of inheritance and genetic variation beyond the basic role in providing variation among individuals are beyond the scope of the course.

Common Misconceptions:
* Students may assume that competition for resources always leads to the survival of the strongest individuals, ignoring the importance of adaptation to specific environmental conditions.
* Students may believe that all traits are equally likely to be passed on, not realizing that traits favorable for survival and reproduction in a specific environment are more likely to be inherited.
* Students may misunderstand that individuals can willfully acquire favorable traits during their lifetime and pass them on to their offspring (Lamarckian inheritance), rather than through genetic variation and natural selection.
* Students may think that physical strength or size alone determines fitness, rather than the ability to survive and reproduce in a given environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: 3560.0
Standard ID: EVO-1.D.1
Standard Description: Evolutionary fitness is measured by reproductive success.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.D.1+1
Standard Description: Explain how evolutionary fitness is measured solely by reproductive success.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data showing reproductive rates in different populations to determine how evolutionary fitness is quantified solely through reproductive success.
* Construct and interpret graphs that plot population growth against reproductive success as a measure of evolutionary fitness, explaining the trends observed.
* Describe how reproductive success is used as a measure of evolutionary fitness, considering the number of offspring produced by organisms.
* Evaluate case studies where reproductive success has been used to measure evolutionary fitness, explaining the biological principles that underpin these examples.
* Explain the reasons why reproductive success is the definitive measure of evolutionary fitness within a population, including the concepts of heritability and gene propagation.

Assessment Boundaries:
* Quantification or calculation of reproductive success rates is beyond the scope. Focus should be on conceptual understanding of how differences in reproductive output contribute to evolutionary fitness in a comparative manner.

Common Misconceptions:
* Some students may misunderstand and believe that evolutionary fitness involves immediate benefits rather than long-term reproductive success.
* Students may equate evolutionary fitness with physical fitness, not understanding it solely refers to reproductive success.
* Students might think that evolutionary fitness includes survival without considering the importance of reproduction.
* There could be a misconception that organisms with longer lifespans have higher evolutionary fitness, disregarding the number of offspring produced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: 3570.0
Standard ID: EVO-1.D.2
Standard Description: Biotic and abiotic environments can be more or less stable/fluctuating, and this affects the rate and direction of evolution; different genetic variations can be selected in each generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.1
Cluster Name: Introduction to Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.D.2+1
Standard Description: Explain how biotic and abiotic environments can be stable or fluctuating, affecting the rate and direction of evolution as different genetic variations can be selected in each generation.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the evolutionary outcomes in populations exposed to stable vs. unstable abiotic factors, detailing the selection pressures in each scenario.
* Construct and analyze models of evolutionary changes in populations subjected to both stable and fluctuating biotic and abiotic factors, representing these relationships through diagrams or flow charts.
* Describe how stable biotic environments influence the rate and direction of evolution by selecting for specific genetic variations.
* Explain the effects of fluctuating abiotic environments on evolutionary processes and identify the types of genetic variations that might increase in frequency.
* Interpret data from graphs showing population changes under different environmental conditions, describing trends and validating conclusions with evidence.

Assessment Boundaries:
* The assessment should focus on understanding how stability or fluctuation in biotic and abiotic environments influences natural selection by affecting the rate and direction of evolution. The specifics of genetic mechanisms or molecular-level explanations of these variances are beyond the scope of this substandard.

Common Misconceptions:
* Some may erroneously believe that biotic factors, such as competition and predation, do not change and thus do not affect evolutionary rates.
* Students may assume that stable environments lead to no selection of genetic variations, neglecting that some variations may still be advantageous.
* Students might think that abiotic factors, like temperature and rainfall, are only significant in extreme changes, failing to see their subtle influences on evolution.
* There is a misconception that fluctuating environments always speed up evolution, without considering that some fluctuations may stabilize selection pressures temporarily.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3940.0
Standard ID: EVO-3.D.1
Standard Description: Speciation may occur when two populations become reproductively isolated from each other.

Key Concepts:
*None specified*

Learning Objectives:
* Develop a scientific claim explaining how reproductive isolation can lead to speciation by using evidence from observed patterns in genetic and evolutionary data of separate populations.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.D.1+1
Standard Description: Describe how speciation may occur when two populations become reproductively isolated from each other

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which reproductive isolation leads to speciation in populations, including the roles of prezygotic and postzygotic barriers.
* Develop a scientific claim explaining how reproductive isolation can lead to speciation by using evidence from observed patterns in genetic and evolutionary data of separate populations.
* Examine case studies of allopatric and sympatric speciation events to describe the biological processes that lead to the formation of new species.
* Explain how genetic drift and natural selection contribute to speciation in reproductively isolated populations by analyzing population genetics data.

Assessment Boundaries:
* Assessment is limited to the mechanisms of prezygotic and postzygotic barriers that lead to reproductive isolation and does not include details about specific species or advanced ecological implications.

Common Misconceptions:
* Reproductive isolation has no significant impact on the genetic divergence required for speciation.
* Small amounts of gene flow between isolated populations will not affect the speciation process.
* Speciation can only occur if populations are geographically separated.
* Species evolve independently without any influence from reproductive isolation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3950.0
Standard ID: EVO-3.D.2+1
Standard Description: A species is defined as a group capable of interbreeding and exchanging genetic information to produce viable, fertile offspring.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from breeding experiments to determine if groups of organisms belong to the same species under the biological species concept.
* Describe the biological species concept and its significance in defining species as groups capable of interbreeding and producing viable, fertile offspring.
* Evaluate the limitations of the biological species concept in cases where interbreeding is not observed or cannot be tested in natural populations.
* Explain how the biological species concept differentiates between species based on their ability to interbreed and produce fertile offspring.

Assessment Boundaries:
* Limit the scope to the understanding of species as defined by the biological species concept, focusing on interbreeding and genetic exchange within sexually reproducing populations. Exclude discussions on species concepts that encompass asexual reproduction or hybrid species complications.

Common Misconceptions:
* Students may assume that physical similarities or genetic exchange alone is sufficient to define a species, ignoring the necessity of producing viable, fertile offspring.
* Students may believe that all organisms that can interbreed belong to the same species, overlooking the requirement for producing viable, fertile offspring.
* Students might believe that all organisms living in the same habitat are part of the same species, missing the importance of reproductive isolation and genetic exchange.
* Students might think that hybrids from different species are always sterile and cannot ever produce any offspring, not understanding the complexity and variability of hybrid fertility.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3960.0
Standard ID: EVO-3.D.2+2
Standard Description: Successful matings between individuals that produce sterile,hybrid offspring implies that the parents were not of the same species.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze genetic and phenotypic data of parent species and their hybrid offspring to describe why sterile hybrid offspring indicate different species.
* Construct a flow chart detailing the reproductive barrier mechanisms, including post-zygotic isolation leading to hybrid sterility.
* Describe the process of hybrid formation and the resulting sterility of offspring between different species.
* Explain the biological species concept in the context of the production of viable and fertile offspring, contrasting it with sterility in hybrid offspring.

Assessment Boundaries:
* Focus should be on the concept of reproductive isolation mechanisms and their role in species differentiation without requiring knowledge of specific hybrids or examples.

Common Misconceptions:
* Students may assume that hybrid offspring that are sterile are still part of the same species as their parents, despite the lack of fertile offspring.
* Students may think that all individuals capable of mating with each other belong to the same species, regardless of the viability or fertility of the offspring.
* Students might believe that occasional successful mating, even producing sterile hybrids, indicates no significant reproductive barriers between species.
* Students might incorrectly assume that sterility in hybrids is not a strong enough criterion to define different species, overlooking the biological species concept.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3970.0
Standard ID: EVO-3.E.1+1
Standard Description: Punctuated equilibrium is when evolution occurs rapidly after a long period of stasis.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the concept of punctuated equilibrium to a provided scenario explaining how environmental pressures and ecological conditions can provoke rapid evolutionary changes. *(AP Biology Skill 1.C)*
* Compare and contrast punctuated equilibrium with gradualism, explaining how the rates and patterns of evolutionary change differ in both models. *(AP Biology Skill 1.B)*
* Explain the concept of punctuated equilibrium, noting the characteristics of rapid evolutionary change followed by long periods of stasis. *(AP Biology Skill 1.A)*

Assessment Boundaries:
* Understanding the mechanisms and processes of punctuated equilibrium beyond recognizing its occurrence is beyond the scope of the course.

Common Misconceptions:
* Some students might think that punctuated equilibrium means species stop evolving entirely during periods of stasis.
* Students may confuse punctuated equilibrium with gradualism, believing both imply a slow and steady process of evolution.
* Students might assume that punctuated equilibrium happens due to constant and frequent environmental changes rather than sudden and rare events.
* There might be a misunderstanding that punctuated equilibrium refers to minor changes rather than rapid significant changes after stasis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3980.0
Standard ID: EVO-3.E.1+2
Standard Description: Gradualism is when evolution occurs slowly over hundreds of thousands or millions of years.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical models showing gradual evolutionary changes over extended periods and explain the underlying biological mechanisms.
* Describe the principle of gradualism in the context of evolutionary theory.
* Evaluate scientific evidence supporting gradualism by comparing fossil records across different geological eras.
* Explain how gradualism accounts for the slow accumulation of genetic changes over hundreds of thousands or millions of years.
* Predict the impact of slow, gradual evolutionary changes on species diversity and adaptation to changing environmental conditions.

Assessment Boundaries:
* Details of molecular mechanisms behind gradual changes in genotype or phenotype are beyond the scope of this course.

Common Misconceptions:
* Some students might misunderstand and think that gradualism implies no significant environmental changes or selection pressures over time.
* Students may believe that gradualism involves rapid changes within short timescales, comparable to punctuated equilibrium.
* Students may think that gradualism and punctuated equilibrium are mutually exclusive and cannot occur in different contexts within the same species.
* Students might incorrectly assume that gradualism means continuous evolution without periods of stasis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 3990.0
Standard ID: EVO-3.E.2+1
Standard Description: Divergent evolution occurs when adaptation to new habitats results in phenotypic diversification.

Key Concepts:
*None specified*

Learning Objectives:
* Describe specific examples of adaptive radiation and explain how the availability of new habitats contributes to rapid speciation and phenotypic diversification.
* Describe the mechanisms by which divergent evolution results from adaptation to new habitats, leading to phenotypic diversification.
* Explain the process of divergent evolution and how it leads to speciation through phenotypic diversification in response to environmental pressures.

Assessment Boundaries:
* Particular mechanisms of adaptive radiation that cause divergent evolution need not be assessed.

Common Misconceptions:
* Some students might think that phenotypic diversification happens randomly rather than as a response to adaptation to new habitats.
* Students may believe that divergent evolution always requires a geographic barrier, confusing it with allopatric speciation.
* Students may incorrectly assume that phenotypic diversification means the creation of entirely new traits rather than modifications of existing traits.
* Students might confuse divergent evolution with convergent evolution, thinking that similar environmental pressures will produce similar traits in unrelated species.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 4000.0
Standard ID: EVO-3.E.2+2
Standard Description: Speciation rates can be especially rapid during times of adaptive radiation as new habitats and niches become available.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of adaptive radiation and its role in creating new habitats and niches.
* Explain the relationship between the availability of new habitats and the rapid speciation rates observed during adaptive radiation.
* Predict the impact of environmental changes on speciation rates by applying principles of adaptive radiation.

Assessment Boundaries:
* The specific genetic and phenotypic markers defining different species during adaptive radiation are beyond the scope of this boundary.

Common Misconceptions:
* Students may assume that adaptive radiation generally leads only to minor variations within a species, rather than significant diversification and the formation of new species.
* Students may believe that all evolutionary changes occur gradually over long periods, not recognizing that speciation rates can be especially rapid during times of adaptive radiation.
* Students might incorrectly think that periods of rapid speciation during adaptive radiation occur randomly, rather than being driven by specific ecological opportunities such as new habitats or niches becoming available.
* Students might think that new species only emerge due to geographic isolation, failing to understand that the availability of new habitats and niches can also drive rapid speciation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 4010.0
Standard ID: EVO-3.F.1
Standard Description: Speciation results in diversity of life forms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.F.1+1
Standard Description: Explain how speciation results in diversity of life forms

Key Concepts:
*None specified*

Learning Objectives:
* Describe various mechanisms of reproductive isolation and how they contribute to speciation.
* Evaluate the impact of geographic and non-geographic factors on speciation events and biodiversity.
* Explain how genetic mutations can lead to speciation and result in new species.
* Explain the process of speciation and how it leads to the formation of diverse life forms.
* Explain the role of environmental pressures in driving speciation and increasing biodiversity.

Assessment Boundaries:
* Focus on the general processes and mechanisms by which speciation leads to diversity, including reproductive isolation and adaptive radiation, without requiring details on specific case studies or molecular genetic explanations.

Common Misconceptions:
* Many students might think that all species diversify at a constant rate, not recognizing that speciation rates can vary due to factors like environmental pressures or availability of niches.
* Some students may assume that speciation always results in new life forms that are visibly distinct, ignoring that many speciation events produce species with very subtle differences.
* Students may believe that speciation only occurs through physical separation of populations (allopatry) and not through other mechanisms such as behavioral isolation, temporal isolation, or polyploidy.
* Students may misunderstand that gene flow between populations always prevents speciation, not considering that limited gene flow can still allow for new species to develop.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 4020.0
Standard ID: EVO-3.F.2
Standard Description: Speciation may be sympatric or allopatric.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.F.2+1
Standard Description: Explain and differentiate between the mechanisms for sympatric and allopatric speciation.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the mechanisms of reproductive isolation that lead to allopatric and sympatric speciation.
* Describe the processes of allopatric and sympatric speciation, including the key steps and mechanisms involved.
* Evaluate scenarios of speciation events to determine whether they are examples of allopatric or sympatric speciation, providing justification for your classification.

Assessment Boundaries:
* Details of polyploidization processes (e.g., autopolyploidy and allopolyploidy) and specific examples of organisms undergoing sympatric speciation through mechanisms other than polyploidy, like sexual selection and habitat differentiation, are beyond the scope. Testing should focus exclusively on the role of geographic and reproductive barriers in sympatric and allopatric speciation.

Common Misconceptions:
* Some students may assume that allopatric speciation always requires large geographical barriers, not recognizing that even small physical separations can lead to speciation.
* Students may confuse the concepts of sympatric and allopatric speciation, believing they are the same due to lack of geographical separation in both processes.
* Students may incorrectly presume that gene flow completely halts in sympatric speciation, not understanding that it's the reduction, not the complete cessation, that facilitates speciation in the same geographical area.
* There might be a misunderstanding that sympatric speciation can only occur in plants, disregarding its possibility in animal species through mechanisms like polyploidy and behavioral isolation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: 4030.0
Standard ID: EVO-3.F.3
Standard Description: Various prezygotic and postzygotic mechanisms can maintain reproductive isolation and prevent gene flow between populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.10
Cluster Name: Speciation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.F.3+1
Standard Description: Explain how various prezygotic and postzygotic mechanisms can maintain reproductive isolation and prevent gene flow between populations.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the effects of prezygotic and postzygotic barriers on the reproductive success of populations.
* Describe various prezygotic mechanisms that maintain reproductive isolation and prevent gene flow between populations.
* Explain how different prezygotic and postzygotic mechanisms prevent gene flow between populations.
* Explain the role of prezygotic mechanisms, such as temporal and mechanical isolation, in maintaining reproductive isolation and preventing gene flow between populations when interpreting examples from applied biological contexts.

Assessment Boundaries:
* The specificity of molecular details of each reproductive isolation mechanism is beyond the scope. Students need to focus on understanding the types of barriers (i.e., prezygotic vs postzygotic) and their functions in preventing gene flow.

Common Misconceptions:
* Students may assume that reproductive isolation mechanisms apply universally without considering that some mechanisms are species-specific or context-dependent.
* Students may believe that geography is the only factor in maintaining reproductive isolation, overlooking other prezygotic factors such as behavioral and temporal isolation.
* Students may misunderstand the difference between prezygotic and postzygotic mechanisms, thinking that both types operate in the same way to prevent gene flow.
* Students may think that postzygotic mechanisms only involve the immediate inviability of hybrids, without understanding the role of hybrid sterility and hybrid breakdown.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: 4040.0
Standard ID: EVO-3.G.1
Standard Description: Extinctions have occurred throughout Earth’s history.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.G.1+1
Standard Description: Describe how extinctions have occurred throughout Earth’s history.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast different mass extinction events in terms of their causes, affected species, and environmental impact.
* Describe major mass extinction events in Earth's history, including the timing and general impact of each event.
* Evaluate the role of various hypotheses (e.g., asteroid impacts, volcanic activity) in explaining specific extinction events.
* Explain how current biodiversity and species distributions have been shaped by past mass extinction events.
* Explain the biological and geological factors that contributed to past mass extinctions.
* Propose potential future research directions based on gaps in the current understanding of historical extinction events.

Assessment Boundaries:
* Focus is on mass extinctions and human impact on extinction rates, rather than detailed coverage of individual species’ extinction stories.

Common Misconceptions:
* Students may believe that all extinctions occur suddenly, when in fact many extinctions happen gradually over long periods of time.
* Students may confuse mass extinction events with background extinction rates, failing to differentiate between the two concepts.
* Students may think that extinctions have only occurred due to human activity, ignoring natural causes such as volcanic eruptions or asteroid impacts.
* Students might assume that extinction events are uniformly distributed throughout Earth's history, not understanding that they occur at varying rates and times.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: 4050.0
Standard ID: EVO-3.G.2
Standard Description: Extinction rates can be rapid during times of ecological stress.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.G.2+1
Standard Description: Describe how extinction rates can be rapid during times of ecological stress

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the role of human activities in accelerating extinction during periods of ecological stress.
* Explain the effects of ecological stress on population extinction rates.
* Investigate historical extinction events and their ties to ecological stress.
* Predict the outcomes of new ecological stress factors on species survival.

Assessment Boundaries:
* Focus on general mechanisms and examples of ecological stressors that can lead to rapid extinction, such as habitat destruction, climate change, and invasive species. Avoid needing specific case studies or historical extinction events.

Common Misconceptions:
* Students may assume that extinction rates are constant and unaffected by environmental stresses.
* Students may misunderstand that ecological stress affects all species equally, failing to recognize that some species are more vulnerable than others.
* Students may think that only human-induced factors cause rapid extinction rates during ecological stress, ignoring natural causes.
* Students might believe that species with large populations are immune to rapid extinction during times of ecological stress.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: 4070.0
Standard ID: EVO-3.H.1
Standard Description: Human activity can drive changes in ecosystems that cause extinctions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.H.1+1
Standard Description: Explain how human activity can alter ecosystems, resulting in extinctions

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of climate change induced by human activities on ecosystems and discuss the consequent risk of species extinction.
* Describe how habitat destruction through deforestation impacts the biodiversity of an ecosystem and leads to species extinction.
* Describe how the introduction of invasive species through human activities can disrupt existing ecosystems and lead to native species extinction.
* Evaluate the consequences of agricultural expansion on natural ecosystems and how this leads to the extinction of various species.
* Explain how pollution can alter aquatic ecosystems, resulting in declines of certain species populations and increasing risk of extinction.

Assessment Boundaries:
* The focus is on explaining the cause-and-effect relationship between human actions and extinction events within habitats or ecosystems without requiring specific historical case studies of extinctions.

Common Misconceptions:
* Some students might think that extinctions due to human activity take a very long time, rather than recognizing that they can occur rapidly with significant environmental changes.
* Students may assume that only direct actions, like hunting or deforestation, affect ecosystems and lead to extinctions, ignoring indirect activities such as pollution and climate change.
* Students may believe that human activities only have positive effects on ecosystems, overlooking the potential for causing harm and extinctions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: 4080.0
Standard ID: EVO-3.I.1
Standard Description: The amount of diversity in an ecosystem can be determined by the rate of speciation and the rate of extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.I.1+1
Standard Description: Explain how two measures of the diversity of an ecosystem are the rate of speciation and the rate of extinction

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data showing changes in species diversity over time as a function of speciation and extinction rates.
* Compare and contrast the effects of high speciation rates versus high extinction rates on ecosystem diversity.
* Describe how the rate of speciation impacts the diversity of an ecosystem.
* Evaluate the relationship between speciation rates and extinction rates in maintaining ecosystem diversity.
* Explain how the rate of extinction affects the diversity of an ecosystem.

Assessment Boundaries:
* Focus on the theoretical understanding and comparison of speciation and extinction rates as measures of biodiversity, excluding detailed case studies or specific taxa analysis.

Common Misconceptions:
* Students may believe that only speciation rates, not extinction rates, impact ecosystem diversity.
* Students may misunderstand that speciation and extinction rates need to be equal for an ecosystem to be diverse.
* Students may think speciation and extinction rates are irrelevant to ecosystem diversity.
* Students might assume that speciation rates are always higher than extinction rates in a stable ecosystem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: 4060.0
Standard ID: EVO-3.J.1
Standard Description: Extinction provides newly available niches that can then be exploited by different species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.11
Cluster Name: Extinction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.J.1+1
Standard Description: Explain how extinction vacates niches that can then be exploited by different species.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from past extinction events to determine patterns in niche availability and species adaptation.
* Describe how extinction events create unoccupied niches within an ecosystem.
* Explain the mechanisms through which newly available niches from extinction can lead to adaptive radiation.
* Predict the ecological consequences of a significant extinction event on both niche availability and species diversity.

Assessment Boundaries:
* The focus should be on the general processes by which extinction events create available niches, rather than specifics of particular species or case studies.

Common Misconceptions:
* Some students might assume that extinction eliminates only the extinct species, overlooking the broader ecological impacts that include vacated niches.
* Students may think that all species always thrive when new niches are vacated, without considering other factors like competition and environmental conditions.
* Students might incorrectly believe that new species created to fill vacated niches are always completely different from existing species, rather than potentially being closely related and adapting to the new niche.
* There may be a misunderstanding that the vacated niches are always filled immediately, rather than understanding it can take considerable time for other species to exploit these niches.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.12
Cluster Name: Variations in Populations
Lesson Name: *None specified*
Lesson Order: 4090.0
Standard ID: SYI-3.D.1+1
Standard Description: The ability of a population to respond to changes in the environment is influenced by genetic diversity. Consequently, species and populations with little genetic diversity are at risk of decline or extinction.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how genetic diversity contributes to the resilience of populations against environmental perturbations through examples of natural populations.
* Describe the relationship between genetic diversity and a population's ability to adapt to new environmental pressures, including the role of alleles that may be adaptive or deleterious under different conditions.
* Evaluate the outcomes of hypothetical scenarios involving populations with varying levels of genetic diversity experiencing environmental pressures, using specific conceptual models or theoretical frameworks.
* Explain why species and populations with low genetic diversity are at increased risk of decline or extinction when environmental conditions change.
* Interpret graphical data representing the genetic diversity of different populations and explain how this data correlates with their ability to survive environmental changes.

Assessment Boundaries:
* Focus on general mechanisms by which genetic diversity contributes to population resilience and adaptation to environmental pressures without detailing specific genetic mechanisms or pathways at the molecular level.

Common Misconceptions:
* Students may incorrectly assume that any level of genetic diversity is sufficient for survival, not recognizing that a critical threshold is necessary for a population to adapt effectively to environmental changes.
* Students may misunderstand the role of genetic diversity in providing a buffer against environmental pressures, mistakenly thinking that external factors alone determine species survival without considering the genetic resilience.
* Students may think that all genetic variations are equally beneficial, disregarding that some alleles advantageous in one environment might be harmful in another due to different selective pressures.
* Students might believe that low genetic diversity is not a significant factor in a population’s decline, underestimating the impact of inbreeding and the increased vulnerability to diseases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.12
Cluster Name: Variations in Populations
Lesson Name: *None specified*
Lesson Order: 4100.0
Standard ID: SYI-3.D.1+2
Standard Description: Genetically diverse populations are more resilient to environmental perturbation because they are more likely to contain individuals which can withstand the environmental pressure.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual data depicting the response of genetically diverse populations to environmental stressors, identifying patterns of survival and adaptation.
* Explain the role of genetic diversity in enhancing population resilience to environmental changes.
* Predict the potential impacts of reduced genetic diversity on a population's ability to withstand new environmental challenges.

Assessment Boundaries:
* Focus on the general principles of genetic diversity and its impact on population resilience without assessing specifics of genetic technology applications or case studies of particular populations.

Common Misconceptions:
* Students may assume that environmental pressures only select against deleterious alleles, not understanding that some alleles can be beneficial in one environment and harmful in another.
* Students may believe that genetic diversity is not necessary for population survival and that all individuals of a population will respond the same way to environmental changes.
* Students may misinterpret genetic diversity as only beneficial without considering the potential for trade-offs, where an allele advantageous in one situation may be disadvantageous in another.
* Students may think that all individuals within a genetically diverse population will equally contribute to population resilience under environmental stress, missing the importance of certain adaptive alleles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.12
Cluster Name: Variations in Populations
Lesson Name: *None specified*
Lesson Order: 4110.0
Standard ID: SYI-3.D.1+3
Standard Description: Alleles that are adaptive in one environmental condition may be deleterious in another because of different selective pressures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the shift in adaptiveness of specific alleles when the environmental context is changed, utilizing scenario-based questions.
* Construct a scientific argument that explains the impact of changing selective pressures on the adaptability of a population, citing evidence from empirical studies.
* Describe how differential reproductive success leads to variations in allele frequency within a population under varying environmental pressures.
* Explain the concept of selective pressures and how they can influence the adaptiveness of alleles in different environmental conditions.
* Interpret visual data, such as graphs or diagrams, showing the fitness of individuals with different alleles across different environments and predict evolutionary outcomes.

Assessment Boundaries:
* Specific mechanisms of adaptation are not required beyond understanding how changes in environment can shift selective pressures, altering the fitness of certain alleles.

Common Misconceptions:
* Learners may assume that deleterious alleles in one environment cannot confer benefits in another environment.
* Students may think that all alleles beneficial in one environment are always neutral or beneficial in other environments.
* Students might believe that genetic traits are universally adaptive, failing to understand environmental context.
* Students often overlook that changing selective pressures can change the fitness landscape of alleles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4120.0
Standard ID: SYI-3.E.1+1
Standard Description: Earth formed approximately 4.6 billion years ago (bya), although the environment was too hostile for life until 3.9 bya.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process and evidence supporting the formation of Earth approximately 4.6 billion years ago.
* Evaluate the methods used by scientists to date geological formations and discuss the reliability and limitations of these dating techniques.
* Explain the geological and environmental conditions during the time period of 4.6 billion years to 3.9 billion years ago and their significance for the origin of life.

Assessment Boundaries:
* The focus should be on the understanding of the timeline and environmental changes of early Earth and not on specific mechanisms of geological formations.

Common Misconceptions:
* Some students may incorrectly assume that the first signs of life appeared exactly when Earth formed, rather than after the period of hostility had ended.
* Students may think that the conditions on Earth remained unchanged from 4.6 billion years ago to 3.9 billion years ago, not understanding the gradual changes that rendered the environment less hostile over time.
* Students might believe Earth was capable of supporting life immediately after its formation 4.6 billion years ago, not acknowledging the hostile conditions until 3.9 billion years ago.
* Students might confuse the timeline of Earth's formation with the appearance of life, failing to recognize the significant delay between the two events.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4130.0
Standard ID: SYI-3.E.1+2
Standard Description: The earlist fossils date to about 3.5 billion years ago.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from geological studies, such as radiometric dating, to determine the age of fossil records and explain the implications for the timeline of the earliest life forms.
* Describe geological evidence that supports the scientific models for the dates of the origin of life, specifically the earliest fossils dating to about 3.5 billion years ago.
* Evaluate the significance of fossil evidence in supporting hypotheses about the conditions on early Earth and the emergence of life approximately 3.5 billion years ago.
* Explain the methods used by scientists to determine the age of the earliest fossils and how this evidence supports the timeline for the origin of life on Earth.
* Explain the relationship between the earliest fossil evidence and the environmental conditions that could have supported life on Earth 3.5 billion years ago.

Assessment Boundaries:
* Assessment of scientific evidence should focus on the methods and technologies used to date fossils, such as radiometric dating techniques, rather than a detailed study of the fossils themselves or different species. Students should understand the dating processes and how they support the timeline of life's origins on Earth, without requiring knowledge of specific fossil forms or detailed paleontological history.

Common Misconceptions:
* Students could incorrectly assume that fossil evidence directly proves the origin of life rather than marking the presence of life at a certain time.
* Students may believe that the dating of the earliest fossils is based on a single method or piece of evidence, without understanding that multiple lines of geological and radiometric evidence support this date.
* Students may think that the environment became hospitable for life immediately after Earth formed, not understanding that there was a significant time gap between Earth's formation and the appearance of the earliest fossils.
* Students might assume that all early life forms left behind fossils, not realizing that fossilization is a rare event and many organisms did not fossilize.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4140.0
Standard ID: SYI-3.E.1+3
Standard Description: Primitive Earth had the inorganic precursors from which organic molecules could have been synthesized. This occurred in the absence of atmospheric oxygen.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the composition of Primitive Earth's atmosphere and its potential implications for biochemical reactions in the absence of atmospheric oxygen.
* Evaluate the role of geological and chemical evidence in supporting hypotheses regarding the origin of life on Earth.
* Explain how inorganic molecules available on primitive Earth could have led to the synthesis of organic molecules given the energy sources present at the time.
* Predict the likely biochemical pathways that could occur in an environment devoid of oxygen, based on the chemical composition and energy sources available.
* Represent the process by which monomers formed polymers that could replicate, store, and transfer information within the context of early Earth conditions.

Assessment Boundaries:
* Assessment questions should focus on the synthesis of organic molecules on primitive Earth from inorganic precursors, relying on the condition that there was no significant atmospheric oxygen. Other factors influencing the synthesis of organic molecules, such as extraterrestrial sources or atmospheric changes over time, should not be included. Questions should not delve into the specific geological dates related to the origin of life, nor should they include experimental setups beyond synthesizing organic molecules from inorganic precursors.

Common Misconceptions:
* Students may assume that energy sources necessary for the synthesis of organic molecules were not available on primitive Earth.
* Students may confuse the terms 'organic' and 'inorganic' molecules, leading to confusion about the precursors available on primitive Earth.
* Students may incorrectly believe that organic molecules could not form in the absence of life, overlooking the role of inorganic precursors.
* Students may think that oxygen was present in the early atmosphere, misunderstanding its actual absence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4150.0
Standard ID: SYI-3.E.1+4
Standard Description: An alternative theory for the origin of organic molecules is that they could have been transported to Earth by a meteorite or other celestial event.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the extraterrestrial theory with other origin of life models, explaining the biological principles supporting each and addressing their strengths and weaknesses.
* Describe an alternative theory for the origin of organic molecules which suggests they could have been transported to Earth by a meteorite, and explain the types of celestial events that might contribute to this process.
* Evaluate chemical experiments that mimic the conditions of celestial bodies and their potential role in forming complex organic molecules, providing support for the extraterrestrial theory.

Assessment Boundaries:
* An evaluation will only include major hypotheses and models with significant scientific evidence about the origin of organic molecules, excluding detailed discussion of celestial events apart from meteorites.

Common Misconceptions:
* Students may confuse this hypothesis with the idea that life itself, rather than organic molecules, was transported to Earth by meteorites.
* Students may incorrectly believe that Earth's atmosphere at the time had high levels of oxygen, which would hinder the formation of organic molecules.
* Students may mistakenly think that organic molecules arriving via meteorites would immediately lead to complex organisms, without further biochemical steps.
* Students might assume that evidence supporting the meteorite hypothesis contradicts other origin of life hypotheses, rather than possibly complementing them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4160.0
Standard ID: SYI-3.E.1+5
Standard Description: Chemical experiments have shown that it is possible to form complex organic molecules in the absence of life (including amino acids and nucleotides). Some of these complex molecules could replicate themselves.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the results and significance of chemical experiments demonstrating the formation of complex organic molecules from inorganic precursors, including the formation of amino acids and nucleotides.
* Discuss various hypotheses regarding the self-replication of complex organic molecules, such as RNA world hypothesis, and their role in the origin of life models.
* Evaluate the evidence supporting the hypothesis that meteorite transport of organic molecules could have contributed to the origin of life on Earth, incorporating relevant geological and chemical data.
* Explain the process by which early Earth conditions could facilitate the synthesis of complex organic molecules from simpler inorganic compounds due to the availability of free energy and the absence of atmospheric oxygen.
* Predict the potential effects of variations in early Earth environmental conditions on the synthesis and stability of complex organic molecules, using principles of chemistry and biology.
* Represent the steps involved in the synthesis of polymers from monomers (e.g., amino acids forming proteins, nucleotides forming nucleic acids) using diagrams, highlighting the processes of replication, storage, and transfer of information.

Assessment Boundaries:
* The assessment boundary should focus on the understanding that chemical experiments such as the Miller-Urey experiment demonstrated the formation of amino acids and nucleotide precursors in prebiotic conditions. The detailed mechanisms of nucleic acid replication and the specific enzymes involved in modern mechanisms are beyond the scope.

Common Misconceptions:
* Students may believe that complex organic molecules, such as amino acids and nucleotides, can only form in the presence of biological life.
* Students may erroneously think that atmospheric oxygen (O₂) was necessary for the synthesis of complex organic molecules on early Earth.
* Students may misunderstand and assume that the formation of self-replicating molecules (like RNA) is impossible without pre-existing life.
* Students might think that chemical experiments cannot simulate early Earth conditions accurately enough to demonstrate the formation of organic molecules.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: 4170.0
Standard ID: SYI-3.E.2
Standard Description: The RNA World Hypothesis proposes that RNA could have been the earliest genetic material.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.13
Cluster Name: Origins of Life on Earth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.E.2+1
Standard Description: Describe the RNA World Hypothesis, which proposes that RNA could have been the earliest genetic material.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze experimental evidence that supports the RNA World Hypothesis, including the role of ribozymes.
* Describe the RNA World Hypothesis and explain how it proposes that RNA could have been the earliest genetic material.
* Describe the implications of the RNA World Hypothesis for the understanding of the origin of life.
* Explain the characteristics and functions of RNA that support the RNA World Hypothesis.

Assessment Boundaries:
* The scope of understanding should focus on the basic concept of the RNA World Hypothesis, addressing the idea that RNA was potentially the earliest genetic material due to its ability to store, transmit, and replicate genetic information. The intricacies of RNA structure and function, as well as specific experimental methods or evidence that support this hypothesis, are beyond the scope of this substandard.

Common Misconceptions:
* Students may confuse the role of RNA in modern cells with the hypothetical functions of RNA in early life forms.
* Students may incorrectly assume that the RNA World Hypothesis is based on conclusive evidence rather than being a well-supported scientific hypothesis.
* Students might misunderstand that the RNA World Hypothesis suggests that RNA is still the only genetic material used in organisms, rather than DNA.
* Students might think that DNA, rather than RNA, was the earliest genetic material as proposed by the RNA World Hypothesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: 3580.0
Standard ID: EVO-1.E.1
Standard Description: Natural selection acts on phenotypic variations in populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.E.1+1
Standard Description: Describe how natural selection acts on phenotypic variations in populations.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how natural selection can lead to changes in the frequency of particular phenotypic traits in a population over time by analyzing visual data from comparative studies of populations subjected to different environmental pressures.
* Describe the process by which natural selection acts on phenotypic variations in populations.
* Explain how phenotypic variation within a population can lead to changes in allele frequencies over generations.
* Explain the importance of phenotypic variation for the process of natural selection.
* Predict the impact of different types of selection (directional, stabilizing, disruptive) on phenotypic variation within a population.
* Represent, using mathematical models or diagrams, the relationship between phenotypic variation and fitness in a population.

Assessment Boundaries:
* Detailed specific examples of genetic variations or phenotypic traits beyond those highlighted in syllabus illustrations (e.g., peppered moth, sickle cell anemia, etc.) are not necessary and should not be included.

Common Misconceptions:
* Many students think that all phenotypic variations are subject to natural selection, rather than only those that affect an organism's ability to survive and reproduce.
* Students often assume that phenotypic variations arise in response to environmental changes rather than recognizing that they are pre-existing variations that may confer an advantage or disadvantage.
* Students often believe that natural selection acts on individuals rather than on populations, misunderstanding that it is the differential survival and reproduction of individuals that results in changes in the population.
* There is a misconception that only negative or harmful traits are selected against, while not understanding that beneficial traits can also be selected for and increase in frequency.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: 3590.0
Standard ID: EVO-1.E.2
Standard Description: Environments change and apply selective pressures to populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.E.2+1
Standard Description: Describe how environments change and apply changing selective pressures to populations

Key Concepts:
*None specified*

Learning Objectives:
* Construct explanations using models to describe how selective pressures result in differential survival and reproduction of individuals within a population.
* Describe how environments change and apply changing selective pressures to populations, focusing on the types of environmental changes that can act as selective pressures.
* Evaluate the effects of specific environmental changes on the genetic diversity of a given population and justify the outcomes based on biological principles.
* Explain the mechanisms by which environmental changes can influence the phenotypic characteristics of a population over time.

Assessment Boundaries:
* Assessment should be limited to understanding examples of changing environments and the resulting selective pressures in a conceptual manner. Specific case studies or detailed scenarios such as the peppered moth or flowering time changes in relation to global climate changes can exemplify these pressures but should not delve into all possible instances in extensive detail.

Common Misconceptions:
* Students may assume that selective pressures remain constant over time and do not change as environments change.
* Students may think that environmental changes do not affect the direction of natural selection or selective pressures.
* Students might believe that all individuals within a population are equally affected by environmental changes.
* Students might misunderstand that phenotypic variations that are advantageous may change depending on changing environmental conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: 3600.0
Standard ID: EVO-1.E.3
Standard Description: Some phenotypic variations significantly increase or decrease fitness of the organism in particular environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.2
Cluster Name: Natural Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.E.3+1
Standard Description: Describe how some phenotypic variations significantly increase or decrease the fitness of organisms in particular environments

Key Concepts:
*None specified*

Learning Objectives:
* Assess experimental evidence demonstrating the correlation between phenotypic variation and fitness in different populations, explaining the underlying mechanisms.
* Describe how phenotypic variations in a population can either enhance or diminish the fitness of organisms in particular environments, utilizing real-world scenarios.
* Evaluate the effects of environmental changes on phenotypic variations and predict potential evolutionary outcomes using scientific principles.

Assessment Boundaries:
* Limitations of the specific environmental factors that increase or decrease the fitness of organisms due to phenotypic variation should be highlighted without exploring all potential examples in great detail.

Common Misconceptions:
* Students may assume that phenotypic variations always result only in increased fitness and overlook variations that can decrease an organism's fitness.
* Students may believe that all phenotypic variations are equally advantageous or disadvantageous in a given environment.
* Students may misunderstand that phenotypic variations that decrease fitness are eliminated immediately by natural selection, not recognizing the potential for these traits to persist in the population under certain conditions.
* Students may think that phenotypic variations only occur due to immediate environmental changes and not due to genetic mutations or recombination.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.3
Cluster Name: Artificial Selection
Lesson Name: *None specified*
Lesson Order: 3610.0
Standard ID: EVO-1.F.1
Standard Description: Through artificial selection, humans affect variation in other species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.3
Cluster Name: Artificial Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.F.1+1
Standard Description: Explain how humans affect variation in other species through artificial selection

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data representing trait frequencies in artificially selected populations and describe the observed trends.
* Construct diagrams that illustrate the changes in frequency of selected traits over multiple generations of artificial selection.
* Evaluate case studies on artificial selection, identifying the selected traits, methods used, and the outcomes.
* Explain how artificial selection differs from natural selection in terms of mechanisms and results.
* Explain the process of artificial selection and its impact on genetic variation within a target species.
* Predict potential changes in genetic diversity and population characteristics resulting from continued artificial selection.

Assessment Boundaries:
* The assessment boundary should focus on understanding the processes and effects of artificial selection without requiring in-depth knowledge of specific examples, such as detailed knowledge of particular traits selected in certain organisms.

Common Misconceptions:
* Students may think artificial selection can only produce beneficial traits, ignoring that it can also result in harmful traits.
* Students may think artificial selection leads to the creation of entirely new species, rather than changes within existing species.
* Students might assume that artificial selection is always intentional, not realizing it can also occur through unintentional human influence.
* Students might believe that artificial selection affects species immediately, not understanding it occurs over many generations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.3
Cluster Name: Artificial Selection
Lesson Name: *None specified*
Lesson Order: 3620.0
Standard ID: EVO-1.G.1
Standard Description: Convergent evolution occurs when similar selective pressures result in similar phenotypic adaptations in different populations or species.

Key Concepts:
*None specified*

Learning Objectives:
* Given a model of a similar environment, predict the types of phenotypic adaptations that might result from specific selective pressures, and explain how these adaptations are similar to those found in unrelated species experiencing the same pressures.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.3
Cluster Name: Artificial Selection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.G.1+1
Standard Description: Explain how convergent evolution occurs when similar selective pressures result in similar phenotypic adaptations in different populations or species

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the evolutionary pathways of distinct species that have undergone convergent evolution to identify the role of environmental pressures in shaping similar traits.
* Construct a model or diagram to represent how similar environmental conditions can produce analogous features in distinct species.
* Describe the concept of convergent evolution and provide examples of how similar selective pressures can lead to phenotypic adaptations in different species.
* Explain the mechanism by which different populations or species can develop similar anatomical features independently as a result of similar environmental challenges.
* Given a model of a similar environment, predict the types of phenotypic adaptations that might result from specific selective pressures, and explain how these adaptations are similar to those found in unrelated species experiencing the same pressures.
* Make a scientific claim about the impact of specific environmental factors on the evolution of similar traits in unrelated species and support it with evidence from case studies.

Assessment Boundaries:
* Focus on explaining and providing examples of convergent evolution due to similar selective pressures in different species or populations. Do not include detailed molecular or genetic pathways leading to these adaptations, or discuss unrelated evolutionary concepts such as divergent evolution or adaptive radiation, which are outside the scope of this substandard.

Common Misconceptions:
* Some students may incorrectly believe that convergent evolution implies common ancestry between the species involved.
* Students may misunderstand that convergent evolution produces identical structures rather than similar functional traits.
* Students may think that convergent evolution requires identical selective pressures instead of similar ones.
* Students might assume that convergent evolution only occurs in closely related species rather than in distantly related taxa.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: 3650.0
Standard ID: EVO-1.H.1+1
Standard Description: Mutation is a random process that contributes to evolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of mutations on protein synthesis and the resulting phenotypic changes.
* Describe mutation as a random process and its role in generating genetic diversity within populations.
* Explain the various types of mutations (e.g., point mutations, frameshift mutations) and how they occur.
* Generate null and alternative hypotheses for experiments designed to identify the effects of random mutations on genetic variation within a population.

Assessment Boundaries:
* Students are not required to detail specific molecular mechanisms of mutation beyond understanding its role as a general source of genetic variation that contributes to evolution.

Common Misconceptions:
* Students may believe that mutations always result in negative outcomes, not understanding that some can be neutral or beneficial.
* Students may incorrectly assume that mutations are directed by environmental needs or pressures, instead of being random events.
* Students might think that all mutations in an organism are hereditary when in fact only mutations in germ cells can be passed to offspring.
* There may be confusion that all mutations affect visible traits, whereas many mutations occur in non-coding DNA or do not change the amino acid sequence due to redundancy in the genetic code.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: 3660.0
Standard ID: EVO-1.H.1+2
Standard Description: Genetic drift is a nonselective process occurring in small populations. Assess bottlenecks or the founder effect.

Key Concepts:
*None specified*

Learning Objectives:
* Assess real-world scenarios where genetic drift has significantly influenced the evolutionary trajectory of a species, using evidence from genetic studies and population data.
* Compare and contrast the bottleneck effect and the founder effect as specific scenarios of genetic drift, outlining their impacts on the genetic structure of populations.
* Construct and interpret statistical data representations (e.g., histograms, pie charts) to describe the impact of founder effects or bottlenecks on allele distribution within populations.
* Describe the process of genetic drift and explain how it acts as a nonselective mechanism in altering allele frequencies within small populations.
* Evaluate visual models, such as population allele frequency graphs, to explain the effects of bottlenecks and founder effects on genetic variation over time.
* Explain the consequences of genetic drift on the genetic diversity of small populations, highlighting effects such as fixation or loss of alleles.
* Predict the long-term evolutionary consequences of genetic drift in a small population by analyzing its effects on genetic diversity and evolutionary potential.

Assessment Boundaries:
* The role of bottlenecks and founder effects should be restricted to their impact on genetic variation and allele frequency in small populations. Detailed case studies of specific populations are not included in the assessment.

Common Misconceptions:
* Some students may think genetic drift only occurs in large populations, rather than small populations.
* Students may believe that genetic drift is a selective process influenced by specific environmental pressures.
* Students might confuse genetic drift with natural selection, assuming both processes involve the survival of the fittest.
* There may be a misconception that genetic drift does not lead to significant evolutionary changes, underestimating the impact of bottlenecks and the founder effect.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: 3670.0
Standard ID: EVO-1.H.1+3
Standard Description: Migration or gene flow can drive evolution.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a model to predict the effects of migration on the genetic structure of a population, using principles of population genetics.
* Describe how gene flow between populations can reduce genetic differences between them, leading to homogenization of allele frequencies.
* Explain the interplay between migration and other evolutionary forces such as natural selection and genetic drift in shaping a population's genetic makeup.
* Explain the role of migration in altering allele frequencies within a population, emphasizing its impact on genetic diversity.

Assessment Boundaries:
* Details beyond the basic processes by which migration or gene flow cause changes in allele frequencies over time are not required.

Common Misconceptions:
* Students may believe that migration and gene flow always introduce beneficial traits into a population, without considering the neutral or harmful traits.
* Students may misunderstand that gene flow does not prevent genetic drift or other evolutionary processes from occurring simultaneously.
* Students may think that gene flow only involves the movement of individuals rather than the transfer of genetic material.
* Students might assume that migration or gene flow will always lead to immediate large-scale changes in a population, misunderstanding the gradual nature of these processes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: 3640.0
Standard ID: EVO-1.I.1
Standard Description: Reduction of genetic variation within a given population can increase the differences between populations of the same species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.I.1+1
Standard Description: Describe how the reduction of genetic variation within a given population can increase the differences between different populations of the same species.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze case studies of populations that have undergone severe genetic bottlenecks and explain the process by which genetic variation was reduced and differences between populations were increased.
* Describe the role of genetic drift in reducing genetic variation within a population and explain how this can lead to increased differences between populations.
* Explain how bottleneck effects and founder effects contribute to reduction in genetic variation and subsequently differentiate populations of the same species.
* Interpret graphical data showing reduced genetic variation within populations and describe how this data predicts differences between populations over time.

Assessment Boundaries:
* Interactions among specific allelic variations are beyond the scope; focus on the overall reduction of genetic variability and its impact on population differences.

Common Misconceptions:
* Students may believe that genetic variation is not crucial for population differentiation, failing to understand that reduced genetic variation within a single population can lead to increased differences between populations of the same species.
* Students may think that all populations within a species will evolve in the same way regardless of genetic variation, overlooking how different genetic makeups influence evolutionary paths.
* Students might assume that genetic variation only affects individual fitness and not population divergence.
* There can be a perception that environmental factors alone drive differences between populations, neglecting the role of genetic variation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: 3630.0
Standard ID: EVO-1.J.1
Standard Description: Mutation results in genetic variation, which provides phenotypes on which natural selection acts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.4
Cluster Name: Population Genetics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.J.1+1
Standard Description: Describe how mutations cause genetic variation, which provides phenotypes upon which natural selection acts

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data to determine the significance of variations within a population and how these variations affect population dynamics over time.
* Describe the process by which mutations introduce genetic variation.
* Evaluate the role of genetic variation produced by mutations in the context of natural selection and evolutionary fitness.
* Explain how natural selection acts on phenotypic variation that results from genetic mutations and impacts the frequency of traits in a population.
* Explain the relationship between different types of mutations (e.g., point mutations, frameshift mutations) and resultant changes at the genetic level.
* Predict potential long-term evolutionary outcomes in populations with high mutation rates under varying environmental pressures.
* Represent the flow of genetic information from DNA to phenotype and identify where mutations can alter this flow.

Assessment Boundaries:
* Specific molecular mechanisms of mutation (e.g., base-pair substitutions, deletions, insertions) and repair processes are beyond the scope. Focus instead on the types of genetic variations produced by mutations and their potential effects on phenotypic variation and natural selection.

Common Misconceptions:
* Students may incorrectly believe that mutations occur in response to the needs of an organism, rather than randomly.
* Students may not understand that mutations provide the raw material for natural selection by creating genetic variation that results in different phenotypes.
* Students might assume that natural selection causes mutations, rather than acting on existing genetic variation.
* Students might think that all mutations are harmful, neglecting the fact that some can be beneficial or neutral.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3680.0
Standard ID: EVO-1.K.1+1
Standard Description: The Hardy-Weinberg model can describe and predict allele frequencies in a nonevolving population.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate allele frequencies using the Hardy-Weinberg equation for a population in Hardy-Weinberg equilibrium.
* Describe the conditions under which a population can be considered to be in Hardy-Weinberg equilibrium.
* Explain the significance of Hardy-Weinberg equilibrium as a null hypothesis in population genetics.
* Predict the impact of violations of Hardy-Weinberg conditions on allele frequencies in a population.
* Represent relationships using Hardy-Weinberg equations to model the genetic structure of a population.
* Use the Hardy-Weinberg equilibrium model to derive allele frequencies from given genotype frequencies in a population, and perform a chi-square test to evaluate if a population meets Hardy-Weinberg expectations.

Assessment Boundaries:
* Calculations of allele and genotype frequencies using the Hardy-Weinberg equilibrium equation are beyond the scope. Focus should remain on understanding and describing the conditions under which the Hardy-Weinberg model applies to predict allelic distributions in populations where no evolution occurs.

Common Misconceptions:
* Students may incorrectly assume that the Hardy-Weinberg model applies to small populations just as well as to large populations, not understanding that large population size is a critical assumption.
* Students may misunderstand the concept of 'random mating' and believe it means that organisms must choose mates completely at random rather than in the context of no selection for specific traits.
* Students may think that the Hardy-Weinberg equilibrium conditions can often be met in real populations, not realizing it is a theoretical model.
* Students might believe that the Hardy-Weinberg model only applies to allele frequencies but fail to see how it also includes predictions for genotype frequencies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3690.0
Standard ID: EVO-1.K.1+2
Standard Description: Conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: a large population size, absence of migration, no net mutations, random mating, and absence of selection. An in-depth understanding of each of these parameters, as assessed by an applied example, is within the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the conditions for Hardy-Weinberg equilibrium, including large population size, absence of migration, no net mutations, random mating, and absence of selection.
* Describe the effect of migration on allele frequencies and how its absence maintains Hardy-Weinberg equilibrium.
* Describe the role of random mating in maintaining Hardy-Weinberg equilibrium and explain how non-random mating can lead to changes in allele frequencies.
* Explain how a large population size prevents significant changes in allele frequencies by reducing the impact of genetic drift.
* Explain how mutations contribute to changes in allele frequencies and describe what is meant by 'no net mutations' in the context of Hardy-Weinberg equilibrium.
* Explain how the absence of natural selection leads to the maintenance of allele frequencies according to the Hardy-Weinberg principle.

Assessment Boundaries:
* Assessment boundary does not include computational problem-solving involving Hardy-Weinberg equation but focuses on qualitative description and understanding of the conditions and their examples.

Common Misconceptions:
* Some students may think that migration into or out of a population will not affect Hardy-Weinberg equilibrium.
* Students may believe that a small population size has no effect on maintaining Hardy-Weinberg equilibrium.
* Students might misunderstand the necessity of random mating and think that non-random mating does not impact allele frequencies.
* Students often assume that the presence of selection does not cause deviation from Hardy-Weinberg equilibrium.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3700.0
Standard ID: EVO-1.K.1+3
Standard Description: Conditions for Hardy-Weinberg equilibrium are seldom met, but they provide a valuable null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze given population data to determine whether it meets Hardy-Weinberg equilibrium conditions and justify the conclusion.
* Describe the five conditions for Hardy-Weinberg equilibrium and explain why they are rarely met in natural populations.
* Explain the concept of Hardy-Weinberg equilibrium as a null hypothesis and its significance in studying evolutionary processes.
* Generate hypotheses about population genetics scenarios that would deviate from Hardy-Weinberg equilibrium and predict the outcomes.
* Interpret graphical or tabular representations of allele frequencies over time to identify deviations from Hardy-Weinberg equilibrium and explain the potential causes.

Assessment Boundaries:
* Focus on understanding the conditions for Hardy-Weinberg equilibrium and their role as a null hypothesis. Detailed calculations or predictive modeling based on deviations from these conditions are beyond the scope.

Common Misconceptions:
* Students may assume that small population sizes can still maintain Hardy-Weinberg equilibrium.
* Students may believe that the presence of mutations does not affect achieving Hardy-Weinberg equilibrium.
* Students may incorrectly believe that Hardy-Weinberg equilibrium is frequently met in natural populations.
* Students may think that Hardy-Weinberg equilibrium can account for population changes due to natural selection.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3710.0
Standard ID: EVO-1.K.2
Standard Description: Allele frequencies in a population can be calculated from genotype frequencies. Relevant equation: Hardy-Weinberg Equation— p^2 + 2pq + q^2 = 1 p + q = 1 ...where: p = frequency of allele 1 in the population q = frequency of allele 2 in the population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.K.2+1
Standard Description: Use the Hardy Weinberg Equations in an applied context

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of population genetics data (such as graphs or charts showing allele frequencies over generations) to assess if a population is in Hardy-Weinberg equilibrium.
* Calculate allele and genotype frequencies using the Hardy-Weinberg equations to predict the genetic structure of a population over time.
* Construct and interpret graphs showing changes in allele frequency over time under different evolutionary pressures (e.g., selection, genetic drift).
* Evaluate a scenario where one or more of the Hardy-Weinberg equilibrium conditions are violated and predict the effects on allele and genotype frequencies.
* Explain how to apply the Hardy-Weinberg equations to determine allele frequencies from genotype frequencies in a given population dataset.
* Propose a method to experimentally test whether a natural population is in Hardy-Weinberg equilibrium using observed genotype frequencies.

Assessment Boundaries:
* Focus on applying the Hardy-Weinberg Equilibrium to calculate expected allele and genotype frequencies in simple Mendelian traits. Avoid complex traits or those involving linkage, epistasis, or selection pressures that violate Hardy-Weinberg conditions.

Common Misconceptions:
* Some students may think that a population being in Hardy-Weinberg equilibrium negates any role of genetic drift or migration in affecting allele frequencies.
* Students may incorrectly assume that the Hardy-Weinberg equilibrium implies no evolution is ever occurring in the population.
* Students might believe that the Hardy-Weinberg equations can be applied to populations without considering the necessary conditions (e.g., no mutation, random mating, large population size, no gene flow, and no selection).
* Students might incorrectly calculate allele frequencies, confusing p and q or using incorrect values for genotype frequencies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3720.0
Standard ID: EVO-1.L.1
Standard Description: Changes in allele frequencies provide evidence for the occurrence of evolution in a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.L.1+1
Standard Description: Explain how the changes in allele frequencies provide evidence for the occurrence of evolution in a population.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data on allele frequencies over several generations and describe how changes in these frequencies provide evidence of evolution in a population.
* Describe the importance of large population size, random mating, no mutation, no migration, and no natural selection in maintaining Hardy-Weinberg equilibrium and how the violation of each condition leads to evolution.
* Explain how the Hardy-Weinberg principle is applied to predict genotype frequencies in a population and how deviations from expected frequencies are used to identify evolutionary forces acting on the population.
* Interpret graphs showing changes in allele frequencies over time, linking these changes to possible evolutionary mechanisms such as natural selection, genetic drift, mutation, non-random mating, and gene flow.

Assessment Boundaries:
* Mathematical equations related to Hardy-Weinberg equilibrium calculations should not be assessed in detail beyond their conceptual understanding as a tool to demonstrate the absence of evolution in large populations under specific assumptions.

Common Misconceptions:
* Some students may think that allele frequency changes can happen within a single generation rather than over multiple generations.
* Students may misunderstand that evolution always leads to improvement or complexity, rather than changes in allele frequencies which might be neutral or even disadvantageous.
* Students might think that changes in an individual's allele frequency, rather than the population's, are evidence of evolution.
* Students often believe that environmental changes directly create new alleles that help populations evolve, instead of understanding that allele frequency changes due to existing genetic variation being acted upon by selection pressures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: 3730.0
Standard ID: EVO-1.L.2
Standard Description: Small populations are more susceptible to random environmental impact than large populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.5
Cluster Name: Hardy-Weinberg Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.L.2+1
Standard Description: Explain why small populations are more susceptible to random environmental changes than large populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze and interpret data from case studies or experiments that exhibit the impacts of environmental changes on both small and large populations.
* Construct graphical representations or models to illustrate the relationship between population size and the extent of impact from random environmental changes.
* Describe how genetic drift can disproportionately affect small populations in the context of environmental changes.
* Explain concepts such as the bottleneck effect and founder effect, and their roles in increasing the susceptibility of small populations to random environmental changes.
* Predict the long-term evolutionary consequences of environmental changes on small populations compared to large populations.

Assessment Boundaries:
* Detailed quantitative analysis of genetic drift and its equations is beyond the scope; focus on conceptual understanding of increased vulnerability to random events due to genetic drift in small populations.

Common Misconceptions:
* Some may assume that small populations are more resilient to change because of increased genetic diversity, not understanding that small populations often have reduced genetic diversity.
* Students may believe that genetic drift only affects large populations, not understanding that it has a more significant impact on small populations because of random sampling errors.
* Students may inaccurately believe that mutations occur more frequently in small populations, whereas the rate of mutation is unaffected by population size.
* Students might think that all environmental changes impact large and small populations equally, not recognizing the proportionally larger impact on small populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3760.0
Standard ID: EVO-1.M.1
Standard Description: Evolution is supported by scientific evidence from many disciplines (geographical, geological, physical, biochemical, and mathematical data).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.M.1+1
Standard Description: Describe how evolution is supported by scientific evidence from many disciplines, including geographical, geological, physical, biochemical, and mathematical data.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how geographical data support the theory of evolution by demonstrating the distribution and diversity of species across different regions.
* Describe how mathematical models and statistical data can be used to interpret evolutionary patterns and processes, including genetic drift and natural selection.
* Describe the significance of physical data, including morphological comparisons, in supporting evolutionary relationships among species.
* Evaluate experimental data from various disciplines to support or refute hypotheses about evolutionary processes.
* Explain how geological data, such as the fossil record, provide evidence for the timeline and process of evolution.
* Explain the role of biochemical data, such as DNA and protein sequence analysis, in tracing evolutionary lineages and detecting common ancestry.

Assessment Boundaries:
* Students should focus on the ability to describe and interpret various types of scientific evidence without needing to memorize specific case studies or historical experiments related to each discipline. The emphasis is on understanding the concepts and types of data (geographical, geological, physical, biochemical, mathematical) and their role in supporting evolution rather than specialized knowledge of particular studies or scientists. Molecular methods (e.g., comparing DNA sequences) are a key aspect under biochemical data, and these methods should be described in terms of how they support evolutionary relationships. Students should understand how the mathematical models, such as Hardy-Weinberg equilibrium, provide a framework for understanding evolutionary changes in populations over time. Geographical and geological data include understanding how fossil records and Earth's history contribute to the evidence for evolution, but not the detailed specifics of fossil identification or site archaeology. Cladograms and phylogenetic trees should be understood conceptually in terms of evolutionary relationships, without the necessity of constructing them from scratch or working beyond a presented set of data.

Common Misconceptions:
* Some students may assume that mathematical models and data are less reliable forms of evidence compared to physical or biochemical evidence, underestimating their significance in evolutionary studies.
* Students may think that geological and geographical evidence for evolution is solely based on current observations, neglecting historical context and fossil records.
* Students might believe that biochemical evidence, such as similarities in DNA and proteins among species, is coincidental rather than indicative of common ancestry.
* There may be a misconception that each type of evidence (geographical, geological, physical, biochemical, and mathematical) supports evolution independently, rather than being interconnected and collectively strengthening the evidence for evolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3770.0
Standard ID: EVO-1.N.1+1
Standard Description: Molecular, morphological, and genetic evidence from extant and extinct organisms adds to our understanding of evolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the morphological homologies, such as vestigial structures, to determine common ancestry among different organisms.
* Describe how molecular evidence, like DNA sequences and protein similarities, contributes to our understanding of evolutionary relationships.
* Evaluate the combined evidences from fossils, morphology, and genetics to construct a comprehensive picture of evolutionary history.
* Explain how the dating of fossils through rock layers, isotope decay, and geographical data supports the concept of evolution.
* Interpret genetic evidence, including gene sequences from extinct and extant organisms, to explain evolutionary pathways.

Assessment Boundaries:
* Focus on the interpretation and explanation of molecular, morphological, and genetic evidence in broad terms without requiring students to memorize specific fossil or DNA sequence data beyond the examples provided in the AP Biology course materials. The use of specific dating methods (such as carbon-14) should be understood conceptually and not require detailed calculations or memorization of decay rates.

Common Misconceptions:
* Students may believe that fossil dating techniques like radiometric dating are always precise without error margins.
* Students might assume that genetic evidence from extant organisms is more reliable than from extinct organisms.
* Students might incorrectly assume that vestigial structures have no role in understanding evolutionary history.
* Students might think that morphological similarities always indicate close relatedness rather than convergent evolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3780.0
Standard ID: EVO-1.N.1+2
Standard Description: Fossils can be dated by a variety of methods, such as finding the age of the rocks where a fossil is found, measuring the rate of decay of certain isotopes, geographical data, and morphological homologies, including vestigial structures, which represent features shared by common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how fossils can be dated using various geochemical methods, including stratigraphy (age of the rocks), radiometric dating (isotopic decay rates), and the use of geographical data.
* Evaluate various dating methods by comparing their accuracy and applicability to different types of fossils and rocks, providing reasoning for the best method to use in specific contexts.
* Explain the role of isotopic decay, particularly carbon-14, in determining the age of fossils, relating this to the half-life and decay process of isotopes.
* Illustrate the process of using morphological homologies, such as bone structures and vestigial features, to provide evidence of shared ancestry and evolutionary changes.

Assessment Boundaries:
* The specific isotopic dating methods, such as the decay equations used and the precise dating range for isotopes other than carbon-14, do not need to be assessed. Additionally, detailed geological techniques used for age determination of rocks are beyond the scope.

Common Misconceptions:
* Some students may think that carbon-14 dating can be used for all fossils, regardless of their age.
* Students may incorrectly assume that geological and geographical data do not contribute to fossil dating.
* Students might believe that all dating methods give the exact age of fossils, rather than estimates.
* There is a misconception that morphological homologies and vestigial structures are not evidence of common ancestry.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3790.0
Standard ID: EVO-1.N.1+3
Standard Description: Molecular, morphological, and genetic evidence from extant and extinct organisms adds to our understanding of evolution.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the significance of biogeographical data in understanding the distribution and adaptation of organisms over time.
* Explain how molecular sequences (DNA or protein) can be used to infer evolutionary relationships among organisms.

Assessment Boundaries:
* Emphasis should be on understanding how fossil dating methods and morphological homologies add to the evidence for evolution without requiring specific identification or memorization of fossil types or vestigial structures.

Common Misconceptions:
* Some students might assume that the absence of certain genetic or molecular evidence disproves evolution, without understanding the limits of current technology and the nature of fossilization.
* Students might misunderstand the meaning of homologies, thinking they imply functional similarity rather than structural similarity due to common ancestry.
* Students often believe that morphological similarities between different organisms always result from direct evolutionary relationships, rather than convergent evolution due to similar selective pressures.
* There can be confusion regarding the dating of fossils, where students assume carbon dating is always used, even when it's not applicable for older fossils.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3800.0
Standard ID: EVO-1.N.1+4
Standard Description: Fossils can be dated by the age of the rocks where a fossil is found, via the rate of decay of radioactive isotopes, or geographical data.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how geographical data contribute to the dating of fossils.
* Evaluate the reliability of fossil dating techniques in determining the age of fossils.
* Explain how the age of the rocks where a fossil is found can be used to date the fossil.
* Explain how the rate of decay of radioactive isotopes can be used to date fossils.
* Interpret data from different fossil dating methods and explain their significance in understanding the timeline of evolution.

Assessment Boundaries:
* The assessment should focus on understanding the concepts of dating fossils using rock layers, radioactive decay, and geography without requiring detailed geological processes or complex calculations.

Common Misconceptions:
* Students may confuse geographical data with the physical location of the fossil, rather than understanding it pertains to the stratigraphy and deposition environment surrounding the fossil.
* Students may think that fossils are dated solely based on their physical characteristics rather than the age of the rocks where they are found.
* Students might incorrectly assume that all dating methods provide the same age results, not realizing that different methods can be used to cross-verify and refine dating accuracy.
* Students might misunderstand the use of the rate of decay of isotopes, believing it only applies to carbon dating and not to other isotopic dating methods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3810.0
Standard ID: EVO-1.N.1+5
Standard Description: Morphological homologies, including vestigial structures, represent features shared by common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the concepts and processes of morphological homologies and vestigial structures, explaining how these features provide evidence of shared ancestry.
* Evaluate hypotheses about evolutionary relationships among different species using morphological homologies, providing reasoning based on biological principles.
* Interpret data from fossil records and geological findings to support claims about common ancestry using morphological evidence.
* Predict the impact of evolutionary changes in specific morphological traits on the functionality and fitness of organisms within their environments.

Assessment Boundaries:
* The analysis should not extend beyond identifying morphological homologies without delving into detailed genetic pathways or specific fossil evidence. The focus should be on recognizing and explaining features that indicate common ancestry.

Common Misconceptions:
* Some might assume that shared structures indicate recent common ancestry, not accounting for distant common ancestry revealed through vestigial structures.
* Students may think that vestigial structures serve no purpose at all, rather than understanding they may have residual functions.
* Students might believe that all homologies are visible, ignoring molecular or genetic homologies that also indicate common ancestry.
* Students might confuse analogous structures (similar function but different origins) with homologous structures (common ancestry).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3820.0
Standard ID: EVO-1.N.2
Standard Description: A comparison of DNA nucleotide sequences and/or protein amino acid sequences provides evidence for evolution and common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.N.2+1
Standard Description: Explain how a comparison of DNA nucleotide sequences and/or protein amino acid sequences provides evidence for evolution and common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flowchart illustrating the molecular process of comparing genetic sequences to support evolutionary hypotheses (2.D).
* Describe how DNA nucleotide sequences can be compared to provide evidence for evolution and common ancestry (1.A).
* Evaluate the implications of conserved genes and proteins among different species in providing evidence for a common ancestor (2.C).
* Explain the significance of protein amino acid sequence comparisons in identifying evolutionary relationships (1.B).

Assessment Boundaries:
* Students are not required to understand specific gene or protein names associated with these nucleotide or amino acid sequences.

Common Misconceptions:
* Students may assume that identical sequences in DNA or proteins always mean common ancestry, overlooking instances of convergent evolution.
* Students may mistakenly think that a high degree of similarity in DNA or protein sequences implies recent common ancestry, when in fact it may reflect an ancient common ancestor.
* Students might believe that only large differences in DNA or protein sequences provide evidence for evolution, ignoring the significance of small mutations and variations.
* There can be an incorrect expectation that all organisms will show similar levels of similarity in DNA or protein sequences to a common ancestor, not accounting for varying rates of mutation and evolutionary change.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3740.0
Standard ID: EVO-2.B.1
Standard Description: Many fundamental molecular and cellular features and processes are conserved across organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.B.1+1
Standard Description: Describe how many fundamental molecular and cellular features and processes are conserved across organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the structure and function of membrane-bound organelles (e.g., nucleus, chloroplast) in plant cells versus animal cells and explain how these similarities provide evidence for evolution.
* Describe characteristics of shared cellular organelles such as ribosomes and mitochondria across different domains of life.
* Describe the importance of homeotic (Hox) genes in developmental processes across multicellular organisms and explain how these genes demonstrate evolutionary conservation.
* Discuss the role of conserved metabolic pathways, such as glycolysis, in supporting the theory of common ancestry.
* Evaluate the significance of conserved genetic sequences, such as rRNA genes, in different organisms and justify their use in molecular phylogenetics.
* Explain the conservation of nucleotide sequences across different organisms and its implication on common ancestry.

Assessment Boundaries:
* Discussion of specific biochemical pathways, beyond the general concepts of conserved molecular and cellular features such as DNA, RNA, and ribosomes, is not necessary.

Common Misconceptions:
* Students may believe that only a few specific genes or proteins are conserved across all organisms, rather than understanding that a wide array of fundamental molecular and cellular processes are conserved.
* Students may think that fundamental molecular and cellular features evolved independently in different domains of life, rather than being conserved due to common ancestry.
* Students might incorrectly think that structural features like membrane-bound organelles are unique to eukaryotic cells and do not provide evidence of common ancestry shared with prokaryotes.
* Students might misunderstand the concept of conserved processes and erroneously assume that there are no differences at all between organisms, rather than recognizing the balance between conservation and variation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: 3750.0
Standard ID: EVO-2.B.2
Standard Description: Structural and functional evidence supports the relatedness of organisms in all domains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.6
Cluster Name: Evidence of Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.B.2+1
Standard Description: Describe how structural and functional evidence supports the relatedness of organisms in all domains

Key Concepts:
*None specified*

Learning Objectives:
* Analyze similarities in cellular processes (e.g., transcription, translation) across different domains to support the concept of common ancestry.
* Describe characteristics of homologous structures and explain how they provide evidence for common ancestry across different domains of life.
* Describe how biochemical pathways (e.g., glycolysis) conserved across different domains support the theory of common ancestry.
* Explain the role of conserved molecular structures (e.g., ribosomes, DNA) in supporting the relatedness of organisms in all domains.
* Explain the significance of model organisms in studying genetic commonalities and drawing conclusions about relatedness in all domains.

Assessment Boundaries:
* Learners should focus on major lines of structural and functional evidence, such as DNA, ribosomal RNA, and protein sequence similarities that support the relatedness of organisms across all domains of life. Detailed knowledge of specific structural differences between various organisms should not be assessed.

Common Misconceptions:
* Many students mistakenly assume that all prokaryotes lack any form of organelles and thus cannot be compared structurally to eukaryotes.
* Some students may misinterpret convergent evolution as evidence of common ancestry, rather than it being the result of similar selective pressures.
* Students may believe that the presence of a nucleus is necessary to establish common ancestry across all domains of life.
* Students often think that similarities in function alone are sufficient evidence of common ancestry, without considering structural evidence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.7
Cluster Name: Common Ancestry
Lesson Name: *None specified*
Lesson Order: 3830.0
Standard ID: EVO-2.C.1
Standard Description: Structural evidence indicates common ancestry of all eukaryotes— a. Membrane-bound organelles b. Linear chromosomes c. Genes that contain introns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.7
Cluster Name: Common Ancestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-2.C.1+1
Standard Description: Describe structural evidence, such as membrane-bound organelles, linear chromosomes, and genes that contain introns, which indicate a common ancestry for all eukaryotes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of introns in genes as structural evidence of the common ancestry of all eukaryotes.
* Describe the structural characteristics of membrane-bound organelles that provide evidence for the common ancestry of all eukaryotes.
* Explain how the presence of linear chromosomes supports the hypothesis of a common ancestor for all eukaryotes.
* Explain the relationship between the structural features of eukaryotic cells and their evolutionary significance by connecting evidence to biological theories on common ancestry.

Assessment Boundaries:
* Students should understand how these structures are indicative of common ancestry but are not required to memorize specific names or functions of individual genes and organelles beyond those mentioned in the substandard.

Common Misconceptions:
* Some students may think that structural commonalities among eukaryotes are coincidental rather than indicative of common ancestry.
* Students may incorrectly think that all chromosomes in eukaryotic cells are circular like those in prokaryotic cells.
* Students might assume that all genes in eukaryotic cells are uninterrupted and do not contain introns.
* Students might believe that membrane-bound organelles are found in both prokaryotic and eukaryotic cells.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.8
Cluster Name: Continuing Evolution
Lesson Name: *None specified*
Lesson Order: 3840.0
Standard ID: EVO-3.A.1
Standard Description: Populations of organisms continue to evolve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.8
Cluster Name: Continuing Evolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.A.1+1
Standard Description: Explain how populations of organisms continue to evolve

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data showing changes in a population's traits and interpret how these changes demonstrate ongoing evolution.
* Construct a model demonstrating how adaptation to changing environments over generations supports the concept of ongoing evolution.
* Describe how specific evolutionary mechanisms such as genetic drift, gene flow, and natural selection contribute to the ongoing evolution of populations.
* Describe the impact of environmental pressures on the allele frequencies of a population over time.
* Explain how genetic variability within a population will lead to differential survival and reproduction.

Assessment Boundaries:
* Focus on the mechanisms of microevolution such as genetic drift, gene flow, mutation, and natural selection as they contribute to changes in allele frequencies within a population over short periods. Do not include detailed mechanisms of speciation or transitional fossil records beyond supporting microevolutionary processes.

Common Misconceptions:
* Some may assume that environmental changes directly cause individuals to evolve appropriate traits during their lifetimes.
* Students may believe that individuals, not populations, evolve.
* Students might think that evolution is a process that has already completed, rather than ongoing.
* There might be a misunderstanding that significant evolutionary changes only occur over millions of years, ignoring observable rapid evolutionary changes in some populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.8
Cluster Name: Continuing Evolution
Lesson Name: *None specified*
Lesson Order: 3850.0
Standard ID: EVO-3.A.2+1
Standard Description: All species have evolved and continue to evolve. Examples to assess include: genomic changes over time, changes in the fossil record, and resistance to antibiotics, pesticides, herbicides, or chemotherapy drugs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze experimental data on antibiotic resistance, constructing graphs to represent trends in resistance over time and predicting future resistance developments (Stimulus required).
* Analyze the continuous changes observed in the fossil record, explaining how these changes represent the evolution of species over time.
* Describe how pesticide and herbicide resistance evolves in plants and insects, including the genetic and environmental factors involved.
* Explain the development of antibiotic resistance in bacteria, including the mechanisms and evolutionary pressures that lead to resistance.
* Explain the ongoing process of genomic changes in species over time, describing how mutations and natural selection contribute to these changes.
* Interpret how pathogens evolve and cause emergent diseases, discussing the implications of this evolution for public health.

Assessment Boundaries:
* Assessment is limited to recognizing examples of ongoing evolution, including genomic changes, fossil record evidence, or resistance in microorganisms, without requiring detailed mechanisms of such changes.

Common Misconceptions:
* Some learners might misunderstand that antibiotic resistance is a deliberate process by the pathogens rather than a result of random mutations and natural selection.
* Some students might assume that genomic changes are always beneficial rather than being random and sometimes neutral or detrimental.
* Students could think that fossils found are directly representative of entire species' evolutionary stages, rather than snapshots in a long, complex timeline.
* Students may believe that once species have evolved, they no longer change over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.8
Cluster Name: Continuing Evolution
Lesson Name: *None specified*
Lesson Order: 3860.0
Standard ID: EVO-3.A.2+2
Standard Description: Pathogens evolve and cause emergent diseases.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how variations in the genetic material of pathogens contribute to the evolution of new pathogen strains.
* Explain the mechanisms by which pathogens acquire genetic variations, including mutations and horizontal gene transfer.
* State a testable hypothesis regarding the emergence of a new disease from pathogen evolution and propose an investigation to validate the hypothesis, identifying independent and dependent variables as well as appropriate controls.

Assessment Boundaries:
* The specific genetic mechanisms of resistance or drug interactions detailed at the molecular level beyond mutation and natural selection pressures are beyond the course's scope.

Common Misconceptions:
* Students may think that pathogens cannot evolve in ways that significantly alter their virulence or transmission rates in a short period.
* Students might assume that once a disease-causing pathogen has evolved to resist a particular treatment (like antibiotics), it can no longer evolve further changes.
* Students might believe that pathogens evolve solely through the process of random mutation, not recognizing the role of horizontal gene transfer.
* Students might believe that the emergence of new diseases is solely due to human activities and might not understand the underlying evolutionary processes involved, such as genetic variation and natural selection.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3870.0
Standard ID: EVO-3.B.1+1
Standard Description: Phylogenetic trees and cladograms both show evolutionary relationships among lineages, but phylogenetic trees show the amount of change over time calibrated by fossils or a molecular clock.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the reliability and accuracy of molecular data versus morphological traits in constructing phylogenetic trees and cladograms, providing reasoning based on larger biological principles.
* Describe the purpose and structure of phylogenetic trees and cladograms, highlighting how both represent evolutionary relationships among different lineages.
* Explain how phylogenetic trees indicate the amount of evolutionary change over time using data from fossils and molecular clocks, contrasting this with the information provided by cladograms.

Assessment Boundaries:
* Limit assessment to understanding the purpose and basic interpretation of phylogenetic trees and cladograms, such as identifying common ancestors and shared, derived characteristics, without requiring detailed construction or calibration methods using a molecular clock or fossil records.

Common Misconceptions:
* Some students may think that cladograms cannot show relationships among lineages as effectively as phylogenetic trees, misunderstanding their equal utility in showing these relationships.
* Students may confuse the molecular clock with the fossil record, not understanding that while both can calibrate phylogenetic trees, their application is different.
* Students may incorrectly believe that only fossils, and not molecular data, can be used to calibrate phylogenetic trees.
* Students may think that both phylogenetic trees and cladograms show the amount of evolutionary change, not recognizing that this is unique to phylogenetic trees.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3880.0
Standard ID: EVO-3.B.1+2
Standard Description: Traits that are either gained or lost during evolution can be used to construct phylogenetic trees and cladograms, since shared characteristics are present in more than one lineage, while derived characteristics indicate common ancestry.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how traits gained or lost during evolution are identified and used to construct phylogenetic trees and cladograms, emphasizing the presence of shared characteristics across multiple lineages.
* Predict the evolutionary relationship between organisms based on the analysis of traits gained or lost during evolution, using a given set of evolutionary data.
* Use molecular and morphological data to construct and interpret phylogenetic trees and cladograms, comparing the reliability and accuracy of these types of data.

Assessment Boundaries:
* The focus should be on understanding the use of traits in constructing phylogenetic trees and cladograms, without requiring detailed knowledge of specific methodologies like molecular clock dating or the implementation of various computational software used in phylogenetic analysis.

Common Misconceptions:
* Some students could assume that if a trait is lost in one lineage but present in another, it cannot be used in constructing phylogenetic trees or cladograms.
* Students may erroneously think that the more traits two species share, the closer their evolutionary relationship, without differentiating between ancestral and derived traits.
* Students may misunderstand that traits present in multiple lineages (shared characteristics) also indicate common ancestry, when in reality, only shared derived characteristics do.
* Students might incorrectly believe that phylogenetic trees and cladograms can be constructed solely based on morphological similarities without considering molecular data.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3890.0
Standard ID: EVO-3.B.1+3
Standard Description: The out-group on a phylogenetic tree or cladogram is the least closely related to the remainder of the organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze differences between phylogenetic trees and cladograms, specifically focusing on how the choice of out-group affects the interpretation of evolutionary relationships.
* Describe how an out-group is identified on a phylogenetic tree or cladogram, including the specific characteristics that distinguish it from the in-group.
* Evaluate molecular and morphological data to describe why an out-group is essential for the accurate reconstruction of phylogenetic trees.
* Use statistical methods to compare genetic sequences among multiple lineages and determine the most appropriate out-group for a given phylogenetic analysis.

Assessment Boundaries:
* Students are not required to memorize specific examples of out-groups used in phylogenetic trees or cladograms, nor are they expected to construct full phylogenetic trees. The focus should remain on understanding the concept of an out-group as described in phylogenetic relationships.

Common Misconceptions:
* Some students may assume the out-group is always the first ancestor and did not evolve along with the others.
* Students may think that the out-group is simply the last one listed in a sequence and does not necessarily reflect evolutionary distance.
* Students might believe that the out-group shares more traits with the other lineages than it truly does.
* Students might not realize the importance of the out-group in rooting the tree and clarifying evolutionary relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3900.0
Standard ID: EVO-3.B.1+4
Standard Description: Molecular data typically provide more accurate and reliable evidence than morphological traits in the construction of phylogenetic trees or cladograms.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the advantages of using molecular data over morphological traits in constructing phylogenetic trees or cladograms.
* Evaluate the reliability and accuracy of phylogenetic trees constructed using molecular data through the analysis of specific genetic sequences.
* Explain how molecular data can provide greater accuracy in determining evolutionary relationships compared to morphological data.

Assessment Boundaries:
* Students should not be required to memorize specific nucleotide or amino acid sequences for phylogenetic tree construction. Instead, the focus should be on understanding the conceptual advantages of molecular data, such as sequence homology, in providing precise evolutionary relationships over morphological data.

Common Misconceptions:
* Students may believe that morphological traits are always more reliable than molecular data for constructing phylogenetic trees or cladograms.
* Students may confuse similarity in morphological traits (due to convergent evolution) with evidence of common ancestry, overestimating the reliability of morphological data alone.
* Students might assume that molecular data and morphological traits are always contradictory and cannot be used together to construct phylogenetic trees or cladograms.
* Students might think that molecular data is only useful for analyzing modern organisms and not applicable to fossil records.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3910.0
Standard ID: EVO-3.C.1
Standard Description: Phylogenetic trees and cladograms can be used to illustrate speciation that has occurred. The nodes on a tree represent the most recent common ancestor of any two groups or lineages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3920.0
Standard ID: EVO-3.C.2
Standard Description: Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species and from DNA and protein sequence similarities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.C.2+1
Standard Description: Explain how phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species, and from DNA and protein sequence similarities.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the construction process of phylogenetic trees and cladograms using DNA sequence similarities.
* Describe the use of protein sequence similarities in constructing phylogenetic trees and cladograms.
* Explain how phylogenetic trees and cladograms are constructed based on morphological similarities of living species.
* Explain the methodologies used to compare morphological similarities of fossil species for constructing phylogenetic trees and cladograms.

Assessment Boundaries:
* Details of specific sequencing technologies or molecular analysis techniques are not required. Instead, focus on conceptual understanding of how DNA and protein sequences are compared and used to infer evolutionary relationships.

Common Misconceptions:
* Some students might assume that fossil species are always less reliable for constructing phylogenetic trees due to incomplete data, overlooking the fact that fossil records can sometimes provide crucial insights into evolutionary ancestry.
* Students may think that phylogenetic trees and cladograms always reflect accurate and definitive relationships between species, not recognizing them as hypotheses subject to change with new data.
* Students might believe that all DNA similarities equally influence the construction of phylogenetic trees, neglecting the importance of specific genes or regions that are more informative for evolutionary studies.
* There may be a misconception that morphological similarities are more reliable than molecular data for constructing phylogenetic trees, while in reality, molecular data often provide more precise information about evolutionary relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: 3930.0
Standard ID: EVO-3.C.3
Standard Description: Phylogenetic trees and cladograms represent hypotheses and are constantly being revised, based on evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 7
Unit Name: Natural Selection
Cluster ID: AP Bio Topic 7.9
Cluster Name: Phylogeny
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-3.C.3+1
Standard Description: Explain that phylogenetic trees and cladograms come from hypotheses based on current best evidence, and are constantly being revised based on new discoveries

Key Concepts:
*None specified*

Learning Objectives:
* Describe how phylogenetic trees and cladograms are constructed based on current best evidence, incorporating molecular data such as DNA sequences.
* Explain the process by which new evidence (e.g., fossil discoveries, molecular data) leads to the revision of phylogenetic trees and cladograms, and illustrate this process with hypothetical data.

Assessment Boundaries:
* The detailed methods and techniques for constructing phylogenetic trees and cladograms, and the precise molecular or morphological evidence used to support these evolutionary hypotheses, are beyond the scope of this substandard.

Common Misconceptions:
* Some students might think that phylogenetic trees and cladograms are absolute truths rather than hypotheses.
* Students may believe that phylogenetic trees and cladograms are permanent and cannot be revised once they are established.
* Students may incorrectly assume that all branches of a phylogenetic tree represent the same amount of evolutionary change.
* There is a misconception that new evidence does not affect existing phylogenetic trees and cladograms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4180.0
Standard ID: ENE-3.D.1
Standard Description: Organisms respond to changes in their environment through behavioral and physiological mechanisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.D.1+1
Standard Description: Explain how organisms respond to changes in their environment through behavioral and physiological mechanisms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a graph showing changes in an animal’s physiological responses to different environmental temperatures and describe patterns of adaptation by identifying specific data points and the overall trends.
* Construct flow charts illustrating the sequence of physiological events that occur in an organism in response to a sudden environmental change, such as exposure to a toxin.
* Describe the role of behavioral mechanisms, such as migration or hibernation, in helping organisms respond to seasonal changes in their environment.
* Explain how physiological mechanisms, such as hormone release or temperature regulation, allow organisms to maintain homeostasis in response to environmental changes.
* Interpret graphs depicting seasonal migration patterns of species and explain the biological significance of these behaviors in relation to environmental changes.
* Propose hypotheses on how a specific environmental change, such as a rise in temperature, could affect the behavioral or physiological responses of an organism, and justify the hypotheses with relevant biological principles.

Assessment Boundaries:
* The exam will not cover specific behavioral or physiological mechanisms beyond general examples such as photoperiodism, taxis, and kinesis.

Common Misconceptions:
* Students may assume that organisms only respond to changes in their environment through either behavioral or physiological mechanisms, not both.
* Students may believe that behavioral responses are purely instinctual and do not involve any learned behaviors.
* Students may incorrectly think that only animals exhibit behavioral and physiological responses to environmental changes, excluding plants and microorganisms.
* Students may misunderstand that physiological responses to environmental changes are immediate rather than gradual and adaptive over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4190.0
Standard ID: ENE-3.D.2
Standard Description: Organisms exchange information with one another in response to internal changes and external cues, which can change behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.D.2+1
Standard Description: Explain how organisms exchange information with one another in response to internal changes and external cues, which can in turn change behavior.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data depicting changes in behavior due to external cues and explain the underlying communication mechanisms.
* Describe how internal factors such as hormones influence communication and behavioral changes among organisms.
* Explain how organisms communicate behavioral changes in response to environmental stimuli.
* Predict how changes in an organism's environment could affect its communication and resulting behavior, using scientific reasoning.
* Represent the relationship between internal changes, external cues, and communication in behavior using diagrams or flow charts.

Assessment Boundaries:
* Specific chemical signals or complex signaling pathways between organisms are not necessary for mastery of this substandard.

Common Misconceptions:
* Students may assume that the exchange of information between organisms does not lead to any change in behavior.
* Students may believe that organisms only exchange information with one another in response to external cues and not internal changes.
* Students may misunderstand that information exchange in organisms is solely a passive process and does not involve active signaling mechanisms.
* Students may think that only animals, and not plants, exchange information in response to environmental changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4200.0
Standard ID: IST-5.A.1
Standard Description: Individuals can act on information and communicate it to others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IST-5.A.1+1
Standard Description: Explain how individuals can act on environmental stimuli and communicate it to others.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart to represent the sequence of events from the detection of an environmental stimulus to the communication of this information to others, including relevant biological components and processes.
* Describe the ways in which organisms respond to environmental stimuli and communicate these responses to other individuals using specific biological concepts and terms.
* Explain the processes by which organisms detect environmental stimuli and the subsequent steps they take to communicate these stimuli to others.
* Propose a hypothesis based on an observed behavior in response to an environmental stimulus, including predictions of how the behavior might change under different conditions.

Assessment Boundaries:
* Specific mechanisms of signal transduction pathways and the molecular biology underlying communication processes are beyond the scope. The detailed physiological basis for processing environmental stimuli at the cellular level is not within the scope.

Common Misconceptions:
* Students may assume that all responses to environmental stimuli have immediate effects, not recognizing delayed or long-term responses.
* Students may believe that all individuals in a population respond to environmental stimuli in the same way.
* Students may confuse environmental stimuli with internal physiological signals, not understanding the external origin of certain stimuli.
* Students may think that communication among individuals always involves vocal sounds or visual signals, overlooking chemical or tactile signals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4210.0
Standard ID: IST-5.A.2+1
Standard Description: Organisms have a variety of signaling behaviors that produce changes in the behavior of other organisms, and can result in differential reproductive success. Assess the concept via an applied example, but memorization of the details of the various communications and community behavioral systems are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Construct models (e.g., flow charts or diagrams) representing the relationships between different signaling behaviors and their effects on organism behavior and reproductive success.
* Describe the various mechanisms of signaling behaviors in organisms and explain their role in resulting changes in the behavior of other organisms.
* Evaluate case studies where specific signaling behaviors led to changes in mating success and population dynamics, providing reasoning to connect evidence to broader biological principles.
* Explain how signaling behaviors in organisms can influence the reproductive success and overall fitness of a population through visual, audible, tactile, electrical, and chemical signals.

Assessment Boundaries:
* The specific details of various communication systems, including community behavior systems, are not required for the course or exam. Focus should be on the general types of signaling behaviors and their effects on reproductive success, without examining specific communication mechanisms.

Common Misconceptions:
* Students could misunderstand that differential reproductive success means immediate population changes, not recognizing that it can span multiple generations.
* Students may believe that signaling behaviors are limited to only audible and visual cues, neglecting tactile, electrical, and chemical signals.
* Students may think that signaling behaviors are primarily for finding food and establishing territory, disregarding their role in reproductive success.
* Students might assume that all signaling behaviors lead to immediate and obvious changes in behavior, overlooking subtle or long-term effects.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4220.0
Standard ID: IST-5.A.2+2
Standard Description: Animals use visual, audible, tactile, electrical, and chemical signals to indicate dominance, find food, establish territory, and ensure reproductive success. Assess the concept via an applied example, but memorization of the details of the various communications and community behavioral systems are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the correlations between different types of animal signals (visual, audible, tactile, electrical, and chemical) and their effectiveness in ensuring reproductive success.
* Analyze the effectiveness of audible signals among animal species in locating resources, securing mates, and defining social hierarchies.
* Describe examples of electrical and chemical signals used by animals for intraspecific communication and the resultant behavioral changes that impact overall fitness.
* Describe the various signaling mechanisms animals use to mediate social behaviors related to survival and reproductive success.
* Evaluate evidence from behavioral ecology studies to determine which types of signaling are most effective in ensuring the survival and reproductive success of a population.
* Explain the ecological and evolutionary significance of chemical signaling in territory establishment and mating success among animals.
* Explain the role of visual signals in animal communication and how these signals contribute to establishing dominance, finding food, marking territory, and ensuring reproductive success.
* Interpret how tactile signals facilitate mating behaviors and social bonding in animals, using specific behavioral studies for illustration.

Assessment Boundaries:
* Details of specific communication systems used by animals, including the physiological data related to these mechanisms, are beyond the scope of the exam.

Common Misconceptions:
* Some students may think that chemical signals are only used for reproductive behaviors, not realizing their importance in other functions like marking territory or indicating dominance.
* Students may assume that all animals use only one type of signal (visual, audible, tactile, electrical, or chemical) for all functions such as indicating dominance, finding food, establishing territory, and ensuring reproductive success.
* Students might believe that electrical signals are common among all animals, not realizing that this form of communication is relatively rare and specific to certain species.
* There may be a misconception that visual signals are always more important or effective than other types of signaling, ignoring the context-dependent nature of animal communication.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4230.0
Standard ID: IST-5.A.3+1
Standard Description: Responses to stimuli and communication of information (internally and to other member's of one's social group) are vital to natural selection and evolution. The specific details of the various communications and community behavioral systems are beyond the scope of the course.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze examples of cooperative behavior in various species and their effects on individual fitness and population survival.
* Describe how innate and learned behaviors in response to stimuli can influence an organism's survival and reproductive success.
* Evaluate scenarios where changes in a species' behavior over time demonstrate principles of natural selection and evolution.
* Explain the process by which communication within and between members of a social group supports natural selection and evolutionary processes.
* Graph or model data showing the impact of different behavioral responses to stimuli on the reproductive fitness of a population, using appropriate statistical methods.

Assessment Boundaries:
* The specific details and mechanisms of community behavioral systems are not required, such as the particular communication techniques used by different species (e.g., chemical signaling, detailed communication systems of bees or birds). Instead, the focus should be on explaining the overarching principle of how these behaviors contribute to natural selection and evolution without delving into exhaustive examples or specific communication methods.

Common Misconceptions:
* Students might confuse the response to external stimuli with internal processes, failing to recognize how both are vital to natural selection and evolution.
* Students often mistakenly believe that only learned behaviors are favored by natural selection, not understanding the role of both innate and learned behaviors in increasing fitness.
* There may be a misconception that communication within a social group does not significantly impact evolutionary success, overlooking cooperative behaviors that enhance survival.
* There might be a misunderstanding that individual fitness does not affect the larger population's evolutionary trajectory, neglecting how individual and group responses contribute to natural selection.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4240.0
Standard ID: IST-5.A.3+2
Standard Description: Natural selection favors innate and learned behaviors that increase survival and reproductive fitness.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the innate behaviors that contribute to an organism's survival and reproductive success using specific stimulus-based scenarios.
* Predict the impact of changes in environmental conditions on the expression of innate and learned behaviors, providing reasoning based on principles of natural selection.

Assessment Boundaries:
* The detailed mechanisms of specific innate and learned behaviors are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Students may confuse innate behaviors with learned behaviors, failing to recognize that both can be subject to natural selection.
* Students might assume that all cooperative behaviors decrease individual fitness, not understanding that cooperative behaviors can increase both individual and group fitness.
* Students might believe that only physical traits are influenced by natural selection, overlooking the role of behaviors in evolutionary fitness.
* There could be a misconception that learned behaviors are not inheritable and thus not subject to natural selection, ignoring that the capacity to learn can be inherited.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.1
Cluster Name: Responses to the Environment
Lesson Name: *None specified*
Lesson Order: 4250.0
Standard ID: IST-5.A.3+3
Standard Description: Cooperative behaviors evolve when they increase the fitness of the individual and the survival of the population.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of cooperative behavior on population dynamics: Analyze and explain how cooperative behaviors impact population dynamics and social structures within species, and how these impacts can lead to evolutionary advantages.
* Describe various forms of cooperative behavior: Identify and describe different forms of cooperative behavior observed in organisms, such as altruism, mutualism, or social grooming, and explain how these behaviors contribute to individual fitness and population survival.
* Explain evolutionary mechanisms: Explain the evolutionary mechanisms that drive the development of cooperative behaviors, including kin selection and reciprocal altruism, and how these mechanisms enhance both individual and group fitness.
* Interpret visual representations: Interpret visual representations such as flow charts or models that depict the relationship between cooperative behavior, individual fitness, and the overall success of the population. (Stimulus: Diagrams or flow charts required)
* Propose testable questions and hypotheses: Based on observations of cooperative behavior, propose testable questions and hypotheses about the role of these behaviors in natural selection and evolution within a population.

Assessment Boundaries:
* The specifics of how communication and community behavioral systems contribute to cooperative behaviors are not required. Focus on the general principles of cooperative behavior enhancing fitness at both the individual and population level, without detailed exploration of specific communication systems.

Common Misconceptions:
* Some students may assume that all social behaviors are cooperative, while some may actually be competitive or neutral.
* Students may believe that cooperative behaviors must always be completely self-sacrificial to be beneficial to the population.
* Students may misunderstand that cooperative behaviors only benefit the population as a whole and not the individual performing the behavior.
* Students may think that cooperative behaviors do not evolve through natural selection and are purely random acts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4260.0
Standard ID: ENE-1.M.1+1
Standard Description: Organisms use energy to maintain organization, grow, and reproduce.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze graphical data showing energy input, storage, and output within an organism, and explain how these components are regulated to support growth and reproduction.
* Assess how thermal regulation mechanisms in endotherms and ectotherms influence their energy use and overall homeostasis under varying environmental temperatures.
* Describe the relationship between metabolic rate and body size, and predict how different organisms might adapt their energy usage based on their size and metabolic needs.
* Evaluate how reproductive strategies change in response to variations in energy availability within different environmental contexts.
* Explain how metabolic processes such as cellular respiration and photosynthesis contribute to the energy balance necessary for an organism's maintenance, growth, and reproduction.

Assessment Boundaries:
* The specific molecular mechanisms of energy transformations, including the Krebs cycle or electron transport chain, detailed enzymatic steps, or memorization of individual metabolic pathways, are beyond the scope of this course.

Common Misconceptions:
* Students may mistakenly believe that endotherms and ectotherms have no behavioral adaptations for temperature regulation.
* Students may think that all organisms use the same strategy to regulate body temperature and metabolism.
* Students often assume energy use only contributes to growth and reproduction, not maintenance of organization and other physiological functions.
* There may be a misconception that a net gain of energy always leads to growth, neglecting energy storage as an option.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4270.0
Standard ID: ENE-1.M.1+2
Standard Description: Endotherms generate thermal energy via their metabolism, which helps maintain homeostatic body temperatures.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process of how endotherms generate thermal energy using metabolic reactions that involve the breakdown of glucose in cellular respiration.
* Explain the role of the citric acid cycle in maintaining homeostatic body temperatures in endotherms.
* Identify the stages of aerobic respiration in endotherms and describe how each stage contributes to energy production.
* Predict the impact of a disruption in one stage of cellular respiration on the overall generation of thermal energy in endotherms.
* Represent the relationship between the electron transport chain and ATP production in endotherms through diagrams of cellular respiration.

Assessment Boundaries:
* The detail of the molecular processes of thermogenesis, including uncoupling proteins and any advanced thermoregulatory adaptations beyond general metabolic heat generation, is beyond the scope of the course.

Common Misconceptions:
* Some students may believe that only mammals are endotherms, overlooking endothermic birds.
* Students may think that endotherms generate thermal energy only when they are experiencing cold temperatures, not understanding that it's a continuous process.
* Students might assume that thermal energy generation in endotherms doesn't require a significant amount of energy, underestimating the metabolic costs involved.
* Students might incorrectly think that all internal body heat in endotherms comes solely from muscle activity instead of understanding the role of metabolic processes like cellular respiration.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4280.0
Standard ID: ENE-1.M.1+3
Standard Description: Ectotherms lack efficient internal mechanisms for maintaining body temperature.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the temperature regulation methods of ectotherms and endotherms using data or graphical representations (Skills 2.C, 4.B)
* Describe the behavioral strategies ectotherms use to regulate body temperature (Skill 1.A)
* Explain the lack of efficient internal mechanisms in ectotherms for maintaining body temperature (Skill 1.B)
* Represent the relationship between external environmental variables (e.g., sunlight exposure) and body temperature regulation in ectotherms through a flowchart (Skill 2.D)

Assessment Boundaries:
* Detailed mechanisms by which ectotherms regulate their body temperature through behavioral strategies (such as basking, seeking shade, or aggregating) are included, but physiological processes achieving temperature regulation in endotherms are beyond the scope.

Common Misconceptions:
* Some students might believe that ectotherms only live in environments with stable temperatures.
* Students may assume that ectotherms are unable to control their body temperatures at all.
* Students may think that ectotherms can regulate their body temperatures internally like endotherms.
* Students might confuse ectotherms with endotherms, thinking they have similar metabolic processes for temperature regulation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4290.0
Standard ID: ENE-1.M.1+4
Standard Description: Ectotherms can regulate their temperature behaviorally. For example, by moving into the sun or shade or by aggregating with other individuals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual data depicting the temperature regulation behavior of ectotherms and explain the biological processes involved.
* Describe the various behavioral strategies ectotherms use to regulate their body temperature, such as seeking sun or shade and forming groups with other individuals.
* Design a hypothetical experiment to test the effectiveness of different behavioral thermoregulation strategies in ectotherms, including identification of dependent and independent variables.
* Explain the relationship between the behavior of moving into the sun or shade and the maintenance of optimal body temperature in ectotherms.
* Predict the potential effects of environmental changes, such as shifts in sunlight availability, on the behavioral thermoregulation strategies of ectotherms.
* Represent the behavioral thermoregulation strategies of ectotherms using diagrams or flow charts, illustrating how different behaviors help maintain body temperature.

Assessment Boundaries:
* Focus on behavioral strategies of temperature regulation only, such as movement to sun or shade or aggregation. Physiological and molecular mechanisms are beyond this substandard.

Common Misconceptions:
* Students may believe that ectotherms do not actively regulate their body temperature at all.
* Students may confuse environmental regulation with metabolic regulation, assuming ectotherms use internal metabolic processes to regulate temperature.
* Students might think that behavioral regulation of temperature is exclusive to endotherms.
* Students might think that behavioral thermoregulation in ectotherms is not energy-intensive due to lack of internal mechanisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4300.0
Standard ID: ENE-1.M.1+5
Standard Description: Different organisms use various reproductive strategies in response to resource availability.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the various reproductive strategies that organisms use in response to changes in resource availability, including how these strategies enhance survival and reproduction.
* Explain how changes in resource availability can lead to adaptations in reproductive strategies in different organisms.
* Propose hypotheses for how reproductive strategies might evolve in response to future changes in resource availability, and design experiments to test these hypotheses.

Assessment Boundaries:
* Focus on the basic principles of reproductive strategies related to metabolic energy use, excluding in-depth analysis of specific species' reproductive behaviors.

Common Misconceptions:
* Students could think that energy availability only affects the timing of reproduction and not the number of offspring produced.
* Students may incorrectly assume that all organisms follow the same reproductive strategy regardless of resource availability.
* Students may misunderstand and think that organisms with similar sizes and metabolic rates also have similar reproductive strategies without considering ecological and resource factors.
* Students might believe that reproductive strategies are static and do not adapt to changes in the environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4310.0
Standard ID: ENE-1.M.1+6
Standard Description: For most multicellular organisms, the smaller the mass of the organism, the higher the metabolic rate.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze diagrams and flowcharts representing metabolic rates and body sizes of various organisms to determine the relationship between the two.
* Construct a biological model that shows the relationship between body mass and metabolic rate among diverse organisms.
* Explain why smaller multicellular organisms tend to have higher metabolic rates compared to larger ones, using principles of surface area to volume ratio.
* Predict the impact of changes in metabolic rate on the physiology and behavior of small versus large organisms.

Assessment Boundaries:
* Details about specific mechanisms and examples for calculating metabolic rates are beyond the scope of the substandard.

Common Misconceptions:
* Some students might think that metabolic rate is directly proportional to the size of the organism, misunderstanding that metabolic rate per unit body mass decreases as size increases.
* Students may believe that larger multicellular organisms have higher metabolic rates due to their larger size, when in fact, smaller organisms have higher metabolic rates.
* Students may confuse total metabolic rate with metabolic rate per unit body mass, failing to recognize that while total energy expenditure might be higher in larger organisms, the metabolic rate per unit body mass is lower.
* There could be a misconception that smaller organisms require less energy overall, not understanding that they have higher energy demands per unit mass.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4320.0
Standard ID: ENE-1.M.1+7
Standard Description: Organisms that gain more energy than they expend grow or otherwise store energy chemically

Key Concepts:
*None specified*

Learning Objectives:
* Analyze visual representations of energy storage mechanisms, including diagrams of metabolic pathways involved in energy surplus.
* Compare different methods of energy storage at the cellular level among various organisms.
* Describe how organisms synthesize and store chemical energy when they gain more energy than they expend.
* Explain the biochemical pathways involved in energy storage in organisms, such as glycogen synthesis or fat storage.

Assessment Boundaries:
* The specific biochemical pathways and mechanisms of energy storage and retrieval (such as ATP production, lipid synthesis, etc.) are beyond the scope of the course.

Common Misconceptions:
* Students may believe that energy gained is immediately lost if not used, rather than being stored chemically in the form of molecules such as glycogen or fat.
* Students may think that only large multicellular organisms are capable of storing excess energy, ignoring that smaller organisms, such as bacteria and single-celled organisms, can also store energy.
* Students might assume that growth in organisms solely depends on genetic factors and not consider that energy availability also significantly influences growth.
* Students might misunderstand that only plants store energy chemically, not recognizing that animals and other organisms also store surplus energy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4330.0
Standard ID: ENE-1.M.1+8
Standard Description: Organisms that expend more energy than they obtain will utilize stored chemical energy or, in extreme cases, die

Key Concepts:
*None specified*

Learning Objectives:
* Construct a flow chart representing the steps an organism takes from storing chemical energy to utilizing it under conditions of energy deficit.
* Describe how organisms regulate their metabolism under conditions of energy surplus and deficit using visual models that depict metabolic pathways.
* Evaluate the consequences of extreme energy deficits on the survival of an organism by connecting these physiological states to larger concepts such as homeostasis and population dynamics.
* Explain the physiological mechanisms that allow organisms to utilize stored chemical energy during periods of energy deficit.
* Interpret the relationship between net energy gain/loss and metabolic rate by examining case studies involving different organism sizes and metabolic strategies.
* Predict the potential effects of a sustained energy deficit on an organism's growth and reproductive capabilities, providing reasoning based on metabolic principles.

Assessment Boundaries:
* The assessment should focus on describing the utilization of stored chemical energy by organisms under conditions where energy expenditure exceeds energy intake. Detailed biochemical pathways or specific metabolic processes involved in energy extraction and storage are beyond the scope of this substandard.

Common Misconceptions:
* Students may assume that all organisms have the same ability to store and utilize chemical energy, not considering differences in metabolic rates and energy storage mechanisms.
* Students may believe that organisms will always find an external source of energy when they expend more energy than they obtain.
* Students may think that energy imbalances do not lead to death in extreme cases, misunderstanding the essential role of energy in maintaining life processes.
* Students may think that stored chemical energy, such as fat reserves, cannot be depleted, leading to a misunderstanding of how starvation occurs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4340.0
Standard ID: ENE-1.N.1
Standard Description: Changes in energy availability can result in changes in population size.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.N.1+1
Standard Description: Explain how changes in energy availability can result in changes in population size

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a graph showing periodic changes in energy availability and correlate these changes to the corresponding changes in population sizes.
* Construct an explanation for how a decrease in energy availability affects population growth by applying principles of energy flow and biomass in an ecosystem.
* Explain how an increase in energy availability can lead to an increase in population size, incorporating the concepts of primary productivity and trophic levels.
* Interpret data from an ecological study to describe the relationship between changes in energy availability and fluctuations in population size.

Assessment Boundaries:
* Assessment should be limited to the qualitative understanding of how alterations in energy inputs (such as light, nutrients, or prey availability) affect population growth and decline. Quantitative modeling or specific case studies are not required.

Common Misconceptions:
* Students may assume that an increase in energy availability will always lead to an increase in population size, without considering that other limiting factors may still apply.
* Students may think that energy availability changes have immediate effects on population sizes, not understanding that these effects can be delayed due to various ecological processes.
* Students may think that energy availability only impacts producers, not realizing that it affects all trophic levels in an ecosystem.
* Students might believe that energy availability changes affect all species uniformly, not recognizing that some species will be more affected than others depending on their position in the trophic hierarchy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4350.0
Standard ID: ENE-1.N.2+1
Standard Description: Changes in energy availability can result in disruptions to an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the change in energy input from decreased sunlight and predict its impact on the sizes of trophic levels in an ecosystem, using mathematical equations and data from ecosystems with varying sunlight levels.
* Describe the ecological consequences of changes in the producer level and how this affects other trophic levels in terms of both number and size.
* Develop a hypothesis regarding how changes in sunlight availability affect trophic levels within an ecosystem. Predict the impact on both producer and consumer levels, substantiating predictions with ecological energy flow concepts.
* Evaluate the relationship between changes in energy resources and ecosystem stability, using case studies or historical data to support conclusions.
* Explain how alterations in sunlight availability impact the number and size of trophic levels within an ecosystem.
* Interpreting data from experiments or studies showing ecosystem responses to variable energy input, including shifts in species composition and biomass.
* Predict the ecological impact of a significant change in an energy resource, such as a prolonged decrease in sunlight, on a given ecosystem.

Assessment Boundaries:
* Assessment of this substandard should focus on the qualitative aspects of energy disruptions on ecosystems, such as changes in trophic levels and population dynamics, rather than quantitative measures such as exact energy flow calculations or metabolic rates.

Common Misconceptions:
* Students may believe that ecosystems can adapt to significant changes in energy availability without major disruptions.
* Students may think that a decrease in energy availability will only affect producers and not higher trophic levels.
* Students might assume that energy availability changes have immediate effects, when there could be delayed consequences for the ecosystem.
* Students might overlook the role of abiotic factors, assuming that only biotic factors (like number of producers) are affected by changes in energy availability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4360.0
Standard ID: ENE-1.N.2+2
Standard Description: A change in energy resources such as sunlight can affect the number and size of the trophic levels in an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
* Explain how variations in sunlight can alter primary productivity and subsequently affect the structure of the food web within an ecosystem.
* Propose a hypothesis on how a prolonged decrease in sunlight would impact a specific trophic level and justify the hypothesis using ecological principles.

Assessment Boundaries:
* Specific examples of changes in energy resources, besides sunlight (e.g., alternative energy sources or different geographical case studies), are beyond the scope of this substandard.

Common Misconceptions:
* Some students may believe that a change in energy resources would benefit all trophic levels equally, not affecting the number and size differently.
* Students might assume that all energy decreases have the same effect, not understanding that the degree of change can vary impacts on different trophic levels.
* Students might think that sunlight only affects plants and does not consider its indirect impact on other trophic levels.
* There may be a misconception that energy changes only impact producers, failing to see the cascading effects on primary, secondary, and tertiary consumers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4370.0
Standard ID: ENE-1.N.2+3
Standard Description: A change in the producer level can affect the number and size of other trophic levels in an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
* Create a flow chart that models the interactions between producers and consumers in an ecosystem, highlighting how changes at the producer level influence other trophic levels.
* Describe the cascading effects on secondary and tertiary consumers when there is a significant change in the producer level.
* Explain how a decrease in producer biomass can influence the population size and number of primary consumers.
* Interpret graphs showing changes in producer biomass over time and correlate these changes with corresponding fluctuations in consumer populations.
* Propose a hypothesis on the impact of introducing a new producer species into an ecosystem and predict the potential effects on existing trophic levels.

Assessment Boundaries:
* The role of specific species or organisms within an ecosystem, including naming particular examples of producers and consumers, or altering specific quantitative measurements and predictions regarding the number and size of trophic levels, is beyond the scope of the course.

Common Misconceptions:
* Some students may misconstrue that an increase in producer levels will always benefit the ecosystem, without considering potential negative effects such as overpopulation of certain species.
* Students may believe that a decrease in producer levels only affects herbivores and not higher trophic levels.
* Students may think that changes in producer levels will affect all trophic levels equally, not taking into account the differing dependencies and energy requirements of various trophic levels.
* Students might assume that only the total number of organisms is affected by changes in producer levels, ignoring changes in the size and health of individual organisms within trophic levels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4380.0
Standard ID: ENE-1.O.1+1
Standard Description: Autotrophs capture energy from physical or chemical sources in the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a graph to represent data showing the rates of photosynthesis under varying light intensities and explain trends observed in the context of light-dependent reactions.
* Describe the processes by which photosynthetic organisms capture energy present in sunlight, detailing the steps and components involved, such as chlorophyll and the light-dependent reactions.
* Explain the method through which chemosynthetic organisms capture energy from small inorganic molecules in the absence of oxygen, detailing the chemical reactions that occur.
* Interpret visual representations of the light reactions in photosynthesis and explain the role of each component in capturing and converting solar energy into chemical energy.
* Propose a hypothesis on how altering environmental conditions could affect the energy capture efficiency of chemosynthetic organisms, describing an experimental setup to test this hypothesis.

Assessment Boundaries:
* Assessment is limited to general processes used by autotrophs to capture energy. Details of light-dependent and light-independent reactions in photosynthesis, including the Calvin cycle, are beyond the scope of the course and the AP Exam.

Common Misconceptions:
* Some students may assume that all autotrophs produce energy through photosynthesis, unaware that chemosynthetic autotrophs use chemical energy from inorganic molecules.
* Students might incorrectly believe that photosynthesis and chemosynthesis are essentially the same process, not recognizing that photosynthesis requires light and chemosynthesis does not.
* Students might mistakenly think that the energy capture in photosynthesis directly produces glucose without understanding the intermediate steps such as the Calvin cycle.
* There can be confusion wherein students think that photosynthetic energy capture only occurs in chloroplasts, forgetting some prokaryotes also perform photosynthesis without chloroplasts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4390.0
Standard ID: ENE-1.O.1+2
Standard Description: Photosynthetic organisms capture energy present in sunlight.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a diagram showing the structure of a chloroplast, including the location and function of thylakoids and stroma in capturing sunlight energy.
* Describe the sequence of events in the light reactions of photosynthesis, detailing how energy from sunlight is converted into chemical energy (ATP and NADPH).
* Explain the role of chlorophyll in photosynthesis and how it enables photosynthetic organisms to capture sunlight energy.
* Interpret experimental data on the absorption spectra of chlorophyll and other photosynthetic pigments, explaining how different wavelengths of light are absorbed and utilized in photosynthesis.
* Represent the flow of electrons through photosystems II and I, explaining how this flow drives ATP synthesis via chemiosmosis.

Assessment Boundaries:
* The specific molecular details of chlorophyll and photosynthetic pathways are beyond the scope of the course.

Common Misconceptions:
* Some students might think that plants only perform photosynthesis and overlook the fact that they also perform cellular respiration.
* Students may confuse the role of chlorophyll, believing it absorbs all colors of light equally, whereas it primarily absorbs red and blue wavelengths and reflects green.
* Students may erroneously believe that oxygen is a direct product of the Calvin cycle rather than being produced during the light-dependent reactions.
* Students may think that photosynthesis is a single-step process, rather than a series of light-dependent and light-independent (Calvin cycle) reactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4400.0
Standard ID: ENE-1.O.1+3
Standard Description: Chemosynthetic organisms capture energy from small inorganic molecules present in their environment. This process can occur in the absence of oxygen.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of hydrogen sulfide in the energy capture processes of chemosynthetic organisms and explain how it is used as a chemical energy source.
* Compare and contrast the processes of chemosynthesis and photosynthesis, particularly focusing on the energy sources and environmental conditions required.
* Describe the specific enzymes involved in the chemosynthetic pathways of organisms and explain their functions in catalyzing reactions without oxygen.
* Evaluate how ecosystems supported by chemosynthetic organisms function without sunlight, and explain the importance of these organisms in the deep-sea hydrothermal vent ecosystems.
* Explain how chemosynthetic organisms capture energy from small inorganic molecules in the environment, and define the chemical processes involved.
* Explain how the presence of chemosynthetic organisms affects the broader ecological web, including their interactions with other marine life forms.
* Interpret experimental data showing the growth rates of chemosynthetic organisms under different environmental conditions, with a focus on oxygen presence or absence.

Assessment Boundaries:
* The assessment will not cover the specific biochemical pathways of chemosynthesis, such as the Calvin cycle or the reverse citric acid cycle. Additionally, the assessment will not require students to memorize specific chemical reactions or structures involved in chemosynthesis. The focus will be on the understanding that chemosynthetic organisms capture energy from small inorganic molecules and the fact that this process does not rely on sunlight or oxygen.

Common Misconceptions:
* Students may assume that chemosynthesis cannot occur in oxygen-deprived environments.
* Students may believe that chemosynthesis requires organic molecules rather than inorganic molecules as the energy source.
* Students may confuse chemosynthesis with photosynthesis, thinking both processes are the same.
* Students may think that chemosynthesis is only possible in the presence of light, similar to photosynthesis.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4410.0
Standard ID: ENE-1.O.2+1
Standard Description: Heterotrophs capture energy present in carbon compounds produced by other organisms.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which heterotrophs capture energy from carbon compounds such as carbohydrates, lipids, and proteins.
* Evaluate the relationship between the structure of carbohydrates, lipids, and proteins and their potential energy yield when metabolized by heterotrophs.
* Explain the role of hydrolysis in the metabolization of carbohydrates, lipids, and proteins in heterotrophs to release energy.
* Interpret data or graphs showing the efficiency of energy capture in heterotrophs from different types of carbon compounds.

Assessment Boundaries:
* The understanding of metabolic pathways that are involved in heterotrophs metabolizing carbohydrates, lipids, and proteins for energy should be limited to general processes without detailed biochemical steps and names of specific enzymes or intermediate molecules. Specific electron carriers in the electron transport chain are beyond the scope of this substandard.

Common Misconceptions:
* Students may believe that heterotrophs only metabolize carbohydrates and are unaware that they can also utilize lipids and proteins as energy sources.
* Students may misunderstand the process of hydrolysis and assume it is irrelevant for the metabolism of carbohydrates, lipids, and proteins in heterotrophs.
* Students might assume that heterotrophs capture energy through photosynthesis or other direct energy capture methods similar to autotrophs.
* Students might think that heterotrophs produce their own energy rather than capturing energy from carbon compounds produced by other organisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.2
Cluster Name: Energy Flow Through Ecosystems
Lesson Name: *None specified*
Lesson Order: 4420.0
Standard ID: ENE-1.O.2+2
Standard Description: Heterotrophs may metabolize carbohydrates, lipids, and proteins as sources of energy by hydrolysis.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the hydrolysis of lipids in heterotrophs, identifying the enzymatic steps involved and the resulting products.
* Describe the processes by which carbohydrates, lipids, and proteins are metabolized by heterotrophs through hydrolysis.
* Explain how carbohydrates are broken down into simpler molecules through the process of hydrolysis and utilized for energy production in heterotrophs.
* Explain the role of hydrolysis in protein metabolism in heterotrophs and describe the fate of the resulting amino acids.

Assessment Boundaries:
* The specific biochemical pathways and enzymes involved in the hydrolysis of carbohydrates, lipids, and proteins should not be assessed. Focus should be on the general understanding that heterotrophs use hydrolysis to metabolize these macromolecules to capture energy.

Common Misconceptions:
* Some may think that the breakdown of proteins and lipids is not as efficient in producing energy as carbohydrates, misunderstanding the diverse roles of these macromolecules.
* Students may have a misconception that hydrolysis simply involves the addition of water without understanding its role in breaking chemical bonds in macromolecules.
* Students may think that hydrolysis directly provides usable energy for the cell, rather than breaking down macromolecules into smaller units.
* Students might believe that only carbohydrates can be used as an energy source, ignoring the metabolism of lipids and proteins.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: 4430.0
Standard ID: SYI-1.G.1
Standard Description: Populations comprise individual organisms that interact with one another and with the environment in complex ways.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.G.1+1
Standard Description: Describe how populations consist of individual organisms that interact with one another and with their environment in complex ways.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the various interactions within a population, including competition, predation, and symbiosis, and how these interactions influence population dynamics.
* Explain how abiotic factors such as climate, nutrient availability, and habitat structure can influence the growth and interactions within a population.
* Interpret graphical representations of population interactions, such as predator-prey cycles, and describe the underlying biological processes.

Assessment Boundaries:
* Interactions among complex adaptive systems and their emergent properties should not be the focus; the emphasis should be on direct individual-level interactions within populations and ecosystems.

Common Misconceptions:
* Students may assume that environmental factors do not play a significant role in shaping the interactions and behaviors of individuals within a population.
* Students may believe that interactions between individuals in a population do not influence the population's overall dynamics.
* Students may think that all individuals within a population are identical and do not display variability in traits or behaviors.
* Students may underestimate the complexity of interactions within a population, assuming they are straightforward and directly observable rather than interconnected and influenced by multiple factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: 4440.0
Standard ID: SYI-1.G.2+1
Standard Description: Many adaptations in organisms are related to obtaining and using energy or nourishment in their particular environment.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how organisms adapt their metabolic processes to efficiently obtain and use energy in environments with varying levels of resources.
* Explain how morphological adaptations in organisms support their ability to acquire and use energy in specific environmental contexts.
* Predict how an alteration in environmental conditions might affect the energy acquisition strategies of organisms with specific adaptations.

Assessment Boundaries:
* Focus on general concepts of adaptations related to energy acquisition and usage without requiring specific species examples or in-depth biochemical pathways.

Common Misconceptions:
* Students may assume that obtaining energy is only about food intake and neglect other factors like obtaining water or nutrients.
* Students may believe that all organisms in the same environment have similar adaptations for obtaining energy, not considering the diversity of strategies.
* Students may think that all adaptations are related to physical features and ignore behavioral or physiological adaptations.
* Students may think that only large organisms have specific adaptations for energy acquisition, overlooking the adaptations in smaller or microscopic organisms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: 4450.0
Standard ID: SYI-1.G.2+2
Standard Description: The rate of growth or decline of a population relies on these parameters: initial population size, birth rate, death rate, and the change in time. Assess this skill computationally using only mathematical skills from Algebra 1.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the population growth rate for a given dataset, using the exponential growth equation \(frac{dN}{dt} = r_{	ext{max}} N), where ( r_{	ext{max}} ) is the maximum per capita growth rate.
* Explain how varying initial population sizes affect the population growth rate in both theoretical and applied contexts using algebraic manipulation and graphical representation.
* Mathematically describe the relationship between the initial population size (N), birth rate (B), and death rate (D) in determining the population growth rate using the differential equation \(frac{dN}{dt} = B - D).
* Represent population growth changes over time using appropriate graphical methods based on the given equations, including correctly labeling axes and interpreting trends.
* Using a computational approach, forecast population trends over a specified time period given initial conditions and parameter values, considering constraints and assumptions.

Assessment Boundaries:
* Calculations of the rate of growth or decline of a population should be limited to constraints within the constraints of initial population size, birth rate, death rate, and time change. Evaluations should be performed using basic Algebra 1 mathematical skills without delving into complex statistical models or calculus.

Common Misconceptions:
* Students may incorrectly apply the algebraic equations by ignoring the units of measurement for time, population size, birth rate, and death rate, thus leading to incorrect conclusions about population dynamics.
* Students may think that the rate of population growth or decline is independent of the change in time, not realizing that these parameters are interdependent and collectively influence overall population dynamics.
* Students might assume that the birth rate and death rate are not influenced by changes in initial population size, despite the fact that population density can impact these rates.
* Students might misunderstand that a larger initial population size always leads to a higher birth rate and lower death rate, overlooking that resource limitation and environmental factors play significant roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: 4460.0
Standard ID: SYI-1.G.2+3
Standard Description: Reproduction without constraints results in the exponential growth of a population. Assess this concept qualitatively.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the population growth rate given values for maximum per capita growth rate and current population size using the equation \(frac{dN}{dt} = r_{max} N).
* Compare and contrast different types of population growth models, such as exponential and logistic growth, and predict which model best fits specific ecological scenarios.
* Describe the conditions under which a population would experience exponential growth based on the equation \(frac{dN}{dt} = r_{max} N).
* Explain the biological significance of the exponential growth model, including potential consequences for a population and its environment if growth remains unchecked.
* Interpret growth curves and graphs to determine if exponential growth is occurring in a population, identifying key features such as changes in slope and overall shape. [Requires Graphs]

Assessment Boundaries:
* Limit the assessment to conceptual and qualitative understanding of exponential growth without requiring mathematical calculations or precise data analysis. Students should demonstrate understanding of reproductive constraints' impact on population and general factors causing population growth, but not detailed mathematical predictions or equations.

Common Misconceptions:
* Some students may confuse exponential growth with logistic growth, not understanding the mathematical and ecological differences between the two growth models.
* Students may mistakenly believe that exponential growth can occur indefinitely, not recognizing the eventual impact of limiting factors in real-world scenarios.
* Students may think that reproduction without constraints is only linked to high birth rates, disregarding the importance of low death rates in sustaining exponential growth.
* Students might assume that exponential growth is associated with specific species characteristics rather than the absence of limiting constraints.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.3
Cluster Name: Population Ecology
Lesson Name: *None specified*
Lesson Order: 4470.0
Standard ID: SYI-1.G.2+4
Standard Description: Reproduction without constraints results in the exponential growth of a population. Assess computationally with values that can be manipulated manually.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the mathematical model of exponential growth and explain how it represents population growth without constraints.
* Explain the relationship between per capita growth rate (r_max), time (t), and population size (N) in the context of an exponentially growing population.
* Mathematically calculate population size at different time intervals given specific values for r_max and initial population size, demonstrating knowledge of exponential growth equations.

Assessment Boundaries:
* Focus solely on the understanding and calculation of exponential growth without delving into logistic growth models or density-dependent factors.

Common Misconceptions:
* Some students may misunderstand the exponential growth formula and think r_max is affected by current population size rather than being a constant representing the maximum per capita growth rate.
* Students may confuse exponential growth with logistic growth, not recognizing the distinction between the two, especially the concept of carrying capacity and limiting resources.
* Students often believe that exponential growth continues indefinitely, not understanding that it only occurs under ideal conditions without limiting factors.
* There is a common misconception that exponential growth means a population’s size doubles at regular intervals rather than understanding it means a constant percentage increase over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.4
Cluster Name: Effect of Density of Populations
Lesson Name: *None specified*
Lesson Order: 4480.0
Standard ID: SYI-1.H.1
Standard Description: A population can produce a density of individuals that exceeds the system’s resource availability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.4
Cluster Name: Effect of Density of Populations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-1.H.1+1
Standard Description: Explain how a population can produce a density of individuals that exceeds the availability of resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze population growth models (e.g., logistic growth) to determine how they illustrate potential resource limitations and overpopulation scenarios.
* Describe the relationship between population density and resource competition, highlighting the effects on individual fitness and survival rates within the population.
* Explain how resource availability can limit population growth and lead to a population density that exceeds available resources.
* Predict the ecological consequences of a population exceeding its available resources, using principles of density-dependent limiting factors.

Assessment Boundaries:
* Details regarding specific human impacts or conservation efforts should not be included.

Common Misconceptions:
* Some students may misconceive that only large, visible organisms can exceed resource availability, neglecting the impact of microorganisms and smaller species.
* Students may believe that resource availability is constant and not affected by fluctuating environmental conditions, which can lead to exceeding population density at certain times.
* Students may think that a population cannot exceed the availability of resources, assuming natural checks will always prevent this.
* Students might assume that populations will grow indefinitely if there are no predators, overlooking the limitation imposed by resource scarcity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.4
Cluster Name: Effect of Density of Populations
Lesson Name: *None specified*
Lesson Order: 4490.0
Standard ID: SYI-1.H.2+1
Standard Description: In a stable ecosystem, most growth curves for a typical species will be logistic.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the assumptions and implications of exponential growth models with those of logistic growth models, explaining why the latter is more applicable to stable ecosystems.
* Explain how density-dependent factors, such as competition for resources or disease, govern the logistic growth of a population within an ecosystem.
* Explain the relationship between population growth and environmental limits by describing how the logistic growth model (dN/dt = r_max N [(K - N)/K]) depicts the effect of density-dependent and density-independent factors on population growth.
* Use the logistic growth equation to predict how changes in parameters like r_max (maximum per capita growth rate) and K (carrying capacity) affect the shape and dynamics of a population's growth curve.

Assessment Boundaries:
* Students do not need to perform calculations using the logistic growth model equation but should understand the components and implications of the logistic growth curve in terms of carrying capacity and environmental limits.

Common Misconceptions:
* Students may believe that logistic growth means population does not fluctuate at all.
* Students may think all populations in a stable ecosystem reach carrying capacity simultaneously.
* Students might believe that density-dependent factors are the only factors influencing logistic growth.
* Students might confuse logistic and exponential growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.4
Cluster Name: Effect of Density of Populations
Lesson Name: *None specified*
Lesson Order: 4500.0
Standard ID: SYI-1.H.2+2
Standard Description: Logistic growth of a population can be represented as a differential equation. Students are not expected to use calculus. Students are not expected perform calculations unless the equation is provided.

Key Concepts:
*None specified*

Learning Objectives:
* Apply the logistic growth equation to given scenarios involving changes in population size over time, explaining the biological implications of the results.
* Compare and contrast the logistic growth model to that of exponential growth, explaining under what conditions each model is applicable and their implications for population dynamics.
* Describe in writing the process and significance of logistic growth in populations, including the transition from exponential to logistic growth as a population approaches carrying capacity (K).
* Explain the differential equation \(dfrac{dN}{dt} = r_{max} N left(dfrac{K - N}{K}
ight)), identifying each component (i.e., (N), (r_{max}), (K), and (dfrac{dN}{dt})) and how they relate to population growth.
* Interpret graphs depicting logistic growth curves and identify phases of growth (initial exponential growth, deceleration, and stabilization at carrying capacity).

Assessment Boundaries:
* Focus on interpreting the logistic growth model, including the significance of each part of the equation and its impact on population growth. Calculating solutions or solving the differential equation symbolically or numerically is beyond the assessment scope.

Common Misconceptions:
* Many students might think that the term dN/dt represents the total population size rather than the rate of change of the population.
* Some students may incorrectly believe that population size (N) cannot exceed the carrying capacity (K) in the logistic growth model.
* Students may assume that logistic growth refers to a linear or constant growth rather than an S-shaped curve.
* Students often mistakenly believe that r_max in the logistic growth equation changes with population size, instead of being a constant maximum per capita growth rate.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4510.0
Standard ID: ENE-4.A.1+1
Standard Description: Communities are described by species composition and species diversity with respect to Simpson's Diversity Index.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze Trends in Species Diversity Over Time, given datasets showing species composition of a community over several years, students will calculate annual Simpson’s Diversity Index values and interpret trends in species diversity over time.
* Calculate Simpson’s Diversity Index, given a table of species and their respective counts in a community, students will calculate the Simpson’s Diversity Index, clearly showing each step involved in the calculation.
* Describe Simpson’s Diversity Index Formula, utilizing a passage or problem, students should describe the components and calculation process of Simpson’s Diversity Index, identifying what each term (n and N) represents within a given community dataset.
* Design an Investigation on Community Structure, students will design an investigation to measure species composition and diversity in a particular habitat, clearly stating the research question, hypotheses, methods for data collection, and how Simpson’s Diversity Index will be used to analyze the data.
* Evaluate Species Composition through Visual Data, given a visual representation (e.g., bar graph, pie chart) depicting species composition in a community, students will describe the data and relate it to species diversity.
* Explain the Results of Simpson’s Diversity Index, students will explain the biological significance of the calculated Simpson’s Diversity Index value, discussing how high and low values relate to species diversity.
* Predict Ecological Impacts Based on Diversity Index, using a scenario where changes in species composition are described (e.g., introduction of a new species or extinction of an existing species), students will predict the potential impact on Simpson’s Diversity Index and overall community stability.

Assessment Boundaries:
* No calculation of the Simpson's Diversity Index is necessary; focus is on describing the concepts of species composition and species diversity.

Common Misconceptions:
* Students could mistakenly believe that removing rare species will not significantly affect the Simpson’s Diversity Index, not realizing that even rare species have an impact on overall diversity.
* Students may confuse Simpson's Diversity Index with other diversity indices, such as the Shannon-Wiener Index.
* Students might misunderstand the role of species richness and evenness in the Simpson's Diversity Index, thinking it only accounts for the number of species rather than their relative abundance.
* There may be misconceptions about the interpretation of the values; students might think a higher Simpson’s Index value indicates higher diversity, while in reality, a higher value indicates lower diversity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4520.0
Standard ID: ENE-4.A.1+2
Standard Description: Apply the Simpson's Diversity Index equation in context.

Key Concepts:
*None specified*

Learning Objectives:
* Calculate the Simpson's Diversity Index given a set of data on species composition in a community.
* Compare species diversity between different communities using the Simpson's Diversity Index and explain the implications for community structure.
* Interpret and explain the significance of the results obtained using Simpson's Diversity Index within the context of species diversity.

Assessment Boundaries:
* Calculation and understanding of the outcome of Simpson's Diversity Index must relate to interpretation of community structure in terms of species diversity, without requiring students to derive the formula or perform computational calculus beyond a basic arithmetic operation.

Common Misconceptions:
* Some students may incorrectly believe that the Simpson’s Diversity Index can be negative.
* Students may think the Diversity Index increases with increased species dominance, whereas it actually decreases as dominance increases.
* Students might incorrectly assume that the sum of the probabilities of each species is equal to 1, rather than understanding it as the sum of the squared proportions of each species relative to the total number of organisms.
* Students might misinterpret 'n' as the number of different species rather than the number of individuals of a particular species.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4540.0
Standard ID: ENE-4.B.1
Standard Description: Communities change over time depending on interactions between populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.B.1+1
Standard Description: Explain how communities change over time depending on interactions between populations.

Key Concepts:
*None specified*

Learning Objectives:
* Describe and provide reasoning for how predator-prey dynamics can lead to cyclical fluctuations in population sizes, thereby affecting community structure. (Stimulus: data on predator-prey cycles)
* Explain the concept of ecological succession and its stages (primary and secondary succession), and how community interactions drive these processes. (Stimulus: graphical representations of succession)
* Interpret data on population changes due to interspecific interactions and explain the implications for community structure and stability. (Stimulus: tables/graphs of population data)

Assessment Boundaries:
* Focus on general patterns of interaction such as predation and competition without requiring specific examples or detailed models of interactions, such as food webs or energy pyramids.

Common Misconceptions:
* Some students may assume that trophic interactions (e.g., predator-prey relationships) do not significantly influence the long-term structure of communities.
* Students may believe that communities are static and do not change over time.
* Students may believe that only negative interactions (such as competition) influence community changes, undervaluing the impact of positive interactions like mutualism.
* Students might think that only abiotic factors, such as climate and terrain, cause changes in community structure, ignoring the role of biotic interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4550.0
Standard ID: ENE-4.B.2
Standard Description: Interactions among populations determine how they access energy and matter within a community.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.B.2+1
Standard Description: Explain how interactions among populations determine how they access energy and matter within a community

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the presence of keystone and dominant species influence energy flow and matter cycling in an ecological community.
* Describe how population density and distribution patterns impact the access to resources within an ecosystem.
* Evaluate the effects of interspecific interactions, such as competition, predation, and symbiosis, on the availability of energy and matter within a community using graphical data.
* Explain the flow of energy through an ecological pyramid and how population interactions influence each trophic level's access to energy.

Assessment Boundaries:
* Examinations should focus on general interactions such as competition, predation, and mutualistic relationships within populations without requiring specific examples or detailed mechanisms of energy flow.

Common Misconceptions:
* Some students might think that energy and matter flow only in a linear food chain rather than understanding the more complex web of trophic interactions and nutrient cycling.
* Students may believe that all interactions within and among populations are cooperative, rather than recognizing that competition and predation also play significant roles in determining how populations access energy and matter.
* There is a common misconception that individual species can significantly alter community structure and energy access independently, without considering the complex interdependencies among various populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4560.0
Standard ID: ENE-4.B.3
Standard Description: Relationships among interacting populations can be characterized by positive and negative effects and can be modeled. Examples include predator/prey interactions, trophic cascades, and niche partitioning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.B.3+1
Standard Description: Explain how relationships among interacting populations, such as predator/prey interactions, trophic cascades, and niche partitioning, can be characterized by positive and negative effects using a simple mathematical model.

Key Concepts:
*None specified*

Learning Objectives:
* Construct and interpret simple mathematical models to simulate predator/prey interactions, illustrating the dynamics and positive or negative outcomes.
* Explain how positive and negative effects of interactions among populations can influence community structure using mathematical models.
* Formulate a testable question regarding the role of a predator in a trophic cascade, using a simple mathematical model to represent the interactions among species in an ecosystem.

Assessment Boundaries:
* Assessment of this substandard is limited to understanding and applying simple mathematical models, such as basic equations or graphical representations, to represent positive and negative effects in relationships among interacting populations (e.g., predator/prey, trophic cascades, niche partitioning). Calculations involving advanced statistical analysis or complex modeling techniques are beyond the scope.

Common Misconceptions:
* Students may assume niche partitioning always leads to direct competition elimination, rather than gradual coexistence through resource allocation.
* Students may incorrectly think that all predator-prey interactions are negative, failing to recognize that predators can control prey populations and stimulate biodiversity.
* Students may misinterpret mathematical models as exact predictions rather than tools for understanding trends and patterns in population interactions.
* Students might believe that trophic cascades only occur in aquatic ecosystems, not understanding that similar processes can occur in terrestrial environments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4570.0
Standard ID: ENE-4.B.4+1
Standard Description: Different types of symbioses can either increase or decrease the population size of the species involved, depending on whether those species are helped or harmed.

Key Concepts:
*None specified*

Learning Objectives:
* Critically analyze data from studies on symbioses, identifying and explaining trends in population sizes of species involved in mutualistic, parasitic, or commensal relationships (Stimulus required).
* Describe how commensalism can affect population dynamics by explaining how the benefiting species may increase in population size while the other species remains unaffected.
* Explain how mutualism, commensalism, and parasitism can lead to changes in population sizes by altering reproductive rates, survival, and competition levels within the community.
* Explain how parasitism can decrease the population size of the host species and potentially increase the population size of the parasitic species by describing their interactions and impacts.
* Explain the role of symbiotic relationships in maintaining ecosystem stability by describing how changes in population sizes of involved species can ripple through the community structure.

Assessment Boundaries:
* Students are not required to know specific case studies or examples of symbioses beyond general examples of parasitism, mutualism, and commensalism. Detailed mechanisms of how symbioses such as coral bleaching affect species populations are beyond the scope of this substandard and will not be assessed.

Common Misconceptions:
* Students could confuse symbiosis with a strictly positive relationship, failing to grasp that symbiotic relationships can be neutral or harmful, affecting the population sizes in various ways.
* Students may misunderstand commensalism, assuming that the species that benefits always increases in population size, while in reality, the population size may remain stable.
* Students may think that mutualism always increases the population size of both species involved, not recognizing that some mutualistic relationships may not significantly impact population sizes.
* Students might believe that all parasitic relationships drastically decrease the population of the host species, without considering that some parasitic relationships may have negligible effects on host populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4580.0
Standard ID: ENE-4.B.4+2
Standard Description: Competition for a single or related niche between two species influences the population growth or decline of each species

Key Concepts:
*None specified*

Learning Objectives:
* Construct and interpret graphs that show the population growth rates of two species competing for the same niche, and infer the effects of different competition levels on these growth rates.
* Describe how interspecific competition can limit the availability of resources, such as food or habitat space, for two competing species.
* Explain the mechanisms of competitive exclusion and how they can lead to the decline or local extinction of one of the competing species as they vie for the same resources.
* Predict the outcomes of niche differentiation and how it might affect the coexistence of two competing species within the same habitat.
* Represent relationships and propose mathematical models to illustrate the impact of interspecific competition on the population dynamics of two species using Lotka-Volterra equations.

Assessment Boundaries:
* No mathematical modeling of population dynamics such as Lotka-Volterra equations or advanced statistical comparisons are required.

Common Misconceptions:
* Students may assume that both species will undergo equal population decline in a competitive scenario, without considering factors like resource allocation efficiency or adaptive behaviors.
* Students may believe that competition always leads to the extinction of one species, not recognizing that species can coexist through niche differentiation or other mechanisms of resource partitioning.
* Students may misunderstand the impact of competition on population growth rates, assuming that both species will stop growing entirely rather than adjusting their growth rates differently.
* Students may think that competition for a niche only affects the competing species and not the overall community structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4590.0
Standard ID: ENE-4.B.4+3
Standard Description: Predation between two species leads to a dynamic where the population size of each species is dependent on the population size of the other species.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze population data of two interacting species in a predator-prey relationship, identifying trends and explaining the observed dynamic fluctuations (AP Biology Skills 4.B)
* Construct and interpret graphical models showing the population cycles of predator and prey species, explaining the ecological principles demonstrated by the model (AP Biology Skills 2.D and 4.A)
* Describe the mechanisms by which predation between two species can cause changes in their respective population sizes over time (AP Biology Skill 1.A)
* Explain how changes in predator population size can impact the population size of prey species, and vice versa, integrating concepts of population dynamics (AP Biology Skill 1.B)
* Predict how variations in the availability of prey can influence predator reproductive success and population growth, and evaluate the reverse scenario (AP Biology Skills 6.E)
* Propose a hypothesis on how an environmental change, such as the introduction of a new predator, would affect the population sizes of two species already in a predator-prey relationship, and design an experiment to test this hypothesis (AP Biology Skills 3.B and 3.C)

Assessment Boundaries:
* Focus is limited to understanding the dependency of one species' population size on another within predator-prey dynamics. Mathematical modeling of these populations is beyond the scope.

Common Misconceptions:
* Some students might believe that an increase in one population (either predator or prey) will only lead to a decrease in the other population, without considering possible feedback loops where both populations can fluctuate together.
* Students may incorrectly assume that the population sizes of predator and prey species don't influence each other, thinking they operate independently.
* Students may think predation always leads to stable population sizes for both predator and prey, not understanding that these interactions can lead to oscillating population sizes.
* There may be a misconception that in a predator-prey relationship, the prey population is solely controlled by the number of predators without considering other limiting factors like food availability for the prey.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: 4530.0
Standard ID: ENE-4.C.1
Standard Description: Cooperation or coordination between organisms, populations, and species can result in enhanced movement of, or access to, matter and energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.5
Cluster Name: Community Ecology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.1+1
Standard Description: Explain how cooperation between organisms and populations can result in enhanced resource acquisition.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze case studies of different populations where cooperative behavior has resulted in better resource acquisition, explaining the underlying mechanisms.
* Describe different examples of cooperation between organisms and populations that result in enhanced resource acquisition.
* Discuss the advantages and potential trade-offs of cooperative behavior in terms of resource acquisition in different environmental contexts.
* Evaluate experimental designs aimed at studying the effects of cooperation on resource acquisition, proposing improvements based on biological principles.
* Explain the biological processes through which cooperation between organisms leads to improved access to resources.
* Interpret graphical data that demonstrates the impact of cooperation on resource acquisition and explain the observed trends.

Assessment Boundaries:
* Focus on general mechanisms of cooperation such as mutualism and symbiosis without assessing specific species interactions.

Common Misconceptions:
* Some students may misunderstand that cooperation between organisms always involves direct physical interaction.
* Students may assume that cooperation always benefits all participating organisms equally.
* Students may believe that resource acquisition through cooperation is solely for acquiring food, ignoring other resources like shelter or mates.
* Students may think that cooperation only occurs within the same species, not between different species or populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: 4600.0
Standard ID: SYI-3.F.1
Standard Description: Natural and artificial ecosystems with fewer component parts and with little diversity among the parts are often less resilient to changes in the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.F.1+1
Standard Description: Describe how ecosystems lacking diversity are often less resilient to changes in the environment.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a scientific hypothesis on how increasing or decreasing biodiversity affects ecosystem resilience and justify it with reasoning tied to ecological principles and empirical evidence.
* Describe the various components that contribute to biodiversity within an ecosystem and explain why biodiversity is an important factor in ecosystem health and resilience.
* Explain the increased vulnerability of ecosystems with low species diversity to environmental stressors, such as pollution or climate changes, in applied contexts.
* Explain the principles that govern the relationship between biodiversity within an ecosystem and its ability to resist and recover from environmental changes.
* Predict the causes or effects of specific environmental changes on ecosystems with different levels of biodiversity, highlighting the differences in resilience.

Assessment Boundaries:
* Identification and naming of specific ecosystem types or species are not necessary for understanding the relationship between ecosystem diversity and resilience, focusing instead on general principles of diversity and stability.

Common Misconceptions:
* Some students may believe that all ecosystems, regardless of diversity, have similar resilience to environmental changes.
* Students may assume that an ecosystem's size rather than its diversity determines its resilience to changes.
* Students often think that ecosystem resilience depends primarily on the presence of a few dominant species, rather than overall diversity.
* There can be a misunderstanding that the introduction of new species into an ecosystem always increases its resilience, overlooking the potential for harmful invasive species.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: 4610.0
Standard ID: SYI-3.F.2
Standard Description: Keystone species, producers, and essential abiotic and biotic factors contribute to maintaining the diversity of an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.F.2+1
Standard Description: Explain how keystone species, producers, essential abiotic, and biotic factors all contribute to maintaining the diversity of an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how producers contribute to the diversity of an ecosystem by supporting various trophic levels.
* Describe the impact of essential abiotic factors on the maintenance of biodiversity within an ecosystem.
* Describe the relationship between biotic factors and ecosystem diversity, explaining how interactions among organisms contribute to stability.
* Explain how an alteration in one component (keystone species, producer, abiotic, or biotic factor) can affect overall ecosystem diversity and stability.
* Explain the role of keystone species in maintaining ecosystem diversity and stability.
* Justify claims about the role of keystone species in maintaining ecosystem diversity, using evidence and linking to relevant ecological principles.

Assessment Boundaries:
* Effects of human activity on ecosystem diversity are beyond the scope at this level.

Common Misconceptions:
* Learners might misinterpret 'essential abiotic factors' as only being soil or water, failing to consider others like sunlight and temperature.
* Students may incorrectly believe that keystone species are the only factor necessary to maintain ecosystem diversity rather than one of several important contributors.
* Students may not understand that both abiotic and biotic factors are essential, and may think only living (biotic) factors are necessary for ecosystem diversity.
* Students might assume that producers are less important than consumers in maintaining ecosystem diversity, overlooking the foundational role of producers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: 4620.0
Standard ID: SYI-3.G.1
Standard Description: The diversity of species within an ecosystem may influence the organization of the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-3.G.1+1
Standard Description: Explain how the diversity of species within an ecosystem influences the organization of the ecosystem

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of species diversity in maintaining the stability and resilience of ecosystems.
* Explain how keystone species influence the organization and structure of an ecosystem.
* Predict the consequences of introducing or removing a species on the overall structure and function of an ecosystem, providing reasoning based on ecological principles.

Assessment Boundaries:
* The focus should be on understanding the roles of species diversity in ecosystem organization, primarily through interactions such as competition, predation, mutualism, and the influence of keystone species. This includes examining how different species contribute to the structure and functionality of ecosystems without requiring detailed knowledge of specific species' identities or exhaustive classifications.

Common Misconceptions:
* Students may believe that the presence of a single dominant species increases ecosystem diversity.
* Students might assume that predators alone define the structure of an ecosystem rather than the full range of species.
* Students might think that only the population size of species matters for ecosystem diversity rather than the types and roles of the species.
* There may be a misconception that removing a non-keystone species has no impact on the ecosystem's organization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: 4630.0
Standard ID: SYI-3.G.2+1
Standard Description: The impact of keystone species on an ecosystem is disproportionately large relative to their abundance in the ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of keystone species in an ecosystem and how this role differs from that of more abundant species.
* Evaluate case studies of ecosystems where keystone species were removed and summarize the resulting ecological impacts.
* Explain the mechanisms by which keystone species exert a disproportionately large impact on ecosystem structure and function.
* Predict the potential short-term and long-term effects on an ecosystem's biodiversity and stability following the loss of a keystone species.

Assessment Boundaries:
* The identification of specific keystone species by name and the mechanisms by which they exert influence are not required.

Common Misconceptions:
* Some students might misunderstand that keystone species only affect the populations directly below them in the food chain, instead of impacting the ecosystem more broadly.
* Students could think that all species with large populations have a disproportionately large impact on the ecosystem similar to keystone species.
* Students may believe that the removal of any species will cause a collapse of the ecosystem, not recognizing the unique role of keystone species.
* Students might assume that keystone species are the most abundant species in an ecosystem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.6
Cluster Name: Biodiversity
Lesson Name: *None specified*
Lesson Order: 4640.0
Standard ID: SYI-3.G.2+2
Standard Description: When keystone species are removed from their ecosystem, the ecosystem often collapses.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the role of keystone species in maintaining the structure of an ecosystem and how their removal can lead to ecosystem collapse.
* Evaluate hypotheses about the effects of keystone species removal by comparing biological and ecological data from various ecosystems, explaining how these data support or refute the hypothesis.
* Explain the disproportionate impact of keystone species on the ecosystem relative to their abundance and predict the short-term and long-term effects of their removal.
* Predict the effects of keystone species removal in theoretical and applied contexts, explaining the anticipated changes in community dynamics and ecosystem services.

Assessment Boundaries:
* Identification and description of specific keystone species and their unique roles in various ecosystems is beyond the scope of the assessment.

Common Misconceptions:
* Students could assume that the ecosystem will quickly return to a new equilibrium after the removal of a keystone species without significant long-term effects.
* Students may misunderstand that keystone species only affect the population sizes of their prey or direct interactions, rather than influencing the entire ecosystem structure and various indirect interactions.
* Students may think that the removal of a keystone species will have little to no impact on the ecosystem due to its small population size.
* Students might believe that other species in the ecosystem can easily replace the ecological role of the removed keystone species.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4720.0
Standard ID: EVO-1.O.1
Standard Description: An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a particular environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.O.1+1
Standard Description: Explain how an adaptation is a genetic variation that is favored by selection because it provides an advantage to an organism in a particular environment.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a given set of data on phenotypic traits across different environments to identify patterns of advantageous adaptations.
* Describe the process of natural selection and how it favors genetic variations that provide a reproductive advantage to organisms.
* Develop a well-reasoned explanation connecting evidence to the theory of natural selection to justify why a certain genetic variation in a population can be considered an adaptation providing an organismal advantage.
* Explain the relationship between genetic variation and environmental pressures in shaping adaptation and its survival benefits for organisms.
* Explain with evidence how an adaptation increases fitness in a particular environment by connecting it to broader evolutionary theories.
* Predict potential changes in phenotypic traits of a population when exposed to a new environmental condition, using principles of adaptation and natural selection.
* Propose a hypothesis on how a newly observed trait in a population could be an adaptation and design an experiment to test its advantages.

Assessment Boundaries:
* Focus on how genetic variations manifest as advantageous traits, avoiding detailed molecular mechanisms.

Common Misconceptions:
* A misconception exists that all genetic variations are adaptations, while in reality, only those variations that provide a selective advantage in a given environment are considered adaptations.
* Some students think that individuals can develop adaptations during their lifetime due to environmental pressures and pass these on to their offspring, confusing acquired characteristics with inherited genetic variation.
* Students may believe that adaptations occur because organisms want or need them, misunderstanding that genetic variations arise randomly and are not purpose-driven.
* There is often confusion that environmental changes directly cause beneficial adaptations, rather than adaptations being pre-existing genetic variations selected for over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4730.0
Standard ID: EVO-1.O.2
Standard Description: Mutations are random and are not directed by specific environmental pressures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EVO-1.O.2+1
Standard Description: Explain that mutations are random and are not directed by specific environmental pressures

Key Concepts:
*None specified*

Learning Objectives:
* Analyze data from studies on the frequency and distribution of mutations to explain their random occurrence.
* Describe the random nature of mutations and provide examples of how these are not influenced by environmental pressures.
* Evaluate the validity of claims that environmental factors can direct mutations by comparing them with established scientific understanding.
* Explain the implications of random mutations on genetic diversity and the evolutionary process.
* Interpret visual models representing mutation rates and types to reinforce the concept of their randomness.

Assessment Boundaries:
* Students are not required to explain the biochemical processes leading to mutation or the specific biological mechanisms by which mutations occur in different organisms.

Common Misconceptions:
* Some students may think that organisms can consciously direct their genetic changes based on needs or challenges presented by their environments.
* Students may believe that mutations occur as a direct response to environmental changes or pressures.
* Students might incorrectly assume that the environment can dictate the specific locations and types of mutations that occur in the DNA.
* There can be a misunderstanding that all mutations are beneficial and arise to help an organism adapt to its environment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4700.0
Standard ID: SYI-2.A.1
Standard Description: The intentional or unintentional introduction of an invasive species can allow the species to exploit a new niche free of predators or competitors or to outcompete other organisms for resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-2.A.1+1
Standard Description: Explain how invasive species exploit a new niche free from predators or competitors.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the process by which an invasive species can successfully exploit a new niche in the absence of predators or competitors.
* Evaluate the potential long-term ecological effects of the introduction of an invasive species into an ecosystem.
* Explain the ecological mechanisms that allow invasive species to outcompete native species for resources in a new environment.
* Illustrate the impact of the absence of natural predators or competitors on the population growth of an invasive species using appropriate graphical representation.

Assessment Boundaries:
* Specific examples of invasive species and detailed ecological case studies are beyond the scope of this substandard.

Common Misconceptions:
* Some students may believe that invasive species only exploit niches identical to those they occupied in their native habitats, without considering new opportunities in the invaded environment.
* Students may assume that invasive species always face strong competition and predation when introduced to a new ecosystem.
* Students might misunderstand and think that invasive species are always harmful to the ecosystem and cannot sometimes bring neutral or even beneficial effects.
* Students might think that invasive species cannot have a significant impact unless they outcompete native species for resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4710.0
Standard ID: SYI-2.A.2
Standard Description: The availability of resources can result in uncontrolled population growth and ecological changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-2.A.2+1
Standard Description: Explain how the availability of resources can result in uncontrolled population growth and ecological changes.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the relationship between the availability of resources and population growth, highlighting how an increase in resources can lead to uncontrolled population growth.
* Evaluate a case study on uncontrolled population growth resulting from increased resource availability, providing reasoning to connect ecological changes to biological principles.
* Explain how changes in resource availability affect population dynamics and lead to ecological changes such as changes in species interactions and habitat structure.
* Predict the consequences of increased or decreased resource availability on ecosystems, considering both short-term and long-term ecological impacts.

Assessment Boundaries:
* Only examples of resource availability such as sunlight, water, and nutrient supply leading to population growth and ecological changes should be tested. The complex interactions with other factors such as predation or human intervention are beyond the scope.

Common Misconceptions:
* Some students may mistakenly believe that all populations will eventually level off at the carrying capacity, not considering density-independent factors.
* Some students might assume that once resources become limited, populations will immediately decrease in size without any lag or overshoot.
* Students might think that a sudden increase in population always means that the ecosystem can sustain that level indefinitely.
* There may be a misunderstanding that uncontrolled population growth does not have significant ecological consequences, such as habitat degradation or resource depletion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4650.0
Standard ID: SYI-2.B.1
Standard Description: The distribution of local and global ecosystems changes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SYI-2.B.1+1
Standard Description: Describe how human activities influence the distribution of ecosystems over time.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of pollution on the spatial dynamics of ecosystems over various timescales.
* Describe specific human activities that lead to changes in the distribution of ecosystems over time.
* Evaluate data depicting changes in local and global ecosystem distribution as a result of urbanization.
* Explain the mechanisms by which deforestation impacts ecosystem structure and distribution.

Assessment Boundaries:
* Focus on general concepts related to human activities affecting ecosystem distribution, without specifying the impact on individual species or regions.

Common Misconceptions:
* Some students might think urbanization has minimal impact on ecosystem distribution and biodiversity.
* Students may assume that all human impacts on ecosystems are immediate and fail to recognize the long-term changes.
* Students may think deforestation affects local ecosystems only and not global ones.
* There might be a belief that only negative human activities impact ecosystems, ignoring positive actions like conservation efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4660.0
Standard ID: SYI-2.B.2+1
Standard Description: The introduction of new diseases through human impact can devastate native species.

Key Concepts:
*None specified*

Learning Objectives:
* Assess case studies of specific instances where introduced diseases have led to significant declines or changes in native species populations, identifying key factors that contributed to the outcomes.
* Construct a flow chart to represent the sequence of interactions and effects following the introduction of a new disease into a native species population.
* Describe the potential ecological impacts on native species populations when a new disease is introduced, focusing on changes in mortality rates, reproductive success, and population dynamics.
* Design an experiment to investigate how introducing a new disease affects the population dynamics of a specific native species. Identify the dependent and independent variables, and describe the controls necessary to ensure reliable results.
* Explain the mechanisms through which introduced diseases can spread among native species as a result of human activities, emphasizing the role of vectors, transportation, and environmental changes.

Assessment Boundaries:
* Descriptions of specific disease pathogens or detailed immune responses are beyond the scope of the course.

Common Misconceptions:
* Students may assume that only diseases affecting humans have the potential to devastate native species.
* Students may believe that new diseases will not significantly impact native species' populations if the diseases are not initially fatal.
* Students may believe that the introduction of new diseases will always have a uniform impact across all native species, rather than varying based on species-specific factors.
* Students may think that native species can easily adapt to new diseases introduced by human activities without significant consequences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4670.0
Standard ID: SYI-2.B.2+2
Standard Description: Habitat change can occur because of human activity.

Key Concepts:
*None specified*

Learning Objectives:
* Construct a diagram or flow chart illustrating the sequence of events leading from a specific human activity to habitat change.
* Describe the processes through which human activities result in habitat change.
* Evaluate changes in biodiversity resulting from habitat changes due to human activities, providing reasoning supported by ecological principles.
* Explain the relationships between different human activities and resulting habitat changes, such as deforestation, desertification, and urbanization.
* Interpret data on habitat change to identify trends and make predictions about future impacts based on current human activities.

Assessment Boundaries:
* The assessment boundary should not include the detailed mechanisms of specific types of habitat changes, such as urbanization, logging, or agriculture. The focus should remain on the general idea of how human activity can lead to habitat changes and the effects these can have on ecosystems.

Common Misconceptions:
* Students may assume that all species can easily adapt to habitat changes caused by human activity.
* Students may think all human-induced habitat changes are localized and do not have global impacts.
* Students might believe that habitat change due to human activity only concerns deforestation, ignoring other forms like urbanization, pollution, or agriculture.
* Students might think that habitat changes caused by human activities affect only plant species and not animal species.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4680.0
Standard ID: SYI-2.C.1+1
Standard Description: Geological events impact ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the effects of different types of geological events on ecosystem processes and structure through data interpretation.
* Describe the impact of geological events on the structure and dynamics of ecosystems and predict potential changes resulting from such events.
* Explain the relationship between geological events and larger ecological principles, such as succession and habitat fragmentation, in ecosystems.
* Represent and explain the relationship between geological events and ecosystem changes visually, using diagrams or flow charts.

Assessment Boundaries:
* The detailed mechanisms of specific geological events, such as volcanic eruptions or specific tectonic shifts, and their precise impacts on ecosystems are beyond the scope of the course.

Common Misconceptions:
* Students may assume that geological events only cause negative impacts on ecosystems, ignoring potential benefits such as the creation of new habitats.
* Students may believe that geological events only affect abiotic factors and not biotic factors within an ecosystem.
* Students may misunderstand that geological events affect all organisms in an ecosystem equally, not recognizing species-specific vulnerabilities and adaptations.
* Students may think that the impact of geological events on ecosystems is always immediate and overlook longer-term effects like succession.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Biology
Course: AP Biology
Unit ID: AP Bio Unit 8
Unit Name: Ecology
Cluster ID: AP Bio Topic 8.7
Cluster Name: Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: 4690.0
Standard ID: SYI-2.C.1+2
Standard Description: Meteorological events impact ecosystems

Key Concepts:
*None specified*

Learning Objectives:
* Critically analyze case studies to identify the various ecosystem adaptations and shifts resulting from specific meteorological events.
* Evaluate evidence from scientific research on how climate change may amplify or mitigate the effects of meteorological events on ecosystems, and justify the reasoning.
* Explain how meteorological events such as hurricanes, storms, or floods impact the structure and dynamics of ecosystems.
* Propose hypotheses on the potential long-term impacts of recurring meteorological events on biodiversity and ecosystem stability.

Assessment Boundaries:
* Students should focus on understanding examples of specific meteorological events such as hurricanes, floods, or droughts and their direct impact on ecosystem structure and dynamics, without delving into the broader categories of climate change.

Common Misconceptions:
* Students may believe that all meteorological events have long-term negative impacts on ecosystems, not considering that some events can lead to positive changes or even renewal in certain environments.
* Students may overlook the role of frequency and intensity of meteorological events in affecting ecosystems, assuming that all events have similar effects regardless of their magnitude or recurrence.
* Students may think that meteorological events only affect terrestrial ecosystems, failing to understand that aquatic ecosystems are also significantly impacted by events like hurricanes and flooding.
* Students might assume that meteorological events only affect the physical structure of ecosystems, neglecting the profound impacts on species interaction, population dynamics, and community structure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.1
Cluster Name: Moles and Molar Mass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-1.A.1
Standard Description: One cannot count particles directly while performing laboratory work. Thus, there must be a connection between the masses of substances reacting and the actual number of particles undergoing chemical changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.1
Cluster Name: Moles and Molar Mass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-1.A.2
Standard Description: Avogadro’s number (N_a = 6.022 × 10^{23} \text{ mol}^{-1}) provides the connection between the number of moles in a pure sample of a substance and the number of constituent particles (or formula units) of that substance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.1
Cluster Name: Moles and Molar Mass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-1.A.3
Standard Description: Expressing the mass of an individual atom or molecule in atomic mass units (amu) is useful because the average mass in amu of one particle (atom or molecule) or formula unit of a substance will always be numerically equal to the molar mass of that substance in grams. Thus, there is a quantitative connection between the mass of a substance and the number of particles that the substance contains. <br><br> EQN: n = \dfrac{m}{M}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.2
Cluster Name: Mass Spectroscopy of Elements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-1.B.1
Standard Description: The mass spectrum of a sample containing a single element can be used to determine the identity of the isotopes of that element and the relative abundance of each isotope in nature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.2
Cluster Name: Mass Spectroscopy of Elements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-1.B.2
Standard Description: The average atomic mass of an element can be estimated from the weighted average of the isotopic masses using the mass of each isotope and its relative abundance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.3
Cluster Name: Elemental Composition of Pure Substances
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-2.A.1
Standard Description: Some pure substances are composed of individual molecules, while others consist of atoms or ions held together in fixed proportions as described by a formula unit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.3
Cluster Name: Elemental Composition of Pure Substances
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-2.A.2
Standard Description: According to the law of definite proportions, the ratio of the masses of the constituent elements in any pure sample of that compound is always the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.3
Cluster Name: Elemental Composition of Pure Substances
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-2.A.3
Standard Description: The chemical formula that lists the lowest whole number ratio of atoms of the elements in a compound is the empirical formula.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.4
Cluster Name: Composition of Mixtures
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-2.B.1
Standard Description: While pure substances contain molecules or formula units of a single type, mixtures contain molecules or formula units of two or more types, whose relative proportions can vary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.4
Cluster Name: Composition of Mixtures
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-2.B.2
Standard Description: Elemental analysis can be used to determine the relative numbers of atoms in a substance and to determine its purity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.5
Cluster Name: Atomic Structure and Electron Configuration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-1.A.1
Standard Description: The atom is composed of negatively charged electrons and a positively charged nucleus that is made of protons and neutrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.5
Cluster Name: Atomic Structure and Electron Configuration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-1.A.2
Standard Description: Coulomb’s law is used to calculate the force between two charged particles. <br><br> EQN: F_{coulombic} \propto \dfrac{q_1q_2 }{r^2}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.5
Cluster Name: Atomic Structure and Electron Configuration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-1.A.3
Standard Description: In atoms and ions, the electrons can be thought of as being in “shells (energy levels)” and “subshells (sublevels),” as described by the electron configuration. Inner electrons are called core electrons, and outer electrons are called valence electrons. The electron configuration is explained by quantum mechanics, as delineated in the Aufbau principle and exemplified in the periodic table of the elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.5
Cluster Name: Atomic Structure and Electron Configuration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-1.A.4
Standard Description: The relative energy required to remove an electron from different subshells of an atom or ion or from the same subshell in different atoms or ions (ionization energy) can be estimated through a qualitative application of Coulomb’s law. This energy is related to the distance from the nucleus and the effective (shield) charge of the nucleus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.6
Cluster Name: Photoelectron Spectroscopy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-1.B.1
Standard Description: The energies of the electrons in a given shell can be measured experimentally with photoelectron spectroscopy (PES). The position of each peak in the PES spectrum is related to the energy required to remove an electron from the corresponding subshell, and the height of each peak is (ideally) proportional to the number of electrons in that subshell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.7
Cluster Name: Periodic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.A.1
Standard Description: The organization of the periodic table is based on the recurring properties of the elements and explained by the pattern of electron configurations and the presence of completely or partially filled shells (and subshells) of electrons in atoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.7
Cluster Name: Periodic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.A.2
Standard Description: Trends in atomic properties within the periodic table (periodicity) can be qualitatively understood through the position of the element in the periodic table, Coulomb’s law, the shell model, and the concept of shielding/effective nuclear charge. These properties include: <br><br>a. Ionization energy <br><br>b. Atomic and ionic radii <br><br>c. Electron affinity <br><br>d. Electronegativity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.7
Cluster Name: Periodic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.A.3
Standard Description: The periodicity (in SAP-2.A.2) is useful to predict/estimate values of properties in the absence of data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.8
Cluster Name: Valence Electrons and Ionic Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.B.1
Standard Description: The likelihood that two elements will form a chemical bond is determined by the interactions between the valence electrons and nuclei of elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.8
Cluster Name: Valence Electrons and Ionic Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.B.2
Standard Description: Elements in the same column of the periodic table tend to form analogous compounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 1
Unit Name: Atomic Structure and Properties
Cluster ID: 1.8
Cluster Name: Valence Electrons and Ionic Compounds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-2.B.3
Standard Description: Typical charges of atoms in ionic compounds are governed by their location on the periodic table and the number of valence electrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.1
Cluster Name: Types of Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.A.1
Standard Description: Electronegativity values for the representative elements increase going from left to right across a period and decrease going down a group. These trends can be understood qualitatively through the electronic structure of the atoms, the shell model, and Coulomb’s law.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.1
Cluster Name: Types of Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.A.2
Standard Description: Valence electrons shared between atoms of similar electronegativity constitute a nonpolar covalent bond. For example, bonds between carbon and hydrogen are effectively nonpolar even though carbon is slightly more electronegative than hydrogen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.1
Cluster Name: Types of Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.A.3
Standard Description: Valence electrons shared between atoms of unequal electronegativity constitute a polar covalent bond. <br><br>a. The atom with a higher electronegativity will develop a partial negative charge relative to the other atom in the bond. <br><br>b. In single bonds, greater differences in electronegativity lead to greater bond dipoles. <br><br>c. All polar bonds have some ionic character, and the difference between ionic and covalent bonding is not distinct but rather a continuum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.1
Cluster Name: Types of Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.A.4
Standard Description: The difference in electronegativity is not the only factor in determining if a bond should be designated as ionic or covalent. Generally, bonds between a metal and nonmetal are ionic, and bonds between two nonmetals are covalent. Examination of the properties of a compound is the best way to characterize the type of bonding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.1
Cluster Name: Types of Chemical Bonds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.A.5
Standard Description: In a metallic solid, the valence electrons from the metal atoms are considered to be delocalized and not associated with any individual atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.2
Cluster Name: Intramolecular Force and Potential Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.B.1
Standard Description: A graph of potential energy versus the distance between atoms is a useful representation for describing the interactions between atoms. Such graphs illustrate both the equilibrium bond length (the separation between atoms at which the potential energy is lowest) and the bond energy (the energy required to separate the atoms).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.2
Cluster Name: Intramolecular Force and Potential Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.B.2
Standard Description: In a covalent bond, the bond length is influenced by both the size of the atom’s core and the bond order (i.e., single, double, triple). Bonds with a higher order are shorter and have larger bond energies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.2
Cluster Name: Intramolecular Force and Potential Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.B.3
Standard Description: Coulomb’s law can be used to understand the strength of interactions between cations and anions. <br><br>a. Because the interaction strength is proportional to the charge on each ion, larger charges lead to stronger interactions. <br><br>b. Because the interaction strength increases as the distance between the centers of the ions (nuclei) decreases, smaller ions lead to stronger interactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.3
Cluster Name: Structure of Ionic Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.C.1
Standard Description: The cations and anions in an ionic crystal are arranged in a systematic, periodic 3-D array that maximizes the attractive forces among cations and anions while minimizing the repulsive forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.4
Cluster Name: Structure of Metals and Alloys
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.D.1
Standard Description: Metallic bonding can be represented as an array of positive metal ions surrounded by delocalized valence electrons (i.e., a “sea of electrons”).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.4
Cluster Name: Structure of Metals and Alloys
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.D.2
Standard Description: Interstitial alloys form between atoms of different radii, where the smaller atoms fill the interstitial spaces between the larger atoms (e.g., with steel in which carbon occupies the interstices in iron).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.4
Cluster Name: Structure of Metals and Alloys
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-3.D.3
Standard Description: Substitutional alloys form between atoms of comparable radius, where one atom substitutes for the other in the lattice. (In certain brass alloys, other elements, usually zinc, substitute for copper.)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.5
Cluster Name: Lewis Diagrams
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.A.1
Standard Description: Lewis diagrams can be constructed according to an established set of principles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.6
Cluster Name: Resonance and Formal Charge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.B.1
Standard Description: In cases where more than one equivalent Lewis structure can be constructed, resonance must be included as a refinement to the Lewis structure. In many such cases, this refinement is needed to provide qualitatively accurate predictions of molecular structure and properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.6
Cluster Name: Resonance and Formal Charge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.B.2
Standard Description: The octet rule and formal charge can be used as criteria for determining which of several possible valid Lewis diagrams provides the best model for predicting molecular structure and properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.6
Cluster Name: Resonance and Formal Charge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.B.3
Standard Description: As with any model, there are limitations to the use of the Lewis structure model, particularly in cases with an odd number of valence electrons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.7
Cluster Name: VSEPR and Bond Hybridization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.C.1
Standard Description: VSEPR theory uses the Coulombic repulsion between electrons as a basis for predicting the arrangement of electron pairs around a central atom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.7
Cluster Name: VSEPR and Bond Hybridization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.C.2
Standard Description: Both Lewis diagrams and VSEPR theory must be used for predicting electronic and structural properties of many covalently bonded molecules and polyatomic ions, including the following: <br><br>a. Molecular geometry <br><br>b. Bond angles <br><br>c. Relative bond energies based on bond order <br><br>d. Relative bond lengths (multiple bonds, effects of atomic radius) <br><br>e. Presence of a dipole moment <br><br>f. Hybridization of valence orbitals of the molecule

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.7
Cluster Name: VSEPR and Bond Hybridization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.C.3
Standard Description: The terms “hybridization” and “hybrid atomic orbital” are used to describe the arrangement of electrons around a central atom. When the central atom is sp hybridized, its ideal bond angles are 180^\circ; for sp^2 hybridized atoms the bond angles are 120^\circ; and for sp^3 hybridized atoms the bond angles are 109.5^\circ.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 2
Unit Name: Molecular and Ionic Compound Structure and Properties
Cluster ID: 2.7
Cluster Name: VSEPR and Bond Hybridization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-4.C.4
Standard Description: Bond formation is associated with overlap between atomic orbitals. In multiple bonds, such overlap leads to the formation of both sigma and pi bonds. The overlap is stronger in sigma than pi bonds, which is reflected in sigma bonds having greater bond energy than pi bonds. The presence of a pi bond also prevents the rotation of the bond and leads to structural isomers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.1
Cluster Name: Intermolecular Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.A.1
Standard Description: London dispersion forces are a result of the Coulombic interactions between temporary, fluctuating dipoles. London dispersion forces are often the strongest net intermolecular force between large molecules. <br><br>a. Dispersion forces increase with increasing contact area between molecules and with increasing polarizability of the molecules. <br><br>b. The polarizability of a molecule increases with an increasing number of electrons in the molecule and the size of the electron cloud. It is enhanced by the presence of pi bonding. <br><br>c. The term “London dispersion forces” should not be used synonymously with the term “van der Waals forces.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.1
Cluster Name: Intermolecular Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.A.2
Standard Description: The dipole moment of a polar molecule leads to additional interactions with other chemical species. <br><br>a. Dipole-induced dipole interactions are present between a polar and nonpolar molecule. These forces are always attractive. The strength of these forces increases with the magnitude of the dipole of the polar molecule and with the polarizability of the nonpolar molecule. <br><br>b. Dipole-dipole interactions are present between polar molecules. The interaction strength depends on the magnitudes of the dipoles and their relative orientation. Interactions between polar molecules are typically greater than those between nonpolar molecules of comparable size because these interactions act in addition to London dispersion forces. <br><br>c. Ion-dipole forces of attraction are present between ions and polar molecules. These tend to be stronger than dipoledipole forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.1
Cluster Name: Intermolecular Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.A.3
Standard Description: The relative strength and orientation dependence of dipole-dipole and ion-dipole forces can be understood qualitatively by considering the sign of the partial charges responsible for the molecular dipole moment, and how these partial charges interact with an ion or with an adjacent dipole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.1
Cluster Name: Intermolecular Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.A.4
Standard Description: Hydrogen bonding is a strong type of intermolecular interaction that exists when hydrogen atoms covalently bonded to the highly electronegative atoms (N, O, and F) are attracted to the negative end of a dipole formed by the electronegative atom (N, O, and F) in a different molecule, or a different part of the same molecule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.1
Cluster Name: Intermolecular Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.A.5
Standard Description: In large biomolecules, noncovalent interactions may occur between different molecules or between different regions of the same large biomolecule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.10
Cluster Name: Solubility
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-3.C.2
Standard Description: Substances with similar intermolecular interactions tend to be miscible or soluble in one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.11
Cluster Name: Spectroscopy and the Electromagnetic Spectrum
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-8.A.1
Standard Description: Differences in absorption or emission of photons in different spectral regions are related to the different types of molecular motion or electronic transition: <br><br>a. Microwave radiation is associated with transitions in molecular rotational levels. <br><br>b. Infrared radiation is associated with transitions in molecular vibrational levels. <br><br>c. Ultraviolet/visible radiation is associated with transitions in electronic energy levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.12
Cluster Name: Photoelectric Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-8.B.1
Standard Description: When a photon is absorbed (or emitted) by an atom or molecule, the energy of the species is increased (or decreased) by an amount equal to the energy of the photon.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.12
Cluster Name: Photoelectric Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-8.B.2
Standard Description: The wavelength of the electromagnetic wave is related to its frequency and the speed of light by the equation: <br><br>EQN: c = \lambda ν <br><br>The energy of a photon is related to the frequency of the electromagnetic wave through Planck’s equation (E = hv).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.13
Cluster Name: Beer-Lambert Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-8.C.1
Standard Description: The Beer-Lambert law relates the absorption of light by a solution to three variables according to the equation: <br><br>EQN: A = \varepsilon b c <br><br>The molar absorptivity \varepsilon describes how intensely a sample of molecules or ions absorbs light of a specific wavelength. The path length b and concentration c are proportional to the number of absorbing species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.13
Cluster Name: Beer-Lambert Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-8.C.2
Standard Description: In most experiments the path length and wavelength of light are held constant. In such cases, the absorbance is proportional only to the concentration of absorbing molecules or ions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.1
Standard Description: Many properties of liquids and solids are determined by the strengths and types of intermolecular forces present. Because intermolecular interactions are broken when a substance vaporizes, the vapor pressure and boiling point are directly related to the strength of those interactions. Melting points also tend to correlate with interaction strength, but because the interactions are only rearranged, in melting, the relations can be more subtle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.2
Standard Description: Particulate-level representations, showing multiple interacting chemical species, are a useful means to communicate or understand how intermolecular interactions help to establish macroscopic properties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.3
Standard Description: Due to strong interactions between ions, ionic solids tend to have low vapor pressures, high melting points, and high boiling points. They tend to be brittle due to the repulsion of like charges caused when one layer slides across another layer. They conduct electricity only when the ions are mobile, as when the ionic solid is melted or dissolved in water or another solvent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.4
Standard Description: In covalent network solids, the atoms are covalently bonded together into a three-dimensional network (e.g., diamond) or layers of two-dimensional networks (e.g., graphite). These are only formed from nonmetals: elemental (e.g., diamond, graphite) or binary compounds of two nonmetals (e.g., silicon dioxide and silicon carbide). Due to the strong covalent interactions, covalent solids have high melting points. Three-dimensional network solids are also rigid and hard, because the covalent bond angles are fixed. However, graphite is soft because adjacent layers can slide past each other relatively easily.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.5
Standard Description: Molecular solids are composed of distinct, individual units of covalently-bonded molecules attracted to each other through relatively weak intermolecular forces. Molecular solids generally have a low melting point because of the relatively weak intermolecular forces present between the molecules. They do not conduct electricity because their valence electrons are tightly held within the covalent bonds and the lone pairs of each constituent molecule. Molecular solids are sometimes composed of very large molecules or polymers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.6
Standard Description: Metallic solids are good conductors of electricity and heat, due to the presence of free valence electrons. They also tend to be malleable and ductile, due to the ease with which the metal cores can rearrange their structure. In an interstitial alloy, interstitial atoms tend to make the lattice more rigid, decreasing malleability and ductility. Alloys typically retain a sea of mobile electrons and so remain conducting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.2
Cluster Name: Properties of Solids
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-5.B.7
Standard Description: In large biomolecules or polymers, noncovalent interactions may occur between different molecules or between different regions of the same large biomolecule. The functionality and properties of such molecules depend strongly on the shape of the molecule, which is largely dictated by noncovalent interactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.3
Cluster Name: Solids, Liquids, and Gases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-6.A.1
Standard Description: Solids can be crystalline, where the particles are arranged in a regular three-dimensional structure, or they can be amorphous, where the particles do not have a regular, orderly arrangement. In both cases, the motion of the individual particles is limited, and the particles do not undergo overall translation with respect to each other. The structure of the solid is influenced by interparticle interactions and the ability of the particles to pack together.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.3
Cluster Name: Solids, Liquids, and Gases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-6.A.2
Standard Description: The constituent particles in liquids are in close contact with each other, and they are continually moving and colliding. The arrangement and movement of particles are influenced by the nature and strength of the forces (e.g., polarity, hydrogen bonding, and temperature) between the particles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.3
Cluster Name: Solids, Liquids, and Gases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-6.A.3
Standard Description: The solid and liquid phases for a particular substance typically have similar molar volume because, in both phases, the constituent particles are in close contact at all times.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.3
Cluster Name: Solids, Liquids, and Gases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-6.A.4
Standard Description: In the gas phase, the particles are in constant motion. Their frequencies of collision and the average spacing between them are dependent on temperature, pressure, and volume. Because of this constant motion, and minimal effects of forces between particles, a gas has neither a definite volume nor a definite shape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.4
Cluster Name: Ideal Gas Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.A.1
Standard Description: The macroscopic properties of ideal gases are related through the ideal gas law: <br><br> EQN: PV = nRT

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.4
Cluster Name: Ideal Gas Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.A.2
Standard Description: In a sample containing a mixture of ideal gases, the pressure exerted by each component (the partial pressure) is independent of the other components. Therefore, the total pressure of the sample is the sum of the partial pressures. <br><br> EQN: P_A = P_{total} \times X_A <br><br> ...where X_A = \dfrac{\text{moles } A}{\text{total moles}} <br><br> EQN: P_{total} = P_A + P_B + P_C + …

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.4
Cluster Name: Ideal Gas Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.A.3
Standard Description: Graphical representations of the relationships between P, V, T, and n are useful to describe gas behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.5
Cluster Name: Kinetic Molecular Theory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.B.1
Standard Description: The kinetic molecular theory (KMT) relates the macroscopic properties of gases to motions of the particles in the gas. The Maxwell-Boltzmann distribution describes the distribution of the kinetic energies of particles at a given temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.5
Cluster Name: Kinetic Molecular Theory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.B.2
Standard Description: All the particles in a sample of matter are in continuous, random motion. The average kinetic energy of a particle is related to its average velocity by the equation: <br><br> EQN: KE = \dfrac{1}{2}mv^2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.5
Cluster Name: Kinetic Molecular Theory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.B.3
Standard Description: The Kelvin temperature of a sample of matter is proportional to the average kinetic energy of the particles in the sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.5
Cluster Name: Kinetic Molecular Theory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.B.4
Standard Description: The Maxwell-Boltzmann distribution provides a graphical representation of the energies/ velocities of particles at a given temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.6
Cluster Name: Deviation from Ideal Gas Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-7.C.1
Standard Description: The ideal gas law does not explain the actual behavior of real gases. Deviations from the ideal gas law may result from interparticle attractions among gas molecules, particularly at conditions that are close to those resulting in condensation. Deviations may also arise from particle volumes, particularly at extremely high pressures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.7
Cluster Name: Solutions and Mixtures
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-3.A.1
Standard Description: Solutions, also sometimes called homogeneous mixtures, can be solids, liquids, or gases. In a solution, the macroscopic properties do not vary throughout the sample. In a heterogeneous mixture, the macroscopic properties depend on location in the mixture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.7
Cluster Name: Solutions and Mixtures
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-3.A.2
Standard Description: Solution composition can be expressed in a variety of ways; molarity is the most common method used in the laboratory. <br><br> EQN: M = \dfrac{n_{solute}}{L_{solution}}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.8
Cluster Name: Representations of Solutions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-3.B.1
Standard Description: Particulate representations of solutions communicate the structure and properties of solutions, by illustration of the relative concentrations of the components in the solution and drawings that show interactions among the components.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 3
Unit Name: Intermolecular Forces and Properties
Cluster ID: 3.9
Cluster Name: Separation of Solutions and Mixtures Chromatography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-3.C.1
Standard Description: The components of a liquid solution cannot be separated by filtration. They can, however, be separated using processes that take advantage of differences in the intermolecular interactions of the components. <br><br>a. Chromatography (paper, thin-layer, and column) separates chemical species by taking advantage of the differential strength of intermolecular interactions between and among the components of the solution (the mobile phase) and with the surface components of the stationary phase. <br><br>b. Distillation separates chemical species by taking advantage of the differential strength of intermolecular interactions between and among the components and the effects these interactions have on the vapor pressures of the components in the mixture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.1
Cluster Name: Introduction for Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.A.1
Standard Description: A physical change occurs when a substance undergoes a change in properties but not a change in composition. Changes in the phase of a substance (solid, liquid, gas) or formation/ separation of mixtures of substances are common physical changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.1
Cluster Name: Introduction for Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.A.2
Standard Description: A chemical change occurs when substances are transformed into new substances, typically with different compositions. Production of heat or light, formation of a gas, formation of a precipitate, and/or color change provide possible evidence that a chemical change has occurred.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.2
Cluster Name: Net Ionic Equations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.B.1
Standard Description: All physical and chemical processes can be represented symbolically by balanced equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.2
Cluster Name: Net Ionic Equations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.B.2
Standard Description: Chemical equations represent chemical changes. These changes are the result of a rearrangement of atoms into new combinations; thus, any representation of a chemical change must contain equal numbers of atoms of every element before and after the change occurred. Equations thus demonstrate that mass is conserved in chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.2
Cluster Name: Net Ionic Equations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.B.3
Standard Description: Balanced molecular, complete ionic, and net ionic equations are differing symbolic forms used to represent a chemical reaction. The form used to represent the reaction depends on the context in which it is to be used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.3
Cluster Name: Representations of Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.C.1
Standard Description: Balanced chemical equations in their various forms can be translated into symbolic particulate representations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.4
Cluster Name: Physical and Chemical Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.D.1
Standard Description: Processes that involve the breaking and/or formation of chemical bonds are typically classified as chemical processes. Processes that involve only changes in intermolecular interactions, such as phase changes, are typically classified as physical processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.4
Cluster Name: Physical and Chemical Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-1.D.2
Standard Description: Sometimes physical processes involve the breaking of chemical bonds. For example, plausible arguments could be made for the dissolution of a salt in water, as either a physical or chemical process, involves breaking of ionic bonds, and the formation of ion-dipole interactions between ions and solvent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.5
Cluster Name: Stoichiometry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-4.A.1
Standard Description: Because atoms must be conserved during a chemical process, it is possible to calculate product amounts by using known reactant amounts, or to calculate reactant amounts given known product amounts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.5
Cluster Name: Stoichiometry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-4.A.2
Standard Description: Coefficients of balanced chemical equations contain information regarding the proportionality of the amounts of substances involved in the reaction. These values can be used in chemical calculations involving the mole concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.5
Cluster Name: Stoichiometry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-4.A.3
Standard Description: Stoichiometric calculations can be combined with the ideal gas law and calculations involving molarity to quantitatively study gases and solutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.6
Cluster Name: Introduction to Titration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-4.B.1
Standard Description: Titrations may be used to determine the concentration of an analyte in solution. The titrant has a known concentration of a species that reacts specifically and quantitatively with the analyte. The equivalence point of the titration occurs when the analyte is totally consumed by the reacting species in the titrant. The equivalence point is often indicated by a change in a property (such as color) that occurs when the equivalence point is reached. This observable event is called the endpoint of the titration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.7
Cluster Name: Types of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.A.1
Standard Description: Acid-base reactions involve transfer of one or more protons between chemical species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.7
Cluster Name: Types of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.A.2
Standard Description: Oxidation-reduction reactions involve transfer of one or more electrons between chemical species, as indicated by changes in oxidation numbers of the involved species. Combustion is an important subclass of oxidation-reduction reactions, in which a species reacts with oxygen gas. In the case of hydrocarbons, carbon dioxide and water are products of complete combustion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.7
Cluster Name: Types of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.A.3
Standard Description: In a redox reaction, electrons are transferred from the species that is oxidized to the species that is reduced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.7
Cluster Name: Types of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.A.4
Standard Description: Oxidation numbers may be assigned to each of the atoms in the reactants and products; this is often an effective way to identify the oxidized and reduced species in a redox reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.7
Cluster Name: Types of Chemical Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.A.5
Standard Description: Precipitation reactions frequently involve mixing ions in aqueous solution to produce an insoluble or sparingly soluble ionic compound. All sodium, potassium, ammonium, and nitrate salts are soluble in water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.8
Cluster Name: Introduction to Acid-Base Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.B.1
Standard Description: By definition, a Brønsted-Lowry acid is a proton donor and a Brønsted-Lowry base is a proton acceptor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.8
Cluster Name: Introduction to Acid-Base Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.B.2
Standard Description: Only in aqueous solutions, water plays an important role in many acid-base reactions, as its molecular structure allows it to accept protons from and donate protons to dissolved species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.8
Cluster Name: Introduction to Acid-Base Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.B.3
Standard Description: When an acid or base ionizes in water, the conjugate acid-base pairs can be identified and their relative strengths compared.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 4
Unit Name: Chemical Reactions
Cluster ID: 4.9
Cluster Name: Oxidation-Reduction (Redox) Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-2.C.1
Standard Description: Balanced chemical equations for redox reactions can be constructed from half-reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.1
Cluster Name: Reaction Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.A.1
Standard Description: The kinetics of a chemical reaction is defined as the rate at which an amount of reactants is converted to products per unit of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.1
Cluster Name: Reaction Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.A.2
Standard Description: The rates of change of reactant and product concentrations are determined by the stoichiometry in the balanced chemical equation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.1
Cluster Name: Reaction Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.A.3
Standard Description: The rate of a reaction is influenced by reactant concentrations, temperature, surface area, catalysts, and other environmental factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.10
Cluster Name: Multistep Reaction Energy Profile
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.D.1
Standard Description: Knowledge of the energetics of each elementary reaction in a mechanism allows for the construction of an energy profile for a multistep reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.11
Cluster Name: Catalysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.1
Standard Description: In order for a catalyst to increase the rate of a reaction, the addition of the catalyst must increase the number of effective collisions and/ or provide a reaction path with a lower activation energy relative to the original reaction coordinate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.11
Cluster Name: Catalysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.2
Standard Description: In a reaction mechanism containing a catalyst, the net concentration of the catalyst is constant. However, the catalyst will frequently be consumed in the rate-determining step of the reaction, only to be regenerated in a subsequent step in the mechanism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.11
Cluster Name: Catalysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.3
Standard Description: Some catalysts accelerate a reaction by binding to the reactant(s). The reactants are either oriented more favorably or react with lower activation energy. There is often a new reaction intermediate in which the catalyst is bound to the reactant(s). Many enzymes function in this manner.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.11
Cluster Name: Catalysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.4
Standard Description: Some catalysts involve covalent bonding between the catalyst and the reactant(s). An example is acid-base catalysis, in which a reactant or intermediate either gains or loses a proton. This introduces a new reaction intermediate and new elementary reactions involving that intermediate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.11
Cluster Name: Catalysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-1.A.5
Standard Description: In surface catalysis, a reactant or intermediate binds to, or forms a covalent bond with, the surface. This introduces elementary reactions involving these new bound reaction intermediate(s).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.2
Cluster Name: Introduction to Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.B.1
Standard Description: Experimental methods can be used to monitor the amounts of reactants and/or products of a reaction and to determine the rate of the reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.2
Cluster Name: Introduction to Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.B.2
Standard Description: The rate law expresses the rate of a reaction as proportional to the concentration of each reactant raised to a power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.2
Cluster Name: Introduction to Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.B.3
Standard Description: The power of each reactant in the rate law is the order of the reaction with respect to that reactant. The sum of the powers of the reactant concentrations in the rate law is the overall order of the reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.2
Cluster Name: Introduction to Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.B.4
Standard Description: The proportionality constant in the rate law is called the rate constant. The value of this constant is temperature dependent and the units reflect the overall reaction order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.2
Cluster Name: Introduction to Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.B.5
Standard Description: Comparing initial rates of a reaction is a method to determine the order with respect to each reactant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.1
Standard Description: The order of a reaction can be inferred from a graph of concentration of reactant versus time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.2
Standard Description: If a reaction is first order with respect to a reactant being monitored, a plot of the natural log (ln) of the reactant concentration as a function of time will be linear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.3
Standard Description: If a reaction is second order with respect to a reactant being monitored, a plot of the reciprocal of the concentration of that reactant versus time will be linear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.4
Standard Description: The slopes of the concentration versus time data for zeroth, first, and second order reactions can be used to determine the rate constant for the reaction. <br><br>Zeroth order: EQN: [A]_t − [A]_0 = −kt <br><br>First order: EQN: \ln [A]_t − \ln [A]_0 = −kt <br><br>Second order: EQN: \dfrac{1}{[A]_t} − \dfrac{1}{[A]_0} = kt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.5
Standard Description: Half-life is a critical parameter for first order reactions because the half-life is constant and related to the rate constant for the reaction by the equation: <br><br>EQN: t_{1/2} = \dfrac{0.693}{k}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.3
Cluster Name: Concentration Changes Over Time
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-3.C.6
Standard Description: Radioactive decay processes provide an important illustration of first order kinetics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.4
Cluster Name: Elementary Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.A.1
Standard Description: The rate law of an elementary reaction can be inferred from the stoichiometry of the molecules participating in a collision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.4
Cluster Name: Elementary Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.A.2
Standard Description: Elementary reactions involving the simultaneous collision of three or more particles are rare.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.5
Cluster Name: Collision Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.B.1
Standard Description: For an elementary reaction to successfully produce products, reactants must successfully collide to initiate bond-breaking and bondmaking events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.5
Cluster Name: Collision Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.B.2
Standard Description: In most reactions, only a small fraction of the collisions leads to a reaction. Successful collisions have both sufficient energy to overcome energy barriers and orientations that allow the bonds to rearrange in the required manner.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.5
Cluster Name: Collision Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.B.3
Standard Description: The Maxwell-Boltzmann distribution curve describes the distribution of particle energies; this distribution can be used to gain a qualitative estimate of the fraction of collisions with sufficient energy to lead to a reaction, and also how that fraction depends on temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.6
Cluster Name: Reaction Energy Profile
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.C.1
Standard Description: Elementary reactions typically involve the breaking of some bonds and the forming of new ones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.6
Cluster Name: Reaction Energy Profile
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.C.2
Standard Description: The reaction coordinate is the axis along which the complex set of motions involved in rearranging reactants to form products can be plotted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.6
Cluster Name: Reaction Energy Profile
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.C.3
Standard Description: The energy profile gives the energy along the reaction coordinate, which typically proceeds from reactants, through a transition state, to products. The energy difference between the reactants and the transition state is the activation energy for the forward reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.6
Cluster Name: Reaction Energy Profile
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-4.C.4
Standard Description: The Arrhenius equation relates the temperature dependence of the rate of an elementary reaction to the activation energy needed by molecular collisions to reach the transition state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.7
Cluster Name: Introduction to Reaction Mechanisms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.A.1
Standard Description: A reaction mechanism consists of a series of elementary reactions, or steps, that occur in sequence. The components may include reactants, intermediates, products, and catalysts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.7
Cluster Name: Introduction to Reaction Mechanisms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.A.2
Standard Description: The elementary steps when combined should align with the overall balanced equation of a chemical reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.7
Cluster Name: Introduction to Reaction Mechanisms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.A.3
Standard Description: A reaction intermediate is produced by some elementary steps and consumed by others, such that it is present only while a reaction is occurring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.7
Cluster Name: Introduction to Reaction Mechanisms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.A.4
Standard Description: Experimental detection of a reaction intermediate is a common way to build evidence in support of one reaction mechanism over an alternative mechanism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.8
Cluster Name: Reaction Mechanism and Rate Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.B.1
Standard Description: For reaction mechanisms in which each elementary step is irreversible, or in which the first step is rate limiting, the rate law of the reaction is set by the molecularity of the slowest elementary step (i.e., the rate-limiting step).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 5
Unit Name: Kinetics
Cluster ID: 5.9
Cluster Name: Steady-State Approximation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-5.C.1
Standard Description: If the first elementary reaction is not rate limiting, approximations (such as steady state) must be made to determine a rate law expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.1
Cluster Name: Endothermic and Exothermic Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.1
Standard Description: Temperature changes in a system indicate energy changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.1
Cluster Name: Endothermic and Exothermic Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.2
Standard Description: Energy changes in a system can be described as endothermic and exothermic processes such as the heating or cooling of a substance, phase changes, or chemical transformations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.1
Cluster Name: Endothermic and Exothermic Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.3
Standard Description: When a chemical reaction occurs, the energy of the system either decreases (exothermic reaction), increases (endothermic reaction), or remains the same. For exothermic reactions, the energy lost by the reacting species (system) is gained by the surroundings, as heat transfer from or work done by the system. Likewise, for endothermic reactions, the system gains energy from the surroundings by heat transfer to or work done on the system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.1
Cluster Name: Endothermic and Exothermic Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.A.4
Standard Description: The formation of a solution may be an exothermic or endothermic process, depending on the relative strengths of intermolecular/interparticle interactions before and after the dissolution process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.2
Cluster Name: Energy Diagrams
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.B.1
Standard Description: A physical or chemical process can be described with an energy diagram that shows the endothermic or exothermic nature of that process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.3
Cluster Name: Heat Transfer and Thermal Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.1
Standard Description: The particles in a warmer body have a greater average kinetic energy than those in a cooler body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.3
Cluster Name: Heat Transfer and Thermal Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.2
Standard Description: Collisions between particles in thermal contact can result in the transfer of energy. This process is called “heat transfer,” “heat exchange,” or “transfer of energy as heat.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.3
Cluster Name: Heat Transfer and Thermal Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.C.3
Standard Description: Eventually, thermal equilibrium is reached as the particles continue to collide. At thermal equilibrium, the average kinetic energy of both bodies is the same, and hence, their temperatures are the same.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.1
Standard Description: The heating of a cool body by a warmer body is an important form of energy transfer between two systems. The amount of heat transferred between two bodies may be quantified by the heat transfer equation: <br><br> EQN: q = mc \Delta T <br><br>Calorimetry experiments are used to measure the transfer of heat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.2
Standard Description: The first law of thermodynamics states that energy is conserved in chemical and physical processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.3
Standard Description: The transfer of a given amount of thermal energy will not produce the same temperature change in equal masses of matter with differing specific heat capacities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.4
Standard Description: Heating a system increases the energy of the system, while cooling a system decreases the energy of the system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.5
Standard Description: The specific heat capacity of a substance and the molar heat capacity are both used in energy calculations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.4
Cluster Name: Heat Capacity and Calorimetry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.D.6
Standard Description: Chemical systems change their energy through three main processes: heating/cooling, phase transitions, and chemical reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.5
Cluster Name: Energy of Phase Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.E.1
Standard Description: Energy must be transferred to a system to cause a substance to melt (or boil). The energy of the system therefore increases as the system undergoes a solid-to-liquid (or liquid-to-gas) phase transition. Likewise, a system releases energy when it freezes (or condenses). The energy of the system decreases as the system undergoes a liquid-to-solid (or gas-to-liquid) phase transition. The temperature of a pure substance remains constant during a phase change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.5
Cluster Name: Energy of Phase Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.E.2
Standard Description: The energy absorbed during a phase change is equal to the energy released during a complementary phase change in the opposite direction. For example, the molar heat of condensation of a substance is equal to the negative of its molar heat of vaporization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.6
Cluster Name: Introduction to Enthalpy of Reaction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-2.F.1
Standard Description: The enthalpy change of a reaction gives the amount of heat energy released (for negative values) or absorbed (for positive values) by a chemical reaction at constant pressure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.7
Cluster Name: Bond Enthalpies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.A.1
Standard Description: During a chemical reaction, bonds are broken and/or formed, and these events change the potential energy of the system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.7
Cluster Name: Bond Enthalpies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.A.2
Standard Description: The average energy required to break all of the bonds in the reactant molecules can be estimated by adding up the average bond energies of all the bonds in the reactant molecules. Likewise, the average energy released in forming the bonds in the product molecules can be estimated. If the energy released is greater than the energy required, the reaction is exothermic. If the energy required is greater than the energy released, the reaction is endothermic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.8
Cluster Name: Enthalpy of Formation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.B.1
Standard Description: Tables of standard enthalpies of formation can be used to calculate the standard enthalpies of reactions. <br><br> EQN: \Delta H^\circ_{reaction} = \Sigma \Delta H^\circ_{f \ products} − \Sigma \Delta H^\circ_{f \ reactants}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.9
Cluster Name: Hess’s Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.C.1
Standard Description: Although the concept of “state function” is not required for the course, two principles of Hess’s law should be understood. First, when a reaction is reversed, the enthalpy change stays constant in magnitude but becomes reversed in mathematical sign. Second, when two (or more) reactions are added to obtain an overall reaction, the individual enthalpy changes of each reaction are added to obtain the net enthalpy of the overall reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 6
Unit Name: Thermodynamics
Cluster ID: 6.9
Cluster Name: Hess’s Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-3.D.1
Standard Description: When the products of a reaction are at a different temperature than their surroundings, they exchange energy with the surroundings to reach thermal equilibrium. Thermal energy is transferred to the surroundings from the products of an exothermic reaction. Thermal energy is transferred from the surroundings to the products of an endothermic reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.1
Cluster Name: Introduction to Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-6.A.1
Standard Description: Many observable processes are reversible. Examples include evaporation and condensation of water, absorption and desorption of a gas, or dissolution and precipitation of a salt. Some important reversible chemical processes include the transfer of protons in acid-base reactions and the transfer of electrons in redox reactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.1
Cluster Name: Introduction to Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-6.A.2
Standard Description: When equilibrium is reached, no observable changes occur in the system. Reactants and products are simultaneously present, and the concentrations or partial pressures of all species remain constant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.1
Cluster Name: Introduction to Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-6.A.3
Standard Description: The equilibrium state is dynamic. The forward and reverse processes continue to occur at equal rates, resulting in no net observable change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.1
Cluster Name: Introduction to Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-6.A.4
Standard Description: Graphs of concentration, partial pressure, or rate of reaction versus time for simple chemical reactions can be used to understand the establishment of chemical equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.10
Cluster Name: Reaction Quotient and Le Châtelier’s Principle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-8.B.1
Standard Description: A disturbance to a system at equilibrium causes Q to differ from K, thereby taking the system out of equilibrium. The system responds by bringing Q back into agreement with K, thereby establishing a new equilibrium state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.10
Cluster Name: Reaction Quotient and Le Châtelier’s Principle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-8.B.2
Standard Description: Some stresses, such as changes in concentration, cause a change in Q only. A change in temperature causes a change in K. In either case, the concentrations or partial pressures of species redistribute to bring Q and K back into equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.11
Cluster Name: Introduction to Solubility Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.A.1
Standard Description: The dissolution of a salt is a reversible process whose extent can be described by K_{sp}, the solubility-product constant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.11
Cluster Name: Introduction to Solubility Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.A.2
Standard Description: The solubility of a substance can be calculated from the K_{sp} for the dissolution process. This relationship can also be used to predict the relative solubility of different substances.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.11
Cluster Name: Introduction to Solubility Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.A.3
Standard Description: The solubility rules (see TRA-2.A.5) can be quantitatively related to K_{sp}, in which K_{sp} values > 1 correspond to soluble salts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.12
Cluster Name: Common-Ion Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.B.1
Standard Description: The solubility of a salt is reduced when it is dissolved into a solution that already contains one of the ions present in the salt. The impact of this “common-ion effect” on solubility can be understood qualitatively using Le Châtelier’s principle or calculated from the K_{sp} for the dissolution process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.13
Cluster Name: pH and Solubility
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.C.1
Standard Description: The solubility of a salt is pH sensitive when one of the constituent ions is a weak acid or base. These effects can be understood qualitatively using Le Châtelier’s principle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.14
Cluster Name: Free Energy of Dissolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPQ-5.D.1
Standard Description: The free energy change (\Delta G^\circ) for dissolution of a substance reflects a number of factors: the breaking of the intermolecular interactions that hold the solid together, the reorganization of the solvent around the dissolved species, and the interaction of the dissolved species with the solvent. It is possible to estimate the sign and relative magnitude of the enthalpic and entropic contributions to each of these factors. However, making predictions for the total change in free energy of dissolution can be challenging due to the cancellations among the free energies associated with the three factors cited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.2
Cluster Name: Direction of Reversible Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-6.B.1
Standard Description: If the rate of the forward reaction is greater than the reverse reaction, then there is a net conversion of reactants to products. If the rate of the reverse reaction is greater than that of the forward reaction, then there is a net conversion of products to reactants. An equilibrium state is reached when these rates are equal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.3
Cluster Name: Reaction Quotient and Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.A.1
Standard Description: The reaction quotient Q_c describes the relative concentrations of reaction species at any time. For gas phase reactions, the reaction quotient may instead be written in terms of pressures as Q_p. The reaction quotient tends toward the equilibrium constant such that at equilibrium K_c = Q_c and K_p = Q_p. As examples, for the reaction: <br><br>aA + bB \rightleftharpoons cC + dD <br><br> ...the equilibrium expression for (K_c, Q_c) is: <br><br> EQN: K_c = \dfrac{[C]^c[D]^d}{ [A]^a [B]^b} <br><br> ...and that for (K_p, Q_p) is: <br><br> EQN: K_p = \dfrac{(P_C)^c(P_D)^d}{(P_A)^a (P_B)^b}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.3
Cluster Name: Reaction Quotient and Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.A.2
Standard Description: The reaction quotient does not include substances whose concentrations (or partial pressures) are independent of the amount, such as for solids and pure liquids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.4
Cluster Name: Calculating the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.B.1
Standard Description: Equilibrium constants can be determined from experimental measurements of the concentrations or partial pressures of the reactants and products at equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.5
Cluster Name: Magnitude of the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.C.1
Standard Description: Some equilibrium reactions have very large K values and proceed essentially to completion. Others have very small K values and barely proceed at all.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.6
Cluster Name: Properties of the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.D.1
Standard Description: When a reaction is reversed, K is inverted.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.6
Cluster Name: Properties of the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.D.2
Standard Description: When the stoichiometric coefficients of a reaction are multiplied by a factor c, K is raised to the power c.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.6
Cluster Name: Properties of the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.D.3
Standard Description: When reactions are added together, the K of the resulting overall reaction is the product of the K’s for the reactions that were summed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.6
Cluster Name: Properties of the Equilibrium Constant
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.D.4
Standard Description: Since the expressions for K and Q have identical mathematical forms, all valid algebraic manipulations of K also apply to Q.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.7
Cluster Name: Calculating Equilibrium Concentrations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.E.1
Standard Description: The concentrations or partial pressures of species at equilibrium can be predicted given the balanced reaction, initial concentrations, and the appropriate K.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.8
Cluster Name: Representations of Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-7.F.1
Standard Description: Particulate representations can be used to describe the relative numbers of reactant and product particles present prior to and at equilibrium, and the value of the equilibrium constant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.9
Cluster Name: Introduction to Le Châtelier’s Principle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-8.A.1
Standard Description: Le Châtelier’s principle can be used to predict the response of a system to stresses such as addition or removal of a chemical species, change in temperature, change in volume/pressure of a gas-phase system, or dilution of a reaction system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 7
Unit Name: Equilibrium
Cluster ID: 7.9
Cluster Name: Introduction to Le Châtelier’s Principle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: TRA-8.A.2
Standard Description: Le Châtelier’s principle can be used to predict the effect that a stress will have on experimentally measurable properties such as pH, temperature, and color of a solution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.1
Cluster Name: Introduction to Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.A.1
Standard Description: The concentrations of hydronium ion and hydroxide ion are often reported as pH and pOH, respectively. <br><br>EQN: pH = − \log[H_3O^+] <br><br> EQN: pOH = − \log[OH^−] <br><br> The terms “hydrogen ion” and “hydronium ion” and the symbols H^+(aq) and H_3O^+(aq) are often used interchangeably for the aqueous ion of hydrogen. Hydronium ion and H_3O^+(aq) are preferred, but H^+(aq) is also accepted on the AP Exam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.1
Cluster Name: Introduction to Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.A.2
Standard Description: Water autoionizes with an equilibrium constant K_w. <br><br> EQN: K_w = [H_3O^+][OH^−] = 1.0 × 10^{−14} at 25^\circ \text{C}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.1
Cluster Name: Introduction to Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.A.3
Standard Description: In pure water, pH = pOH is called a neutral solution. At 25^\circ \text{C}, pK_w = 14.0 and thus \text{pH = pOH} = 7.0. <br><br>EQN: pK_w = 14 = pH + pOH at 25^\circ \text{C}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.1
Cluster Name: Introduction to Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.A.4
Standard Description: The value of K_w is temperature dependent, so the pH of pure, neutral water will deviate from 7.0 at temperatures other than 25^\circ \text{C}.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.10
Cluster Name: Buffer Capacity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.D.1
Standard Description: Increasing the concentration of the buffer components (while keeping the ratio of these concentrations constant) keeps the pH of the buffer the same but increases the capacity of the buffer to neutralize added acid or base.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.10
Cluster Name: Buffer Capacity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.D.2
Standard Description: When a buffer has more conjugate acid than base, it has a greater buffer capacity for addition of added base than acid. When a buffer has more conjugate base than acid, it has a greater buffer capacity for addition of added acid than base.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.2
Cluster Name: pH and pOH of Strong Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.B.1
Standard Description: Molecules of a strong acid (e.g., HCl, HBr, HI, HClO_4, H_2SO_4, and HNO_3) will completely ionize in aqueous solution to produce hydronium ions. As such, the concentration of H_3O^+ in a strong acid solution is equal to the initial concentration of the strong acid, and thus the pH of the strong acid solution is easily calculated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.2
Cluster Name: pH and pOH of Strong Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.B.2
Standard Description: When dissolved in solution, strong bases (e.g., group I and II hydroxides) completely dissociate to produce hydroxide ions. As such, the concentration of OH^− in a strong base solution is equal to the initial concentration of the strong base, and thus the pOH (and pH) of the strong base solution is easily calculated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.3
Cluster Name: Weak Acid and Base Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.C.1
Standard Description: Weak acids react with water to produce hydronium ions. However, molecules of a weak acid will only partially ionize in this way. In other words, only a small percentage of the molecules of a weak acid are ionized in a solution. Thus, the concentration of H_3O^+ is much less than the initial concentration of the molecular acid, and the vast majority of the acid molecules remain un-ionized.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.3
Cluster Name: Weak Acid and Base Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.C.2
Standard Description: A solution of a weak acid involves equilibrium between an un-ionized acid and its conjugate base. The equilibrium constant for this reaction is K_a, often reported as pK_a. The pH of a weak acid solution can be determined from the initial acid concentration and the pK_a. <br><br> EQN: K_a = \dfrac{[H_3O^+] [A^-]}{[HA]} <br><br> EQN: pK_a = − \log K_a

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.3
Cluster Name: Weak Acid and Base Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.C.3
Standard Description: Weak bases react with water to produce hydroxide ions in solution. However, ordinarily just a small percentage of the molecules of a weak base in solution will ionize in this way. Thus, the concentration of OH^− in the solution does not equal the initial concentration of the base, and the vast majority of the base molecules remain un-ionized.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.3
Cluster Name: Weak Acid and Base Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.C.4
Standard Description: A solution of a weak base involves equilibrium between an un-ionized base and its conjugate acid. The equilibrium constant for this reaction is K_b, often reported as pK_b . The pH of a weak base solution can be determined from the initial base concentration and the pK_b. <br><br> EQN: K_b = \dfrac{[OH^-] [HB^-]}{[B]} <br><br> EQN: pK_b = − \log K_b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.3
Cluster Name: Weak Acid and Base Equilibria
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.C.5
Standard Description: The percent ionization of a weak acid (or base) can be calculated from its pK_a (pK_b) and the initial concentration of the acid (base).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.4
Cluster Name: Acid-Base Reactions and Buffers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.D.1
Standard Description: When a strong acid and a strong base are mixed, they react quantitatively in a reaction represented by the equation: <br><br> H^+ (aq) + OH^− (aq) \rightarrow H_2O(l) <br><br> The pH of the resulting solution may be determined from the concentration of excess reagent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.4
Cluster Name: Acid-Base Reactions and Buffers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.D.2
Standard Description: When a weak acid and a strong base are mixed, they react quantitatively in a reaction represented by the equation: <br><br> HA(aq) + OH^− (aq) \rightleftharpoons A^− (aq) + H_2O(l) <br><br> If the weak acid is in excess, then a buffer solution is formed, and the pH can be determined from the Henderson-Hasselbalch (H−H) equation (see SAP-10.C.1). If the strong base is in excess, then the pH can be determined from the moles of excess hydroxide ion and the total volume of solution. If they are equimolar, then the (slightly basic) pH can be determined from the equilibrium represented by the equation: <br><br> A^− (aq) + H_2O(l) \rightleftharpoons HA(aq) + OH^− (aq)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.4
Cluster Name: Acid-Base Reactions and Buffers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.D.3
Standard Description: When a weak base and a strong acid are mixed, they will react quantitatively in a reaction represented by the equation: <br><br> B(aq) + H_3O^+ (aq) \rightleftharpoons HB^+ (aq) + H_2O(l) <br><br> If the weak base is in excess, then a buffer solution is formed, and the pH can be determined from the H−H equation. If the strong acid is in excess, then the pH can be determined from the moles of excess hydronium ion and the total volume of solution. If they are equimolar, then the (slightly acidic) pH can be determined from the equilibrium represented by the equation: <br><br> HB^+ (aq) + H_2O(l) \rightleftharpoons B(aq) + H_3O^+ (aq)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.4
Cluster Name: Acid-Base Reactions and Buffers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.D.4
Standard Description: When a weak acid and a weak base are mixed, they will react to an equilibrium state whose reaction may be represented by the equation: <br><br> HA(aq) + B(aq) \rightleftharpoons A^− (aq) + HB^+ (aq)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.5
Cluster Name: Acid-Base Titrations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.E.1
Standard Description: An acid-base reaction can be carried out under controlled conditions in a titration. A titration curve, plotting pH against the volume of titrant added, is useful for summarizing results from a titration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.5
Cluster Name: Acid-Base Titrations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.E.2
Standard Description: At the equivalence point, the number of moles of titrant added is equal to the number of moles of analyte originally present. This relationship can be used to obtain the concentration of the analyte. This is the case for titrations of strong acids/bases and weak acids/bases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.5
Cluster Name: Acid-Base Titrations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.E.3
Standard Description: For titrations of weak acids/bases, it is useful to consider the point halfway to the equivalence point, that is, the half-equivalence point. At this point, there are equal concentrations of each species in the conjugate acid-base pair, for example, for a weak acid [HA] = [A^−]. Because pH = pK_a when the conjugate acid and base have equal concentrations, the pK_a can be determined from the pH at the half-equivalence point in a titration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.5
Cluster Name: Acid-Base Titrations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.E.4
Standard Description: For polyprotic acids, titration curves can be used to determine the number of acidic protons. In doing so, the major species present at any point along the curve can be identified, along with the pK_a associated with each proton in a weak polyprotic acid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.6
Cluster Name: Molecular Structure of Acids and Bases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-9.F.1
Standard Description: The protons on a molecule that will participate in acid-base reactions, and the relative strength of these protons, can be inferred from the molecular structure. <br><br>a. Strong acids (such as HCl, HBr, HI, HClO_4, H_2SO_4, and HNO_3) have very weak conjugate bases that are stabilized by electronegativity, inductive effects, resonance, or some combination thereof. <br><br>b. Carboxylic acids are one common class of weak acid. <br><br>c. Strong bases (such as group I and II hydroxides) have very weak conjugate acids. <br><br>d. Common weak bases include nitrogenous bases such as ammonia as well as carboxylate ions. <br><br>e. Electronegative elements tend to stabilize the conjugate base relative to the conjugate acid, and so increase acid strength.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.7
Cluster Name: pH and pKa
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.A.1
Standard Description: The protonation state of an acid or base (i.e., the relative concentrations of HA and A^−) can be predicted by comparing the pH of a solution to the pK_a of the acid in that solution. When solution pH < acid pK_a , the acid form has a higher concentration than the base form. When solution pH > acid pK_a , the base form has a higher concentration than the acid form.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.7
Cluster Name: pH and pKa
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.A.2
Standard Description: Acid-base indicators are substances that exhibit different properties (such as color) in their protonated versus deprotonated state, making that property respond to the pH of a solution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.8
Cluster Name: Properties of Buffers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.B.1
Standard Description: A buffer solution contains a large concentration of both members in a conjugate acid-base pair. The conjugate acid reacts with added base and the conjugate base reacts with added acid. These reactions are responsible for the ability of a buffer to stabilize pH.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 8
Unit Name: Acids and Bases
Cluster ID: 8.9
Cluster Name: Henderson-Hasselbalch Equation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SAP-10.C.1
Standard Description: The pH of the buffer is related to the pKa of the acid and the concentration ratio of the conjugate acid-base pair. This relation is a consequence of the equilibrium expression associated with the dissociation of a weak acid, and is described by the Henderson-Hasselbalch equation. Adding small amounts of acid or base to a buffered solution does not significantly change the ratio of [A−]/[HA] and thus does not significantly change the solution pH. The change in pH on addition of acid or base to a buffered solution is therefore much less than it would have been in the absence of the buffer. EQN: pH = pKa + log [A-]/[HA]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.1
Cluster Name: Introduction to Entropy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.A.1
Standard Description: Entropy increases when matter becomes more dispersed. For example, the phase change from solid to liquid or from liquid to gas results in a dispersal of matter as the individual particles become freer to move and generally occupy a larger volume. Similarly, for a gas, the entropy increases when there is an increase in volume (at constant temperature), and the gas molecules are able to move within a larger space. For reactions involving gas-phase reactants or products, the entropy generally increases when the total number of moles of gas-phase products is greater than the total number of moles of gas-phase reactants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.1
Cluster Name: Introduction to Entropy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.A.2
Standard Description: Entropy increases when energy is dispersed. According to kinetic molecular theory (KMT), the distribution of kinetic energy among the particles of a gas broadens as the temperature increases. As a result, the entropy of the system increases with an increase in temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.10
Cluster Name: Electrolysis and Faraday’s Law
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.D.1
Standard Description: Faraday’s laws can be used to determine the stoichiometry of the redox reaction occurring in an electrochemical cell with respect to the following: <br><br>a. Number of electrons transferred <br><br>b. Mass of material deposited on or removed from an electrode c<br><br>. Current <br><br>d. Time elapsed <br><br>e. Charge of ionic species <br><br>EQN: I = \dfrac{q}{t}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.2
Cluster Name: Absolute Entropy and Entropy Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.B.1
Standard Description: The entropy change for a process can be calculated from the absolute entropies of the species involved before and after the process occurs. <br><br> EQN: \Delta S^\circ_{reaction} =\Delta S^\circ_{products}-\Delta S^\circ_{reactants}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.1
Standard Description: The Gibbs free energy change for a chemical process in which all the reactants and products are present in a standard state (as pure substances, as solutions of 1.0 M concentration, or as gases at a pressure of 1.0 atm (or 1.0 bar) is given the symbol \Delta G^\circ.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.2
Standard Description: The standard Gibbs free energy change for a chemical or physical process is a measure of thermodynamic favorability. Historically, the term “spontaneous” has been used to describe processes for which \Delta G^\circ < 0. The phrase “thermodynamically favored” is preferred instead so that common misunderstandings (equating “spontaneous” with “suddenly” or “without cause”) can be avoided. When \Delta G^\circ < 0 for the process, it is said to be thermodynamically favored.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.3
Standard Description: The standard Gibbs free energy change for a physical or chemical process may also be determined from the standard Gibbs free energy of formation of the reactants and products. <br><br> EQN: \Delta G^\circ_{reaction} = \Sigma \Delta G^\circ{f \ products} − \Sigma \Delta G^\circ_{f \ reactants}

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.4
Standard Description: In some cases, it is necessary to consider both enthalpy and entropy to determine if a process will be thermodynamically favored. The freezing of water and the dissolution of sodium nitrate are examples of such phenomena.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.5
Standard Description: Knowing the values of \Delta H^\circ and \Delta S^\circ for a process at a given temperature allows to \Delta G^\circ to be calculated directly. <br><br> EQN: \Delta G^\circ = \Delta H^\circ − T \Delta S^\circ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.3
Cluster Name: Gibbs Free Energy and Thermodynamic Favorability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.C.6
Standard Description: In general, the temperature conditions for a process to be thermodynamically favored (\Delta G^\circ < 0) can be predicted from the signs of \Delta H^\circ and \Delta S^\circ. In cases where \Delta H^\circ < 0 and \Delta S^\circ > 0, no calculation of is necessary to determine that the process is thermodynamically favored (\Delta G^\circ < 0). In cases where \Delta H^\circ > 0 and \Delta S^\circ < 0, no calculation of \Delta G^\circ is necessary to determine that the process is thermodynamically unfavored (\Delta G^\circ > 0).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.4
Cluster Name: Thermodynamic and Kinetic Control
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.D.1
Standard Description: Many processes that are thermodynamically favored do not occur to any measurable extent, or they occur at extremely slow rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.4
Cluster Name: Thermodynamic and Kinetic Control
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-4.D.2
Standard Description: Processes that are thermodynamically favored, but do not proceed at a measurable rate, are under “kinetic control.” High activation energy is a common reason for a process to be under kinetic control. The fact that a process does not proceed at a noticeable rate does not mean that the chemical system is at equilibrium. If a process is known to be thermodynamically favored, and yet does not occur at a measurable rate, it is reasonable to conclude that the process is under kinetic control.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.5
Cluster Name: Free Energy and Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.A.1
Standard Description: The phrase “thermodynamically favored” (\Delta G^\circ < 0) means that the products are favored at equilibrium (K > 1).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.5
Cluster Name: Free Energy and Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.A.2
Standard Description: The equilibrium constant is related to free energy by the equations: <br><br> EQN: K = e^{−\Delta G^\circ/RT}<br><br> ...and: <br><br> EQN: \Delta G^\circ = −RT \ln K

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.5
Cluster Name: Free Energy and Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.A.3
Standard Description: Connections between K and \Delta G^\circ can be made qualitatively through estimation. When \Delta G^\circ is near zero, the equilibrium constant will be close to 1. When \Delta G^\circ is much larger or much smaller than RT, the value of K deviates strongly from 1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.5
Cluster Name: Free Energy and Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.A.4
Standard Description: Processes with \Delta G^\circ < 0 favor products (i.e., K > 1) and those with \Delta G^\circ > 0 favor reactants (i.e., K < 1).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.6
Cluster Name: Coupled Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.B.1
Standard Description: An external source of energy can be used to make a thermodynamically unfavorable process occur. Examples include: <br><br>a. Electrical energy to drive an electrolytic cell or charge a battery. <br><br>b. Light to drive the overall conversion of carbon dioxide to glucose in photosynthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.6
Cluster Name: Coupled Reactions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-5.B.2
Standard Description: A desired product can be formed by coupling a thermodynamically unfavorable reaction that produces that product to a favorable reaction (e.g., the conversion of ATP to ADP in biological systems). In the coupled system, the individual reactions share one or more common intermediates. The sum of the individual reactions produces an overall reaction that achieves the desired outcome and has \Delta G^\circ < 0.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.7
Cluster Name: Galvanic (Voltaic) and Electrolytic Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.A.1
Standard Description: Each component of an electrochemical cell (electrodes, solutions in the half-cells, salt bridge, voltage/current measuring device) plays a specific role in the overall functioning of the cell. The operational characteristics of the cell (galvanic vs. electrolytic, direction of electron flow, reactions occurring in each half-cell, change in electrode mass, evolution of a gas at an electrode, ion flow through the salt bridge) can be described at both the macroscopic and particulate levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.7
Cluster Name: Galvanic (Voltaic) and Electrolytic Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.A.2
Standard Description: Galvanic, sometimes called voltaic, cells involve a thermodynamically favored reaction, whereas electrolytic cells involve a thermodynamically unfavored reaction. Visual representations of galvanic and electrolytic cells are tools of analysis to identify where half-reactions occur and in what direction current flows.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.7
Cluster Name: Galvanic (Voltaic) and Electrolytic Cells
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.A.3
Standard Description: For all electrochemical cells, oxidation occurs at the anode and reduction occurs at the cathode.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.8
Cluster Name: Cell Potential and Free Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.B.1
Standard Description: Electrochemistry encompasses the study of redox reactions that occur within electrochemical cells. The reactions are either thermodynamically favored (resulting in a positive voltage) or thermodynamically unfavored (resulting in a negative voltage and requiring an externally applied potential for the reaction to proceed).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.8
Cluster Name: Cell Potential and Free Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.B.2
Standard Description: The standard cell potential of electrochemical cells can be calculated by identifying the oxidation and reduction half-reactions and their respective standard reduction potentials.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.8
Cluster Name: Cell Potential and Free Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.B.3
Standard Description: \Delta G^\circ (standard Gibbs free energy change) is proportional to the negative of the cell potential for the redox reaction from which it is constructed. Thus, a cell with a positive E^\circ involves a thermodynamically favored reaction, and a cell with a negative E^\circ involves a thermodynamically unfavored reaction. <br><br> EQN: \Delta G^\circ = −nFE^\circ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.9
Cluster Name: Cell Potential Under Nonstandard Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.C.1
Standard Description: In a real system under nonstandard conditions, the cell potential will vary depending on the concentrations of the active species. The cell potential is a driving force toward equilibrium; the farther the reaction is from equilibrium, the greater the magnitude of the cell potential.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.9
Cluster Name: Cell Potential Under Nonstandard Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.C.2
Standard Description: Equilibrium arguments such as Le Châtelier’s principle do not apply to electrochemical systems, because the systems are not in equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.9
Cluster Name: Cell Potential Under Nonstandard Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.C.3
Standard Description: The standard cell potential E^\circ corresponds to the standard conditions of Q = 1. As the system approaches equilibrium, the magnitude (i.e., absolute value) of the cell potential decreases, reaching zero at equilibrium (when Q = K). Deviations from standard conditions that take the cell further from equilibrium than Q = 1 will increase the magnitude of the cell potential relative to E^\circ. Deviations from standard conditions that take the cell closer to equilibrium than Q = 1 will decrease the magnitude of the cell potential relative to E^\circ. In concentration cells, the direction of spontaneous electron flow can be determined by considering the direction needed to reach equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Chemistry
Course: AP Chemistry
Unit ID: 9
Unit Name: Applications of Thermodynamics
Cluster ID: 9.9
Cluster Name: Cell Potential Under Nonstandard Conditions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENE-6.C.4
Standard Description: Algorithmic calculations using the Nernst equation are insufficient to demonstrate an understanding of electrochemical cells under nonstandard conditions. However, students should qualitatively understand the effects of concentration on cell potential and use conceptual reasoning, including the qualitative use of the Nernst equation: <br><br>EQN: E = E^\circ − (RT/nF) \ln Q <br><br>...to solve problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.1
Cluster Name: Why Programming? Why Java?
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.A.1
Standard Description: System.out.print and System.out. println display information on the computer monitor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.1
Cluster Name: Why Programming? Why Java?
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.A.2
Standard Description: System.out.println moves the cursor to a new line after the information has been displayed, while System.out.print does not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.1
Cluster Name: Why Programming? Why Java?
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.A.1
Standard Description: A string literal is enclosed in double quotes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.B.1
Standard Description: A type is a set of values (a domain) and a set of operations on them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.B.2
Standard Description: Data types can be categorized as either primitive or reference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.B.3
Standard Description: The primitive data types used in this course define the set of operations for numbers and Boolean values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.C.1
Standard Description: The three primitive data types used in this course are int, double, and boolean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.C.2
Standard Description: Each variable has associated memory that is used to hold its value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.C.3
Standard Description: The memory associated with a variable of a primitive type holds an actual primitive value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.2
Cluster Name: Variables and Data Types
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.C.4
Standard Description: When a variable is declared final, its value cannot be changed once it is initialized.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.1
Standard Description: A literal is the source code representation of a fixed value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.2
Standard Description: Arithmetic expressions include expressions of type int and double.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.3
Standard Description: The arithmetic operators consist of +, −, *, /, and %.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.4
Standard Description: An arithmetic operation that uses two int values will evaluate to an int value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.5
Standard Description: An arithmetic operation that uses a double value will evaluate to a double value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.6
Standard Description: Operators can be used to construct compound expressions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.7
Standard Description: During evaluation, operands are associated with operators according to operator precedence to determine how they are grouped.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.A.8
Standard Description: An attempt to divide an integer by zero will result in an ArithmeticException to occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.B.1
Standard Description: The assignment operator (=) allows a program to initialize or change the value stored in a variable. The value of the expression on the right is stored in the variable on the left.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.B.2
Standard Description: During execution, expressions are evaluated to produce a single value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.3
Cluster Name: Expressions and Assignment Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.B.3
Standard Description: The value of an expression has a type based on the evaluation of the expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.4
Cluster Name: Compound Assignment Operators
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.B.4
Standard Description: Compound assignment operators (+=, -=, *=, /=, %=) can be used in place of the assignment operator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.4
Cluster Name: Compound Assignment Operators
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.B.5
Standard Description: The increment operator (++) and decrement operator (--) are used to add 1 or subtract 1 from the stored value of a variable or an array element. The new value is assigned to the variable or array element.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.1
Standard Description: The casting operators (int) and (double) can be used to create a temporary value converted to a different data type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.2
Standard Description: Casting a double value to an int causes the digits to the right of the decimal point to be truncated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.3
Standard Description: Some programming code causes int values to be automatically cast (widened) to double values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.4
Standard Description: Values of type double can be rounded to the nearest integer by (int)(x + 0.5) or (int)(x - 0.5) for negative numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.5
Standard Description: Integer values in Java are represented by values of type int, which are stored using a finite amount (4 bytes) of memory. Therefore, an int value must be in the range from Integer.MIN_VALUE to Integer.MAX_ VALUE inclusive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 1
Unit Name: Primitive Types
Cluster ID: 1.5
Cluster Name: Casting and Ranges of Variables
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.C.6
Standard Description: If an expression would evaluate to an int value outside of the allowed range, an integer overflow occurs. This could result in an incorrect value within the allowed range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.1
Standard Description: A recursive method is a method that calls itself.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.2
Standard Description: Recursive methods contain at least one base case, which halts the recursion, and at least one recursive call.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.3
Standard Description: Each recursive call has its own set of local variables, including the formal parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.4
Standard Description: Parameter values capture the progress of a recursive process, much like loop control variable values capture the progress of a loop.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.5
Standard Description: Any recursive solution can be replicated through the use of an iterative approach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.1
Cluster Name: Recursion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.O.6
Standard Description: Recursion can be used to traverse String, array, and ArrayList objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.2
Cluster Name: Recursive Searching and Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.P.1
Standard Description: Data must be in sorted order to use the binary search algorithm.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.2
Cluster Name: Recursive Searching and Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.P.2
Standard Description: The binary search algorithm starts at the middle of a sorted array or ArrayList and eliminates half of the array or ArrayList in each iteration until the desired value is found or all elements have been eliminated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.2
Cluster Name: Recursive Searching and Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.P.3
Standard Description: Binary search can be more efficient than sequential/linear search.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.2
Cluster Name: Recursive Searching and Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.P.4
Standard Description: The binary search algorithm can be written either iteratively or recursively.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 10
Unit Name: Recursion
Cluster ID: 10.2
Cluster Name: Recursive Searching and Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.Q.1
Standard Description: Merge sort is a recursive sorting algorithm that can be used to sort elements in an array or ArrayList.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.1
Cluster Name: Objects: Instances of Classes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.1
Standard Description: An object is a specific instance of a class with defined attributes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.1
Cluster Name: Objects: Instances of Classes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.2
Standard Description: A class is the formal implementation, or blueprint, of the attributes and behaviors of an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.1
Standard Description: A signature consists of the constructor name and the parameter list.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.2
Standard Description: The parameter list, in the header of a constructor, lists the types of the values that are passed and their variable names. These are often referred to as formal parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.3
Standard Description: A parameter is a value that is passed into a constructor. These are often referred to as actual parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.4
Standard Description: Constructors are said to be overloaded when there are multiple constructors with the same name but a different signature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.5
Standard Description: The actual parameters passed to a constructor must be compatible with the types identified in the formal parameter list.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.6
Standard Description: Parameters are passed using call by value. Call by value initializes the formal parameters with copies of the actual parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.D.1
Standard Description: Every object is created using the keyword new followed by a call to one of the class's constructors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.D.2
Standard Description: A class contains constructors that are invoked to create objects. They have the same name as the class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.D.3
Standard Description: Existing classes and class libraries can be utilized as appropriate to create objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.D.4
Standard Description: Parameters allow values to be passed to the constructor to establish the initial state of the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.D.1
Standard Description: The keyword null is a special value used to indicate that a reference is not associated with any object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.2
Cluster Name: Creating and Storing Objects (Instantiation)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.D.2
Standard Description: The memory associated with a variable of a reference type holds an object reference value or, if there is no object, null. This value is the memory address of the referenced object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.1
Standard Description: An object's behavior refers to what the object can do (or what can be done to it) and is defined by methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.2
Standard Description: Procedural abstraction allows a programmer to use a method by knowing what the method does even if they do not know how the method was written.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.3
Standard Description: A method signature for a method without parameters consists of the method name and an empty parameter list.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.4
Standard Description: A method or constructor call interrupts the sequential execution of statements, causing the program to first execute the statements in the method or constructor before continuing. Once the last statement in the method or constructor has executed or a return statement is executed, flow of control is returned to the point immediately following where the method or constructor was called.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.5
Standard Description: Non-static methods are called through objects of the class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.6
Standard Description: The dot operator is used along with the object name to call non-static methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.7
Standard Description: Void methods do not have return values and are therefore not called as part of an expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.3
Cluster Name: Calling a Void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.E.8
Standard Description: Using a null reference to call a method or access an instance variable causes a NullPointerException to be thrown.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.4
Cluster Name: Calling a Void Method with Parameters
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.F.1
Standard Description: A method signature for a method with parameters consists of the method name and the ordered list of parameter types.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.4
Cluster Name: Calling a Void Method with Parameters
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.F.2
Standard Description: Values provided in the parameter list need to correspond to the order and type in the method signature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.4
Cluster Name: Calling a Void Method with Parameters
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.F.3
Standard Description: Methods are said to be overloaded when there are multiple methods with the same name but a different signature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.5
Cluster Name: Calling a Non-void Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.G.1
Standard Description: Non-void methods return a value that is the same type as the return type in the signature. To use the return value when calling a non-void method, it must be stored in a variable or used as part of an expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.6
Cluster Name: String Objects: Concatenation, Literals, and More
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.1
Standard Description: string objects can be created by using string literals or by calling the String class constructor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.6
Cluster Name: String Objects: Concatenation, Literals, and More
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.2
Standard Description: String objects are immutable, meaning that String methods do not change the String object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.6
Cluster Name: String Objects: Concatenation, Literals, and More
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.3
Standard Description: string objects can be concatenated using the + or += operator, resulting in a new String object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.6
Cluster Name: String Objects: Concatenation, Literals, and More
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.4
Standard Description: Primitive values can be concatenated with a String object. This causes implicit conversion of the values to string objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.6
Cluster Name: String Objects: Concatenation, Literals, and More
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.5
Standard Description: Escape sequences start with a \ and have a special meaning in Java. Escape sequences used in this course include \", \\, and \n.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.10
Standard Description: A String object has index values from 0 to length –1. Attempting to access indices outside this range will result in an StringIndexOutOfBoundsException.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.11
Standard Description: A String object can be concatenated with an object reference, which implicitly calls the referenced object’s toString method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.12
Standard Description: The following String methods and constructors—including what they do and when they are used—are part of the Java Quick Reference: • String(String str) — Constructs a new String object that represents the same sequence of characters as str • int length()— Returns the number of characters in a String object • String substring(int from, int to)— Returns the substring beginning at index from and ending at index to − 1 • String substring(int from) — Returns substring(from, length()) • int indexOf(String str) — Returns the index of the first occurrence of str; returns -1 if not found • boolean equals(String other) — Returns true if this is equal to other; returns false otherwise • int compareTo(String other) — Returns a value < 0 if this is less than other; returns zero if this is equal to other; returns a value > 0 if this is greater than other

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.13
Standard Description: A string identical to the single element substring at position index can be created by calling substring(index, index + 1).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.6
Standard Description: Application program interfaces (APIs) and libraries simplify complex programming tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.7
Standard Description: Documentation for APIs and libraries are essential to understanding the attributes and behaviors of an object of a class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.8
Standard Description: Classes in the APIs and libraries are grouped into packages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.7
Cluster Name: String Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.E.9
Standard Description: The String class is part of the java.lang package. Classes in the java.lang package are available by default.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.1
Standard Description: The Integer class and Double class are part of the java.lang package.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.2
Standard Description: The following Integer methods and constructors—including what they do and when they are used—are part of the Java Quick Reference: • Integer(int value) — Constructs a new Integer object that represents the specified int value • Integer.MIN_VALUE— The minimum value represented by an int or Integer • Integer.MAX_VALUE— The maximum value represented by an int or Integer • int intValue()— Returns the value of this Integer as an int

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.3
Standard Description: The following Double methods and constructors—including what they do and when they are used—are part of the Java Quick Reference: • Double(double value) — Constructs a new Double object that represents the specified double value • double doubleValue()— Returns the value of this Double as a double

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.4
Standard Description: Autoboxing is the automatic conversion that the Java compiler makes between primitive types and their corresponding object wrapper classes. This includes converting an int to an Integer and a double to a Double.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.5
Standard Description: The Java compiler applies autoboxing when a primitive value is: • Passed as a parameter to a method that expects an object of the corresponding wrapper class. • Assigned to a variable of the corresponding wrapper class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.6
Standard Description: Unboxing is the automatic conversion that the Java compiler makes from the wrapper class to the primitive type. This includes converting an Integer to an int and a Double to a double.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.8
Cluster Name: Wrapper Classes: Integer and Double
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.F.7
Standard Description: The Java compiler applies unboxing when a wrapper class object is: • Passed as a parameter to a method that expects a value of the corresponding primitive type. • Assigned to a variable of the corresponding primitive type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.9
Cluster Name: Using the Math Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.D.1
Standard Description: The Math class is part of the java.lang package.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.9
Cluster Name: Using the Math Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.D.2
Standard Description: The Math class contains only static methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.9
Cluster Name: Using the Math Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.D.3
Standard Description: The following static Math methods—including what they do and when they are used—are part of the Java Quick Reference: • int abs(int x) — Returns the absolute value of an int value • double abs(double x) — Returns the absolute value of a double value • double pow(double base, double exponent) — Returns the value of the first parameter raised to the power of the second parameter • double sqrt(double x) — Returns the positive square root of a double value • double random()— Returns a double value greater than or equal to 0.0 and less than 1.0

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.9
Cluster Name: Using the Math Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.D.4
Standard Description: The values returned from Math.random can be manipulated to produce a random int or double in a defined range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 2
Unit Name: Using Objects
Cluster ID: 2.9
Cluster Name: Using the Math Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.H.1
Standard Description: Static methods are called using the dot operator along with the class name unless they are defined in the enclosing class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.1
Cluster Name: Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.E.1
Standard Description: Primitive values and reference values can be compared using relational operators (i.e., == and !=).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.1
Cluster Name: Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.E.2
Standard Description: Arithmetic expression values can be compared using relational operators (i.e., <, >, <=, >=).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.1
Cluster Name: Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.E.3
Standard Description: An expression involving relational operators evaluates to a Boolean value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.2
Cluster Name: if Statements and Control Flow
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.A.1
Standard Description: Conditional statements interrupt the sequential execution of statements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.2
Cluster Name: if Statements and Control Flow
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.A.2
Standard Description: if statements affect the flow of control by executing different statements based on the value of a Boolean expression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.2
Cluster Name: if Statements and Control Flow
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.A.3
Standard Description: A one-way selection (if statement) is written when there is a set of statements to execute under a certain condition. In this case, the body is executed only when the Boolean condition is true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.3
Cluster Name: if-else Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.A.4
Standard Description: A two-way selection is written when there are two sets of statements— one to be executed when the Boolean condition is true, and another set for when the Boolean condition is false. In this case, the body of the “if” is executed when the Boolean condition is true, and the body of the “else” is executed when the Boolean condition is false.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.4
Cluster Name: else if Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.A.5
Standard Description: A multi-way selection is written when there are a series of conditions with different statements for each condition. Multi-way selection is performed using if-else-if statements such that exactly one section of code is executed based on the first condition that evaluates to true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.5
Cluster Name: Compound Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.F.1
Standard Description: Logical operators !(not), &&(and), and ||(or) are used with Boolean values. This represents the order these operators will be evaluated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.5
Cluster Name: Compound Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.F.2
Standard Description: An expression involving logical operators evaluates to a Boolean value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.5
Cluster Name: Compound Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.F.3
Standard Description: When the result of a logical expression using && or || can be determined by evaluating only the first Boolean operand, the second is not evaluated. This is known as short-circuited evaluation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.5
Cluster Name: Compound Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.B.1
Standard Description: Nested if statements consist of if statements within if statements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.6
Cluster Name: Equivalent Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.G.1
Standard Description: De Morgan's Laws can be applied to Boolean expressions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.6
Cluster Name: Equivalent Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.G.2
Standard Description: Truth tables can be used to prove Boolean identities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.6
Cluster Name: Equivalent Boolean Expressions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.G.3
Standard Description: Equivalent Boolean expressions will evaluate to the same value in all cases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.7
Cluster Name: Comparing Objects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.H.1
Standard Description: Two object references are considered aliases when they both reference the same object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.7
Cluster Name: Comparing Objects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.H.2
Standard Description: Object reference values can be compared, using == and !=, to identify aliases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.7
Cluster Name: Comparing Objects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.H.3
Standard Description: A reference value can be compared with null, using == or !=, to determine if the reference actually references an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 3
Unit Name: Boolean Expressions and if Statements
Cluster ID: 3.7
Cluster Name: Comparing Objects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-1.H.4
Standard Description: Often classes have their own equals method, which can be used to determine whether two objects of the class are equivalent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.C.1
Standard Description: Iteration statements change the flow of control by repeating a set of statements zero or more times until a condition is met.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.C.2
Standard Description: In loops, the Boolean expression is evaluated before each iteration of the loop body, including the first. When the expression evaluates to true, the loop body is executed. This continues until the expression evaluates to false, whereupon the iteration ceases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.C.3
Standard Description: A loop is an infinite loop when the Boolean expression always evaluates to true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.C.4
Standard Description: If the Boolean expression evaluates to false initially, the loop body is not executed at all.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.C.5
Standard Description: Executing a return statement inside an iteration statement will halt the loop and exit the method or constructor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.D.1
Standard Description: There are standard algorithms to: • Identify if an integer is or is not evenly divisible by another integer • Identify the individual digits in an integer • Determine the frequency with which a specific criterion is met

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.1
Cluster Name: while Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.D.2
Standard Description: There are standard algorithms to: •  Determine a minimum or maximum value • Compute a sum, average, or mode

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.2
Cluster Name: for Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.E.1
Standard Description: There are three parts in a for loop header: the initialization, the Boolean expression, and the increment. The increment statement can also be a decrement statement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.2
Cluster Name: for Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.E.2
Standard Description: In a for loop, the initialization statement is only executed once before the first Boolean expression evaluation. The variable being initialized is referred to as a loop control variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.2
Cluster Name: for Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.E.3
Standard Description: In each iteration of a for loop, the increment statement is executed after the entire loop body is executed and before the Boolean expression is evaluated again.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.2
Cluster Name: for Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.E.4
Standard Description: A for loop can be rewritten into an equivalent while loop and vice versa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.2
Cluster Name: for Loops
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.E.5
Standard Description: "Off by one" errors occur when the iteration statement loops one time too many or one time too few.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.3
Cluster Name: Developing Algorithms Using Strings
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.F.1
Standard Description: There are standard algorithms that utilize String traversals to: • Find if one or more substrings has a particular property • Determine the number of substrings that meet specific criteria • Create a new string with the characters reversed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.4
Cluster Name: Nested Iteration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.G.1
Standard Description: Nested iteration statements are iteration statements that appear in the body of another iteration statement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.4
Cluster Name: Nested Iteration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.G.2
Standard Description: When a loop is nested inside another loop, the inner loop must complete all its iterations before the outer loop can continue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 4
Unit Name: Iteration
Cluster ID: 4.5
Cluster Name: Informal Code Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.H.1
Standard Description: A statement execution count indicates the number of times a statement is executed by the program.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.1
Standard Description: The keywords public and private affect the access of classes, data, constructors, and methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.2
Standard Description: The keyword private restricts access to the declaring class, while the keyword public allows access from classes outside the declaring class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.3
Standard Description: Classes are designated public.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.4
Standard Description: Access to attributes should be kept internal to the class. Therefore, instance variables are designated as private.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.5
Standard Description: Constructors are designated public.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.6
Standard Description: Access to behaviors can be internal or external to the class. Therefore, methods can be designated as either public or private.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.1
Standard Description: Data encapsulation is a technique in which the implementation details of a class are kept hidden from the user.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.2
Standard Description: When designing a class, programmers make decisions about what data to make accessible and modifiable from an external class. Data can be either accessible or modifiable, or it can be both or neither.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.3
Standard Description: Instance variables are encapsulated by using the private access modifier.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.1
Cluster Name: Anatomy of a Class
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.4
Standard Description: The provided accessor and mutator methods in a class allow client code to use and modify data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.10
Cluster Name: Ethical and Social Implications of Computing Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IOC-1.A.1
Standard Description: System reliability is limited. Programmers should make an effort to maximize system reliability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.10
Cluster Name: Ethical and Social Implications of Computing Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IOC-1.A.2
Standard Description: Legal issues and intellectual property concerns arise when creating programs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.10
Cluster Name: Ethical and Social Implications of Computing Systems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IOC-1.A.3
Standard Description: The creation of programs has impacts on society, economies, and culture. These impacts can be beneficial and/or harmful.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.2
Cluster Name: Constructors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.1
Standard Description: An object's state refers to its attributes and their values at a given time and is defined by instance variables belonging to the object. This creates a "has-a" relationship between the object and its instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.2
Cluster Name: Constructors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.2
Standard Description: Constructors are used to set the initial state of an object, which should include initial values for all instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.2
Cluster Name: Constructors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.3
Standard Description: Constructor parameters are local variables to the constructor and provide data to initialize instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.2
Cluster Name: Constructors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.4
Standard Description: When a mutable object is a constructor parameter, the instance variable should be initialized with a copy of the referenced object. In this way, the instance variable is not an alias of the original object, and methods are prevented from modifying the state of the original object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.2
Cluster Name: Constructors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.5
Standard Description: When no constructor is written, Java provides a no-argument constructor, and the instance variables are set to default values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.3
Cluster Name: Documentation with Comments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.1
Standard Description: Comments are ignored by the compiler and are not executed when the program is run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.3
Cluster Name: Documentation with Comments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.2
Standard Description: Three types of comments in Java include /* */, which generates a block of comments, //, which generates a comment on one line, and /** */, which are Javadoc comments and are used to create API documentation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.3
Cluster Name: Documentation with Comments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.3
Standard Description: A precondition is a condition that must be true just prior to the execution of a section of program code in order for the method to behave as expected. There is no expectation that the method will check to ensure preconditions are satisfied.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.3
Cluster Name: Documentation with Comments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.4
Standard Description: A postcondition is a condition that must always be true after the execution of a section of program code. Postconditions describe the outcome of the execution in terms of what is being returned or the state of an object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.3
Cluster Name: Documentation with Comments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.5
Standard Description: Programmers write method code to satisfy the postconditions when preconditions are met.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.1
Standard Description: An accessor method allows other objects to obtain the value of instance variables or static variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.2
Standard Description: A non-void method returns a single value. Its header includes the return type in place of the keyword void.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.3
Standard Description: In non-void methods, a return expression compatible with the return type is evaluated, and a copy of that value is returned. This is referred to as “return by value.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.4
Standard Description: When the return expression is a reference to an object, a copy of that reference is returned, not a copy of the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.5
Standard Description: The return keyword is used to return the flow of control to the point immediately following where the method or constructor was called.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.6
Standard Description: The toString method is an overridden method that is included in classes to provide a description of a specific object. It generally includes what values are stored in the instance data of the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.4
Cluster Name: Accessor Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.7
Standard Description: If System.out.print or System.out. println is passed an object, that object’s toString method is called, and the returned string is printed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.5
Cluster Name: Mutator Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.E.1
Standard Description: A void method does not return a value. Its header contains the keyword void before the method name.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.5
Cluster Name: Mutator Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.E.2
Standard Description: A mutator (modifier) method is often a void method that changes the values of instance variables or static variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.1
Standard Description: Methods can only access the private data and methods of a parameter that is a reference to an object when the parameter is the same type as the method’s enclosing class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.2
Standard Description: Non-void methods with parameters receive values through parameters, use those values, and return a computed value of the specified type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.3
Standard Description: It is good programming practice to not modify mutable objects that are passed as parameters unless required in the specification.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.4
Standard Description: When an actual parameter is a primitive value, the formal parameter is initialized with a copy of that value. Changes to the formal parameter have no effect on the corresponding actual parameter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.5
Standard Description: When an actual parameter is a reference to an object, the formal parameter is initialized with a copy of that reference, not a copy of the object. If the reference is to a mutable object, the method or constructor can use this reference to alter the state of the object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.6
Cluster Name: Writing Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.6
Standard Description: Passing a reference parameter results in the formal parameter and the actual parameter being aliases. They both refer to the same object.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.1
Standard Description: Static methods are associated with the class, not objects of the class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.2
Standard Description: Static methods include the keyword static in the header before the method name.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.3
Standard Description: Static methods cannot access or change the values of instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.4
Standard Description: Static methods can access or change the values of static variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.5
Standard Description: Static methods do not have a this reference and are unable to use the class’s instance variables or call non-static methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.1
Standard Description: Static variables belong to the class, with all objects of a class sharing a single static variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.2
Standard Description: Static variables can be designated as either public or private and are designated with the static keyword before the variable type.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.7
Cluster Name: Static Variables and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.3
Standard Description: Static variables are used with the class name and the dot operator, since they are associated with a class, not objects of a class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.8
Cluster Name: Scope and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.G.1
Standard Description: Local variables can be declared in the body of constructors and methods. These variables may only be used within the constructor or method and cannot be declared to be public or private.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.8
Cluster Name: Scope and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.G.2
Standard Description: When there is a local variable with the same name as an instance variable, the variable name will refer to the local variable instead of the instance variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.8
Cluster Name: Scope and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.G.3
Standard Description: Formal parameters and variables declared in a method or constructor can only be used within that method or constructor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.8
Cluster Name: Scope and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.G.4
Standard Description: Through method decomposition, a programmer breaks down a large problem into smaller subproblems by creating methods to solve each individual subproblem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.9
Cluster Name: this Keyword
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.H.1
Standard Description: Within a non-static method or a constructor, the keyword this is a reference to the current object—the object whose method or constructor is being called.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 5
Unit Name: Writing Classes
Cluster ID: 5.9
Cluster Name: this Keyword
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-1.H.2
Standard Description: The keyword this can be used to pass the current object as an actual parameter in a method call.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.1
Standard Description: The use of array objects allows multiple related items to be represented using a single variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.2
Standard Description: The size of an array is established at the time of creation and cannot be changed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.3
Standard Description: Arrays can store either primitive data or object reference data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.4
Standard Description: When an array is created using the keyword new, all of its elements are initialized with a specific value based on the type of elements: • Elements of type int are initialized to 0 • Elements of type double are initialized to 0.0 • Elements of type boolean are initialized to false • Elements of a reference type are initialized to the reference value null. No objects are automatically created

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.5
Standard Description: Initializer lists can be used to create and initialize arrays.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.6
Standard Description: Square brackets ([ ]) are used to access and modify an element in a 1D array using an index.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.1
Cluster Name: Array Creation and Access
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.A.7
Standard Description: The valid index values for an array are 0 through one less than the number of elements in the array, inclusive. Using an index value outside of this range will result in an ArrayIndexOutOfBoundsException being thrown.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.2
Cluster Name: Traversing Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.B.1
Standard Description: Iteration statements can be used to access all the elements in an array. This is called traversing the array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.2
Cluster Name: Traversing Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.B.2
Standard Description: Traversing an array with an indexed for loop or while loop requires elements to be accessed using their indices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.2
Cluster Name: Traversing Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.B.3
Standard Description: Since the indices for an array start at 0 and end at the number of elements −1, “off by one” errors are easy to make when traversing an array, resulting in an ArrayIndexOutOfBoundsException being thrown.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.3
Cluster Name: Enhanced for Loop for Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.C.1
Standard Description: An enhanced for loop header includes a variable, referred to as the enhanced for loop variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.3
Cluster Name: Enhanced for Loop for Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.C.2
Standard Description: For each iteration of the enhanced for loop, the enhanced for loop variable is assigned a copy of an element without using its index.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.3
Cluster Name: Enhanced for Loop for Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.C.3
Standard Description: Assigning a new value to the enhanced for loop variable does not change the value stored in the array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.3
Cluster Name: Enhanced for Loop for Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.C.4
Standard Description: Program code written using an enhanced for loop to traverse and access elements in an array can be rewritten using an indexed for loop or a while loop.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.4
Cluster Name: Developing Algorithms Using Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.I.1
Standard Description: There are standard algorithms that utilize array traversals to: • Determine a minimum or maximum value • Compute a sum, average, or mode • Determine if at least one element has a particular property • Determine if all elements have a particular property • Access all consecutive pairs of elements • Determine the presence or absence of duplicate elements • Determine the number of elements meeting specific criteria

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 6
Unit Name: Array
Cluster ID: 6.4
Cluster Name: Developing Algorithms Using Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.I.2
Standard Description: There are standard array algorithms that utilize traversals to: • Shift or rotate elements left or right • Reverse the order of the elements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.1
Cluster Name: Introduction to ArrayList
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.1
Standard Description: An ArrayList object is mutable and contains object references.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.1
Cluster Name: Introduction to ArrayList
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.2
Standard Description: The ArrayList constructor ArrayList() constructs an empty list.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.1
Cluster Name: Introduction to ArrayList
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.3
Standard Description: Java allows the generic type ArrayList<E>, where the generic type E specifies the type of the elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.1
Cluster Name: Introduction to ArrayList
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.4
Standard Description: When ArrayList<E> is specified, the types of the reference parameters and return type when using the methods are type E.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.1
Cluster Name: Introduction to ArrayList
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.5
Standard Description: ArrayList<E> is preferred over ArrayList because it allows the compiler to find errors that would otherwise be found at run-time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.2
Cluster Name: ArrayList Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.6
Standard Description: The ArrayList class is part of the java. util package. An import statement can be used to make this class available for use in the program.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.2
Cluster Name: ArrayList Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.D.7
Standard Description: The following ArrayList methods— including what they do and when they are used—are part of the Java Quick Reference: § int size()- Returns the number of elements in the list § boolean add(E obj)-Appends obj to end of list; returns true § void add(int index, E obj)- Inserts obj at position index (0 <= index <= size), moving elements at position index and higher to the right (adds 1 to their indices) and adds 1 to size § E get(int index)-Returns the element at position index in the list § E set(int index, E obj)—  Replaces the element at position index with obj; returns the element formerly at position index  E remove(int index)—Removes element from position index, moving elements at position index + 1 and higher to the left (subtracts 1 from their indices) and subtracts 1 from size; returns the element formerly at position index

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.3
Cluster Name: Traversing ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.E.1
Standard Description: Iteration statements can be used to access all the elements in an ArrayList. This is called traversing the ArrayList.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.3
Cluster Name: Traversing ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.E.2
Standard Description: Deleting elements during a traversal of an ArrayList requires using special techniques to avoid skipping elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.3
Cluster Name: Traversing ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.E.3
Standard Description: Since the indices for an ArrayList start at 0 and end at the number of elements − 1, accessing an index value outside of this range will result in an IndexOutOfBoundsException being thrown.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.3
Cluster Name: Traversing ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.E.4
Standard Description: Changing the size of an ArrayList while traversing it using an enhanced for loop can result in a ConcurrentModificationException being thrown. Therefore, when using an enhanced for loop to traverse an ArrayList, you should not add or remove elements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.4
Cluster Name: Developing Algorithms Using ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.J.1
Standard Description: There are standard ArrayList algorithms that utilize traversals to: • Insert elements • Delete elements • Apply the same standard algorithms that are used with 1D arrays

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.4
Cluster Name: Developing Algorithms Using ArrayLists
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.J.2
Standard Description: Some algorithms require multiple String, array, or ArrayList objects to be traversed simultaneously.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.5
Cluster Name: Searching
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.K.1
Standard Description: There are standard algorithms for searching.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.5
Cluster Name: Searching
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.K.2
Standard Description: Sequential/linear search algorithms check each element in order until the desired value is found or all elements in the array or ArrayList have been checked.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.6
Cluster Name: Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.L.1
Standard Description: Selection sort and insertion sort are iterative sorting algorithms that can be used to sort elements in an array or ArrayList.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.6
Cluster Name: Sorting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.M.1
Standard Description: Informal run-time comparisons of program code segments can be made using statement execution counts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.7
Cluster Name: Ethical Issues Around Data Collection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IOC-1.B.1
Standard Description: When using the computer, personal privacy is at risk. Programmers should attempt to safeguard personal privacy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 7
Unit Name: ArrayList
Cluster ID: 7.7
Cluster Name: Ethical Issues Around Data Collection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IOC-1.B.2
Standard Description: Computer use and the creation of programs have an impact on personal security. These impacts can be beneficial and/or harmful.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.1
Cluster Name: 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.F.1
Standard Description: 2D arrays are stored as arrays of arrays. Therefore, the way 2D arrays are created and indexed is similar to 1D array objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.1
Cluster Name: 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.F.2
Standard Description: For the purposes of the exam, when accessing the element at arr[first][second], the first index is used for rows, the second index is used for columns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.1
Cluster Name: 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.F.3
Standard Description: The initializer list used to create and initialize a 2D array consists of initializer lists that represent 1D arrays.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.1
Cluster Name: 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.F.4
Standard Description: The square brackets [row][col] are used to access and modify an element in a 2D array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.1
Cluster Name: 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.F.5
Standard Description: “Row-major order” refers to an ordering of 2D array elements where traversal occurs across each row, while “column-major order” traversal occurs down each column.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.2
Cluster Name: Traversing 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.N.1
Standard Description: When applying sequential/linear search algorithms to 2D arrays, each row must be accessed then sequential/linear search applied to each row of a 2D array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.2
Cluster Name: Traversing 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CON-2.N.2
Standard Description: All standard 1D array algorithms can be applied to 2D array objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.2
Cluster Name: Traversing 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.G.1
Standard Description: Nested iteration statements are used to traverse and access all elements in a 2D array. Since 2D arrays are stored as arrays of arrays, the way 2D arrays are traversed using for loops and enhanced for loops is similar to 1D array objects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.2
Cluster Name: Traversing 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.G.2
Standard Description: Nested iteration statements can be written to traverse the 2D array in “row-major order” or “column-major order.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 8
Unit Name: 2D Array
Cluster ID: 8.2
Cluster Name: Traversing 2D Arrays
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: VAR-2.G.3
Standard Description: The outer loop of a nested enhanced for loop used to traverse a 2D array traverses the rows. Therefore, the enhanced for loop variable must be the type of each row, which is a 1D array. The inner loop traverses a single row. Therefore, the inner enhanced for loop variable must be the same type as the elements stored in the 1D array.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.1
Cluster Name: Creating Superclasses and Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.1
Standard Description: A class hierarchy can be developed by putting common attributes and behaviors of related classes into a single class called a superclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.1
Cluster Name: Creating Superclasses and Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.2
Standard Description: Classes that extend a superclass, called subclasses, can draw upon the existing attributes and behaviors of the superclass without repeating these in the code.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.1
Cluster Name: Creating Superclasses and Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.3
Standard Description: Extending a subclass from a superclass creates an “is-a” relationship from the subclass to the superclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.1
Cluster Name: Creating Superclasses and Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.4
Standard Description: The keyword extends is used to establish an inheritance relationship between a subclass and a superclass. A class can extend only one superclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.2
Cluster Name: Writing Constructors for Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.5
Standard Description: Constructors are not inherited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.2
Cluster Name: Writing Constructors for Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.6
Standard Description: The superclass constructor can be called from the first line of a subclass constructor by using the keyword super and passing appropriate parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.2
Cluster Name: Writing Constructors for Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.7
Standard Description: The actual parameters passed in the call to the superclass constructor provide values that the constructor can use to initialize the object’s instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.2
Cluster Name: Writing Constructors for Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.8
Standard Description: When a subclass’s constructor does not explicitly call a superclass’s constructor using super, Java inserts a call to the superclass’s no-argument constructor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.2
Cluster Name: Writing Constructors for Subclasses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.9
Standard Description: Regardless of whether the superclass constructor is called implicitly or explicitly, the process of calling superclass constructors continues until the Object constructor is called. At this point, all of the constructors within the hierarchy execute beginning with the Object constructor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.3
Cluster Name: Overriding Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.10
Standard Description: Method overriding occurs when a public method in a subclass has the same method signature as a public method in the superclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.3
Cluster Name: Overriding Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.11
Standard Description: Any method that is called must be defined within its own class or its superclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.3
Cluster Name: Overriding Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.12
Standard Description: A subclass is usually designed to have modified (overridden) or additional methods or instance variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.3
Cluster Name: Overriding Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.13
Standard Description: A subclass will inherit all public methods from the superclass; these methods remain public in the subclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.4
Cluster Name: super Keyword
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.14
Standard Description: The keyword super can be used to call a superclass’s constructors and methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.4
Cluster Name: super Keyword
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.15
Standard Description: The superclass method can be called in a subclass by using the keyword super with the method name and passing appropriate parameters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.5
Cluster Name: Creating References Using Inheritance Hierarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.C.1
Standard Description: When a class S “is-a” class T, T is referred to as a superclass, and S is referred to as a subclass.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.5
Cluster Name: Creating References Using Inheritance Hierarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.C.2
Standard Description: If S is a subclass of T, then assigning an object of type S to a reference of type T facilitates polymorphism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.5
Cluster Name: Creating References Using Inheritance Hierarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.C.3
Standard Description: If S is a subclass of T, then a reference of type T can be used to refer to an object of type T or S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.5
Cluster Name: Creating References Using Inheritance Hierarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.C.4
Standard Description: Declaring references of type T, when S is a subclass of T, is useful in the following declarations: • Formal method parameters • arrays — T[] var ArrayList<T> var

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.6
Cluster Name: Polymorphism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.D.1
Standard Description: Utilize the Object class through inheritance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.6
Cluster Name: Polymorphism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.D.2
Standard Description: At compile time, methods in or inherited by the declared type determine the correctness of a non-static method call.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.6
Cluster Name: Polymorphism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.D.3
Standard Description: At run-time, the method in the actual object type is executed for a non-static method call.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.7
Cluster Name: Object Superclass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.E.1
Standard Description: The Object class is the superclass of all other classes in Java.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.7
Cluster Name: Object Superclass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.E.2
Standard Description: The Object class is part of the java.lang package

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.7
Cluster Name: Object Superclass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.E.3
Standard Description: The following Object class methods and constructors—including what they do and when they are used—are part of the Java Quick Reference: • boolean equals(Object other) • String toString()

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Computer Science
Course: AP Computer Science A
Unit ID: 9
Unit Name: Inheritance
Cluster ID: 9.7
Cluster Name: Object Superclass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.E.4
Standard Description: Subclasses of Object often override the equals and toString methods with class-specific implementations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.1
Cluster Name: Scarcity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.A.1
Standard Description: Individuals and societies are forced to make choices because most resources are scarce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.2
Cluster Name: Opportunity Cost and the Production Possibilities Curve (PPC)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.1
Standard Description: The PPC is a model used to show the tradeoffs associated with allocating resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.2
Cluster Name: Opportunity Cost and the Production Possibilities Curve (PPC)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.2
Standard Description: The PPC can be used to illustrate the concepts of scarcity, opportunity cost, efficiency, underutilized resources, and economic growth or contraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.2
Cluster Name: Opportunity Cost and the Production Possibilities Curve (PPC)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.3
Standard Description: The shape of the PPC depends on whether opportunity costs are constant, increasing, or decreasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.2
Cluster Name: Opportunity Cost and the Production Possibilities Curve (PPC)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.4
Standard Description: The PPC can shift because of changes in factors of production as well as changes in productivity/technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.2
Cluster Name: Opportunity Cost and the Production Possibilities Curve (PPC)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.B.5
Standard Description: Economic growth results in an outward shift of the PPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.3
Cluster Name: Comparative Advantage and Gains from Trade
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-1.A.1
Standard Description: Absolute advantage describes a situation in which an individual, business, or country can produce more of a good or service than any other producer with the same quantity of resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.3
Cluster Name: Comparative Advantage and Gains from Trade
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-1.A.2
Standard Description: Comparative advantage describes a situation in which an individual, business, or country can produce a good or service at a lower opportunity cost than another producer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.3
Cluster Name: Comparative Advantage and Gains from Trade
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-1.B.1
Standard Description: Production specialization according to comparative advantage results in exchange opportunities that lead to consumption opportunities beyond the PPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.3
Cluster Name: Comparative Advantage and Gains from Trade
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-1.B.2
Standard Description: Comparative advantage and opportunity costs determine the terms of trade for exchange under which mutually beneficial trade can occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.4
Cluster Name: Demand
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.A.1
Standard Description: The law of demand states there is an inverse relationship between price and quantity demanded, leading to a downward-sloping demand curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.4
Cluster Name: Demand
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.B.1
Standard Description: Factors that influence consumer demand, such as changes in consumer income, cause the market demand curve to shift.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.5
Cluster Name: Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.C.1
Standard Description: The law of supply states there is a positive relationship between price and quantity supplied, leading to an upward-sloping supply curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.5
Cluster Name: Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.D.1
Standard Description: Factors that influence producer supply, such as changes in input prices, cause the market supply curve to shift.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.6
Cluster Name: Market Equilibrium, Disequilibrium, and Changes in Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.E.1
Standard Description: Equilibrium is achieved at the price at which quantities demanded and supplied are equal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.6
Cluster Name: Market Equilibrium, Disequilibrium, and Changes in Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.F.1
Standard Description: Whenever markets experience imbalances— creating disequilibrium prices, surpluses, and shortages—market forces drive prices toward equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 1
Unit Name: Basic Economic Concepts
Cluster ID: AP Macro Topic 1.6
Cluster Name: Market Equilibrium, Disequilibrium, and Changes in Equilibrium
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-2.G.1
Standard Description: Changes in the determinants of supply and/or demand result in a new equilibrium price and quantity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.1
Cluster Name: The Circular Flow and GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.A.1
Standard Description: GDP is a measure of final output of the economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.1
Cluster Name: The Circular Flow and GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.A.2
Standard Description: GDP as a total flow of income and expenditure can be represented by the circular flow diagram.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.1
Cluster Name: The Circular Flow and GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.A.3
Standard Description: There are three ways of measuring GDP: the expenditures approach, the income approach, and the value-added approach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.2
Cluster Name: Limitations of GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.B.1
Standard Description: GDP is a useful indicator of a nation’s economic performance, but it has some limitations, such as failing to account for nonmarket transactions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.C.1
Standard Description: The unemployment rate is the percentage of the labor force that is out of work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.C.2
Standard Description: The labor force participation rate is another measure of the labor market activity in an economy. The labor force participation rate is the percentage of the adult population that is in the labor force.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.D.1
Standard Description: The measured unemployment rate is often criticized for understating the level of joblessness because it excludes groups such as discouraged workers and part-time workers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.E.1
Standard Description: Economists primarily focus on three types of unemployment: cyclical, frictional, and structural.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.E.2
Standard Description: The natural rate of unemployment is the unemployment rate that would exist when the economy produces full-employment real output. It is equal to the sum of frictional and structural unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.E.3
Standard Description: The deviation of the actual unemployment rate from the natural rate is cyclical unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.3
Cluster Name: Unemployment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.E.4
Standard Description: The natural rate of unemployment can gradually change over time because of such things as changes in labor force characteristics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.4
Cluster Name: Price Indices and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.F.1
Standard Description: The consumer price index (CPI) measures the change in income a consumer would need in order to maintain the same standard of living over time under a new set of prices as under the original set of prices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.4
Cluster Name: Price Indices and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.F.2
Standard Description: The CPI measures the cost of a fixed basket of goods and services in a given year relative to the base year. Exclusion: Calculating the producer price index (PPI) is beyond the scope of the course and AP Exam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.4
Cluster Name: Price Indices and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.F.3
Standard Description: The inflation rate is determined by calculating the percentage change in a price index, such as CPI or the GDP deflator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.4
Cluster Name: Price Indices and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.F.4
Standard Description: Real variables, such as real wages, are the nominal variables deflated by the price level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.4
Cluster Name: Price Indices and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.G.1
Standard Description: The CPI as a measure of inflation has some shortcomings, such as substitution bias, causing it to overstate the true inflation rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.5
Cluster Name: Costs of Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.H.1
Standard Description: Unexpected inflation arbitrarily redistributes wealth from one group of individuals to another group, such as lenders to borrowers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.6
Cluster Name: Real v. Nominal GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.I.1
Standard Description: Nominal GDP is a measure of how much is spent on output. Real GDP is a measure of how much is produced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.6
Cluster Name: Real v. Nominal GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.I.2
Standard Description: Nominal GDP measures aggregate output using current prices. Real GDP measures aggregate output using constant prices, thus removing the effect of changes in the overall price level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.6
Cluster Name: Real v. Nominal GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.J.1
Standard Description: One way of measuring real GDP is to weigh final goods and services by their prices in a base year. Because this can lead to overstatement of real GDP growth, statistical agencies actually use different methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.6
Cluster Name: Real v. Nominal GDP
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-1.J.2
Standard Description: Nominal GDP can be converted to real GDP by using the GDP deflator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.7
Cluster Name: Business Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.A.1
Standard Description: Business cycles are fluctuations in aggregate output and employment because of changes in aggregate supply and/or aggregate demand.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.7
Cluster Name: Business Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.A.2
Standard Description: The phases of a business cycle are recession and expansion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.7
Cluster Name: Business Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.A.3
Standard Description: The turning points of a business cycle are peak and trough.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.7
Cluster Name: Business Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.A.4
Standard Description: The difference between actual output and potential output is the output gap.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 2
Unit Name: Economic Indicators and the Business Cycle
Cluster ID: AP Macro Topic 2.7
Cluster Name: Business Cycles
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.A.5
Standard Description: Potential output is also called full-employment output. It is the level of GDP where unemployment is equal to the natural rate of unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.1
Cluster Name: Aggregate Demand (AD)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.1
Standard Description: The aggregate demand (AD) curve describes the relationship between the price level and the quantity of goods and services demanded by households (consumption), firms (investment), government (government spending), and the rest of the world (net exports).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.1
Cluster Name: Aggregate Demand (AD)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.2
Standard Description: The negative slope of the AD curve is explained by the real wealth effect, the interest rate effect, and the exchange rate effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.1
Cluster Name: Aggregate Demand (AD)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.A.3
Standard Description: Any change in the components of aggregate demand (consumption, investment, government spending, or net exports) that is not due to changes in the price level leads to a shift of the AD curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.2
Cluster Name: Multipliers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.1
Standard Description: A $1 change to autonomous expenditures leads to further changes in total expenditures and total output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.2
Cluster Name: Multipliers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.2
Standard Description: The expenditure multiplier quantifies the size of the change in aggregate demand as a result of a change in any of the components of aggregate demand.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.2
Cluster Name: Multipliers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.3
Standard Description: The tax multiplier quantifies the size of the change in aggregate demand as a result of a change in taxes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.2
Cluster Name: Multipliers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.4
Standard Description: The expenditure multiplier and tax multiplier depend on the marginal propensity to consume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.2
Cluster Name: Multipliers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.B.5
Standard Description: The marginal propensity to consume is the change in consumer spending divided by the change in disposable income. The sum of the marginal propensity to consume and marginal propensity to save is equal to one.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.3
Cluster Name: Short-Run Aggregate Supply (SRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.1
Standard Description: The short-run aggregate supply (SRAS) curve describes the relationship between the price level and the quantity of goods and services supplied in an economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.3
Cluster Name: Short-Run Aggregate Supply (SRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.2
Standard Description: The SRAS curve is upward-sloping because of sticky wages and prices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.3
Cluster Name: Short-Run Aggregate Supply (SRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.C.3
Standard Description: Any factor that causes production costs to change, such as a change in inflationary expectations, will cause the SRAS curve to shift.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.3
Cluster Name: Short-Run Aggregate Supply (SRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.D.1
Standard Description: Moving along the SRAS curve, an increase in the price level is associated with an increase in output, which means employment must correspondingly rise. With the labor force held constant, unemployment will fall. So, there is a short-run trade-off between inflation and unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.4
Cluster Name: Long-Run Aggregate Supply (LRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.E.1
Standard Description: In the long run all prices and wages are fully flexible, while in the short run some input prices are fixed. A consequence of flexible long-run prices and wages is the lack of a long-run trade-off between inflation and unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.4
Cluster Name: Long-Run Aggregate Supply (LRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.1
Standard Description: The LRAS curve corresponds to the production possibilities curve (PPC) because they both represent maximum sustainable capacity. Maximum sustainable capacity is the total output an economic system will produce over a set period of time if all resources are fully employed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.4
Cluster Name: Long-Run Aggregate Supply (LRAS)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.F.2
Standard Description: The LRAS curve is vertical at the full-employment level of output because in the long run wages and prices fully adjust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.5
Cluster Name: Equilibrium in the Aggregate Demand-Aggregate Supply (AD-AS) Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.1
Standard Description: Short-run equilibrium occurs when the aggregate quantity of output demanded and the aggregate quantity of output supplied are equal—i.e., at the intersection of the AD and SRAS curves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.5
Cluster Name: Equilibrium in the Aggregate Demand-Aggregate Supply (AD-AS) Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.2
Standard Description: Long-run equilibrium occurs when the AD and SRAS curves intersect on the LRAS—i.e., at the full-employment level of real output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.5
Cluster Name: Equilibrium in the Aggregate Demand-Aggregate Supply (AD-AS) Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.G.3
Standard Description: The short-run equilibrium output can be at the full-employment level of output, above it, or below it, creating positive (i.e., inflationary) or negative (i.e., recessionary) output gaps.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.6
Cluster Name: Changes in the AD-AS Model in the Short Run
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.1
Standard Description: A positive (negative) shock in AD causes output, employment, and the price level to rise (fall) in the short run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.6
Cluster Name: Changes in the AD-AS Model in the Short Run
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.2
Standard Description: A positive (negative) shock in SRAS causes output and employment to rise (fall) and the price level to fall (rise) in the short run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.6
Cluster Name: Changes in the AD-AS Model in the Short Run
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.H.3
Standard Description: Inflation can be caused by changes in aggregate demand (demand-pull) or aggregate supply (cost-push).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.7
Cluster Name: Long-Run Self-Adjustment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.I.1
Standard Description: In the long run, in the absence of government policy actions, flexible wages and prices will adjust to restore full employment and unemployment will revert to its natural rate after a shock to aggregate demand or short-run aggregate supply.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.7
Cluster Name: Long-Run Self-Adjustment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-2.I.2
Standard Description: Shifts in the long-run aggregate supply curve indicate changes in the full-employment level of output and economic growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.1
Standard Description: Governments implement fiscal policies to achieve macroeconomic goals, such as full employment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.2
Standard Description: The tools of fiscal policy are government spending and taxes/transfers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.3
Standard Description: Changes in government spending affect aggregate demand directly, and changes in taxes/transfers affect aggregate demand indirectly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.4
Standard Description: The government spending multiplier is greater than the tax multiplier.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.5
Standard Description: Expansionary or contractionary fiscal policies are used to restore full employment when the economy is in a negative (i.e., recessionary) or positive (i.e., inflationary) output gap.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.6
Standard Description: Fiscal policy can influence aggregate demand, real output, and the price level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.A.7
Standard Description: The AD-AS model is used to demonstrate the short-run effects of fiscal policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.8
Cluster Name: Fiscal Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.B.1
Standard Description: In reality, there are lags to discretionary fiscal policy because of factors such as the time it takes to decide on and implement a policy action.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.9
Cluster Name: Automatic Stabilizers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.C.1
Standard Description: Automatic stabilizers support the economy during recessions and help prevent the economy from being overheated during expansionary periods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.9
Cluster Name: Automatic Stabilizers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.C.2
Standard Description: Tax revenues decrease automatically as GDP falls, preventing consumption and the economy from falling further.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.9
Cluster Name: Automatic Stabilizers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.C.3
Standard Description: Tax revenues increase automatically as GDP rises, slowing consumption and preventing the economy from overheating.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 3
Unit Name: National Income and Price Determination
Cluster ID: AP Macro Topic 3.9
Cluster Name: Automatic Stabilizers
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.C.4
Standard Description: Government policies, institutions, or agencies may also have social service programs whose transfer payments act as automatic stabilizers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.1
Cluster Name: Financial Assets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.A.1
Standard Description: The most liquid forms of money are cash and demand deposits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.1
Cluster Name: Financial Assets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.A.2
Standard Description: Other financial assets people can hold in place of the most liquid forms of money include bonds (interest-bearing assets) and stocks (equity).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.1
Cluster Name: Financial Assets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.A.3
Standard Description: The price of previously issued bonds and interest rates on bonds are inversely related.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.1
Cluster Name: Financial Assets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.A.4
Standard Description: The opportunity cost of holding money is the interest that could have been earned from holding other financial assets such as bonds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.2
Cluster Name: Nominal v. Real Interest Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.B.1
Standard Description: A nominal interest rate is the rate of interest paid for a loan, unadjusted for inflation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.2
Cluster Name: Nominal v. Real Interest Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.B.2
Standard Description: Lenders and borrowers establish nominal interest rates as the sum of their expected real interest rate and expected inflation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.2
Cluster Name: Nominal v. Real Interest Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.B.3
Standard Description: A real interest rate can be calculated in hindsight by subtracting the actual inflation rate from the nominal interest rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.3
Cluster Name: Definition, Measurement, and Functions of Money
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.C.1
Standard Description: Money is any asset that is accepted as a means of payment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.3
Cluster Name: Definition, Measurement, and Functions of Money
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.C.2
Standard Description: Money serves as a medium of exchange, unit of account, and store of value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.3
Cluster Name: Definition, Measurement, and Functions of Money
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.C.3
Standard Description: The money supply is measured using monetary aggregates designated as M1 and M2.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.3
Cluster Name: Definition, Measurement, and Functions of Money
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-3.C.4
Standard Description: The monetary base (often labeled as M0 or MB) includes currency in circulation and bank reserves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.1
Standard Description: Depository institutions (such as commercial banks) organize their assets and liabilities on balance sheets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.2
Standard Description: Depository institutions operate using fractional reserve banking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.3
Standard Description: Banks’ reserves are divided into required reserves and excess reserves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.4
Standard Description: Excess reserves are the basis of expansion of the money supply by the banking system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.5
Standard Description: The money multiplier is the ratio of the money supply to the monetary base.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.6
Standard Description: The size of expansion of the money supply depends on the money multiplier.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.7
Standard Description: The maximum value of the money multiplier can be calculated as the reciprocal of the required reserve ratio.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.4
Cluster Name: Banking and the Expansion of the Money Supply
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-2.A.8
Standard Description: The amount predicted by the simple money multiplier may be overstated because it does not take into account a bank’s desire to hold excess reserves or the public holding more currency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.5
Cluster Name: The Money Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-3.A.1
Standard Description: The demand for money shows the inverse relationship between the nominal interest rate and the quantity of money people want to hold.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.5
Cluster Name: The Money Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-3.A.2
Standard Description: Given a monetary base determined by a country’s central bank, money supply is independent of the nominal interest rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.5
Cluster Name: The Money Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-3.B.1
Standard Description: In the money market, equilibrium is achieved when the nominal interest rate is such that the quantities demanded and supplied of money are equal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.5
Cluster Name: The Money Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-3.C.1
Standard Description: Disequilibrium nominal interest rates create surpluses and shortages in the money market. Market forces drive nominal interest rates toward equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.5
Cluster Name: The Money Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-3.D.1
Standard Description: Factors that shift the demand for money, such as changes in the price level, and supply of money, such as monetary policy, change the equilibrium nominal interest rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.1
Standard Description: Central banks implement monetary policies to achieve macroeconomic goals, such as price stability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.2
Standard Description: The tools of monetary policy may include the central bank’s discount rate and other administered interest rates (e.g., interest on reserves), open market operations, and the required reserve ratio. The tools used and the way in which they are implemented differ between economies that have limited reserves in their banking system and economies that have ample reserves in their banking system. (The banking system in the United States has ample reserves, and the Federal Reserve’s key policy tool is interest on reserves.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.3
Standard Description: When the central bank conducts an open-market purchase (sale), reserves increase (decrease), thereby increasing (decreasing) the monetary base.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.4
Standard Description: When the central bank conducts an open-market purchase (sale) in an economy with limited reserves, the effect on the money supply is greater than the effect on the monetary base because of the money multiplier.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.5
Standard Description: Many central banks carry out policy to hit a target range for an overnight interbank lending rate, sometimes referred to as the central bank’s policy rate. (In the United States, this is the federal funds rate.).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.6
Standard Description: Central banks can influence the nominal interest rate in the short run, which in turn will affect investment and consumption. In an economy with limited reserves, the central bank can influence the nominal interest rate by changing the money supply. In an economy with ample reserves, changes in the money supply do not effectively change the nominal interest rate; instead, the central bank can influence the nominal interest rate by changing its administered interest rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.7
Standard Description: Expansionary or contractionary monetary policies are used to restore full employment when the economy is in a negative (i.e., recessionary) or positive (i.e., inflationary) output gap.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.8
Standard Description: Monetary policy can influence interest rates, aggregate demand, real output, and the price level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.D.9
Standard Description: A money market model, a reserve market model, and/or the AD-AS model may be used to demonstrate the short-run effects of monetary policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.6
Cluster Name: Monetary Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.E.1
Standard Description: In reality, there are lags to monetary policy caused by the time it takes to recognize a problem in the economy and the time it takes the economy to adjust to the policy action.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.A.1
Standard Description: The loanable funds market describes the behavior of savers and borrowers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.A.2
Standard Description: The demand for loanable funds shows the inverse relationship between real interest rates and the quantity demanded of loanable funds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.A.3
Standard Description: The supply of loanable funds shows the positive relationship between real interest rates and the quantity supplied of loanable funds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.B.1
Standard Description: In the absence of international borrowing and lending, national savings is the sum of public savings and private savings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.B.2
Standard Description: For an open economy, investment equals national savings plus net capital inflow.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.C.1
Standard Description: In the loanable funds market, equilibrium is achieved when the real interest rate is such that the quantities demanded and supplied of loanable funds are equal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.D.1
Standard Description: Disequilibrium real interest rates create surpluses and shortages in the loanable funds market. Market forces drive real interest rates toward equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.E.1
Standard Description: The loanable funds market can be used to show the effects of government spending, taxes, and borrowing on interest rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 4
Unit Name: Financial Sector
Cluster ID: AP Macro Topic 4.7
Cluster Name: The Loanable Funds Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-4.E.2
Standard Description: Factors that shift the demand (such as an investment tax credit) and supply (such as changes in saving behavior) of loanable funds change the equilibrium interest rate and the equilibrium quantity of funds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.1
Cluster Name: Fiscal and Monetary Policy Actions in the Short Run
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.F.1
Standard Description: A combination of expansionary or contractionary fiscal and monetary policies may be used to restore full employment when the economy is in a negative (i.e., recessionary) or positive (i.e., inflationary) output gap.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.1
Cluster Name: Fiscal and Monetary Policy Actions in the Short Run
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-1.F.2
Standard Description: A combination of fiscal and monetary policies can influence aggregate demand, real output, the price level, and interest rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.1
Standard Description: The short-run trade-off between inflation and unemployment can be illustrated by the downward-sloping short-run Phillips curve (SRPC).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.2
Standard Description: An economy is always operating somewhere along the SRPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.3
Standard Description: The long-run relationship between inflation and unemployment can be illustrated by the long- run Phillips curve (LRPC), which is vertical at the natural rate of unemployment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.4
Standard Description: Long-run equilibrium corresponds to the intersection of the SRPC and the LRPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.A.5
Standard Description: Points to the left of long-run equilibrium represent inflationary gaps, while points to the right of long-run equilibrium represent recessionary gaps.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.1
Standard Description: Demand shocks correspond to movement along the SRPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.2
Standard Description: Supply shocks correspond to shifts of the SRPC.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.2
Cluster Name: The Phillips Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-3.B.3
Standard Description: Factors that cause the natural rate of unemployment to change will cause the LRPC to shift.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.3
Cluster Name: Money Growth and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.A.1
Standard Description: Inflation (deflation) results from increasing (decreasing) the money supply at too rapid of a rate for a sustained period of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.3
Cluster Name: Money Growth and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.A.2
Standard Description: When the economy is at full employment, changes in the money supply have no effect on real output in the long run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.3
Cluster Name: Money Growth and Inflation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.A.3
Standard Description: In the long run, the growth rate of the money supply determines the growth rate of the price level (inflation rate) according to the quantity theory of money.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.4
Cluster Name: Government Deficits and the National Debt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.B.1
Standard Description: The government budget surplus (deficit) is the difference between tax revenues and government purchases plus transfer payments in a given year.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.4
Cluster Name: Government Deficits and the National Debt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.B.2
Standard Description: A government adds to the national debt when it runs a budget deficit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.4
Cluster Name: Government Deficits and the National Debt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.B.3
Standard Description: A government must pay interest on its accumulated debt, thus increasing the national debt and increasingly forgoing using those funds for alternative uses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.5
Cluster Name: Crowding Out
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.C.1
Standard Description: When a government is in budget deficit, it typically borrows to finance its spending.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.5
Cluster Name: Crowding Out
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.C.2
Standard Description: A loanable funds market model can be used to show the effect of government borrowing on the equilibrium real interest rate and the resulting crowding out of private investment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.5
Cluster Name: Crowding Out
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.C.3
Standard Description: Crowding out refers to the adverse effect of increased government borrowing, which leads to decreased levels of interest-sensitive private sector spending in the short run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.5
Cluster Name: Crowding Out
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-3.C.4
Standard Description: A potential long-run impact of crowding out is a lower rate of physical capital accumulation and less economic growth as a result.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.B.1
Standard Description: Economic growth can be measured as the growth rate in real GDP per capita over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.B.2
Standard Description: Aggregate employment and aggregate output are directly related because firms need to employ more workers in order to produce more output, holding other factors constant. This is captured by the aggregate production function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.B.3
Standard Description: Output per employed worker is a measure of average labor productivity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.B.4
Standard Description: Productivity is determined by the level of technology and physical and human capital per worker.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-2.B.5
Standard Description: The aggregate production function shows that output per capita is positively related to both physical and human capital per capita.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.6
Cluster Name: Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MOD-1.C.1
Standard Description: An outward shift in the PPC is analogous to a rightward shift of the long-run aggregate supply curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.7
Cluster Name: Public Policy and Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-4.A.1
Standard Description: Public policies that impact productivity and labor force participation affect real GDP per capita and economic growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.7
Cluster Name: Public Policy and Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-4.A.2
Standard Description: Government policies that invest in infrastructure and technology affect growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 5
Unit Name: Long-Run Consequences of Stabilization Policies
Cluster ID: AP Macro Topic 5.7
Cluster Name: Public Policy and Economic Growth
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: POL-4.A.3
Standard Description: Supply-side fiscal policies affect aggregate demand, aggregate supply, and potential output in the short run and long run by influencing incentives that affect household and business economic behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.1
Standard Description: The current account (CA) records net exports, net income from abroad, and net unilateral transfers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.2
Standard Description: The CA is not always balanced; it may show a surplus or a deficit. A nation’s balance of trade (i.e., net exports) is part of the current account and may also show a surplus or a deficit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.3
Standard Description: The capital and financial account (CFA) records financial capital transfers and purchases and sales of assets between countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.4
Standard Description: The CFA is not always balanced; it may show a surplus (financial capital inflow) or a deficit (financial capital outflow).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.5
Standard Description: The balance of payments (BOP) is an accounting system that records a country’s international transactions for a particular time period. It consists of the CA and the CFA.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.1
Cluster Name: Balance of Payments Accounts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MEA-4.A.6
Standard Description: Any transaction that causes money to flow into a country is a credit to its BOP account, and any transaction that causes money to flow out is a debit. The sum of all credit entries should match the sum of all debit entries (CA+CFA=0).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.2
Cluster Name: Exchange Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.A.1
Standard Description: In the foreign exchange market, one currency is exchanged for another; the price of one currency in terms of the other is the exchange rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.2
Cluster Name: Exchange Rates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.A.2
Standard Description: If one currency becomes more valuable in terms of the other, it is said to appreciate. If one currency becomes less valuable in terms of the other, it is said to depreciate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.3
Cluster Name: The Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.B.1
Standard Description: The demand for a currency in a foreign exchange market arises from the demand for the country’s goods, services, and financial assets and shows the inverse relationship between the exchange rate and the quantity demanded of a currency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.3
Cluster Name: The Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.B.2
Standard Description: The supply of a currency in a foreign exchange market arises from making payments in other currencies and shows the positive relationship between the exchange rate and the quantity supplied of a currency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.3
Cluster Name: The Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.C.1
Standard Description: In the foreign exchange market, equilibrium is achieved when the exchange rate is such that the quantities demanded and supplied of the currency are equal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.3
Cluster Name: The Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.D.1
Standard Description: Disequilibrium exchange rates create surpluses and shortages in the foreign exchange market. Market forces drive exchange rates toward equilibrium.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.4
Cluster Name: Effect of Changes in Policies and Economic Conditions on the Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.E.1
Standard Description: Factors that shift the demand for a currency (such as the demand for that country’s goods, services, or assets) and the supply of a currency (such as tariffs or quotas on the other country’s goods and services) change the equilibrium exchange rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.4
Cluster Name: Effect of Changes in Policies and Economic Conditions on the Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.E.2
Standard Description: Fiscal policy can influence aggregate demand, real output, the price level, and exchange rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.4
Cluster Name: Effect of Changes in Policies and Economic Conditions on the Foreign Exchange Market
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.E.3
Standard Description: Monetary policy can influence aggregate demand, real output, the price level, and interest rates, and thereby affect exchange rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.5
Cluster Name: Changes in the Foreign Exchange Market and Net Exports
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.F.1
Standard Description: Factors that cause a currency to appreciate cause that country’s exports to decrease and its imports to increase. As a result, net exports will decrease.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.5
Cluster Name: Changes in the Foreign Exchange Market and Net Exports
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.F.2
Standard Description: Factors that cause a currency to depreciate cause that country’s exports to increase and its imports to decrease. As a result, net exports will increase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.6
Cluster Name: Real Interest Rates and International Capital Flows
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.G.1
Standard Description: In an open economy, differences in real interest rates across countries change the relative values of domestic and foreign assets. Financial capital will flow toward the country with the relatively higher interest rate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Economics
Course: AP Macroeconomics
Unit ID: AP Macro Unit 6
Unit Name: Open Economy—International Trade and Finance
Cluster ID: AP Macro Topic 6.6
Cluster Name: Real Interest Rates and International Capital Flows
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: MKT-5.G.2
Standard Description: Central banks can influence the domestic interest rate in the short run, which in turn will affect net capital inflows.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.1
Cluster Name: 1.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.A
Standard Description: The rhetorical situation of a text collectively refers to the exigence, purpose, audience, writer, context, and message.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.1
Cluster Name: 1.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.B
Standard Description: The exigence is the part of a rhetorical situation that inspires, stimulates, provokes, or prompts writers to create a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.1
Cluster Name: 1.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.C
Standard Description: The purpose of a text is what the writer hopes to accomplish with it. Writers may have more than one purpose in a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.1
Cluster Name: 1.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.D
Standard Description: An audience of a text has shared as well as individual beliefs, values, needs, and backgrounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.1
Cluster Name: 1.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.E
Standard Description: Writers create texts within a particular context that includes the time, place, and occasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.2
Cluster Name: 1.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.A
Standard Description: Writers convey their positions through one or more claims that require a defense.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.2
Cluster Name: 1.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.B
Standard Description: Writers defend their claims with evidence and/or reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.2
Cluster Name: 1.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.C
Standard Description: Types of evidence may include facts, anecdotes, analogies, statistics, examples, details, illustrations, expert opinions, personal observations, personal experiences, testimonies, or experiments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.2
Cluster Name: 1.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.D
Standard Description: Effective claims provoke interest and require a defense, rather than simply stating an obvious, known fact that requires no defense or justification.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 1
Unit Name: The Power of Perspective: The Author and The Audience
Cluster ID: 1.2
Cluster Name: 1.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.E
Standard Description: Writers relate source material to their own argument by syntactically embedding particular quoted, paraphrased, or summarized information from one or more sources into their own ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.1
Cluster Name: 2.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.F
Standard Description: Writers’ perceptions of an audience’s values, beliefs, needs, and background guide the choices they make.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.1
Cluster Name: 2.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.G
Standard Description: To achieve a purpose, writers make choices in an attempt to relate to an intended audience’s emotions and values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.1
Cluster Name: 2.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.H
Standard Description: Arguments seek to persuade or motivate action through appeals—the modes of persuasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.2
Cluster Name: 2.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.F
Standard Description: Writers use evidence strategically and purposefully to illustrate, clarify, set a mood, exemplify, associate, or amplify a point.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.2
Cluster Name: 2.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.G
Standard Description: Strategically selected evidence strengthens the validity and reasoning of the argument, relates to an audience’s emotions and values, and increases a writer’s credibility.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.2
Cluster Name: 2.2 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.H
Standard Description: An effective argument contains sufficient evidence; evidence is sufficient when its quantity and quality provide apt support for the argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.3
Cluster Name: 2.3 Thesis Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.I
Standard Description: A thesis is the main, overarching claim a writer is seeking to defend or prove by using reasoning supported by evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 2
Unit Name: The Power of Evidence: Claim, Evidence, and Commentary
Cluster ID: 2.3
Cluster Name: 2.3 Thesis Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.J
Standard Description: A writer’s thesis is not necessarily a single sentence or an explicit statement and may require a thorough reading of the text to identify, but when a thesis is directly expressed, it is called a thesis statement. [Note: While the texts you assign your students to analyze may not always contain obvious thesis statements, they should each have a thesis. It can be good practice for students to write a thesis statement for such texts. On the AP Exam, a clear communication of the thesis is required in students’ essays.]

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.1
Cluster Name: 3.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.K
Standard Description: Effective use of evidence uses commentary to establish a logical relationship between the evidence and the claim it supports.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.1
Cluster Name: 3.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.L
Standard Description: Writers introduce source material by using commentary to properly integrate it into their line of reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.1
Cluster Name: 3.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.M
Standard Description: Synthesis requires consideration, explanation, and integration of others’ arguments into one’s own argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.1
Cluster Name: 3.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.N
Standard Description: Writers must acknowledge words, ideas, images, texts, and other intellectual property of others through attribution, citation, or reference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.A
Standard Description: Writers may lead readers through a line of reasoning and then arrive at a thesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.B
Standard Description: Writers may express a claim and then develop a line of reasoning to justify the claim.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.C
Standard Description: Writers explain their reasoning through commentary that connects chosen evidence to a claim.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.D
Standard Description: Commentary explains the significance and relevance of evidence in relation to the line of reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.E
Standard Description: The sequence of paragraphs in a text reveals the argument’s line of reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.2
Cluster Name: 3.2 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.F
Standard Description: Flaws in a line of reasoning may render an argument specious or illogical.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.3
Cluster Name: 3.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.G
Standard Description: Methods of development are common approaches writers frequently use to develop and organize the reasoning of their arguments. A method of development provides an audience with the means to trace a writer’s reasoning in an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.3
Cluster Name: 3.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.H
Standard Description: Some typical methods of development are narration, causeeffect, comparison-contrast, definition, and description.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.3
Cluster Name: 3.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.I
Standard Description: When developing ideas through narration, writers offer details about real-life experiences and offer reflections and insights on the significance of those experiences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 3
Unit Name: The Power of Controversy: Argument and Storytelling
Cluster ID: 3.3
Cluster Name: 3.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.J
Standard Description: When developing ideas through cause-effect, writers present a cause, assert effects or consequences of that cause, or present a series of causes and the subsequent effect(s).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.1
Cluster Name: 4.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.I
Standard Description: The introduction of an argument introduces the subject and/ or writer of the argument to the audience. An introduction may present the argument’s thesis. An introduction may orient, engage, and/or focus the audience by presenting quotations, intriguing statements, anecdotes, questions, statistics, data, contextualized information, or a scenario.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.1
Cluster Name: 4.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.J
Standard Description: The conclusion of an argument brings the argument to a unified end. A conclusion may present the argument’s thesis. It may engage and/or focus the audience by explaining the significance of the argument within a broader context, making connections, calling the audience to act, suggesting a change in behavior or attitude, proposing a solution, leaving the audience with a compelling image, explaining implications, summarizing the argument, or connecting to the introduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.2
Cluster Name: 4.2 Thesis Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.O
Standard Description: A thesis statement may preview the line of reasoning of an argument. This is not to say that a thesis statement must list the points of an argument, aspects to be analyzed, or specific evidence to be used in an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.3
Cluster Name: 4.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.G
Standard Description: Methods of development are common approaches writers frequently use to develop and organize the reasoning of their arguments. A method of development provides an audience with the means to trace a writer’s reasoning in an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.3
Cluster Name: 4.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.K
Standard Description: When developing ideas through comparison-contrast, writers present a category of comparison and then examine the similarities and/or differences between the objects of the comparison. When analyzing similarities and/or differences, like categories of comparison must be used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 4
Unit Name: The Power of Nature: Analysis 101
Cluster ID: 4.3
Cluster Name: 4.3 Methods of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.L
Standard Description: When developing ideas through a definition or description, writers relate the characteristics, features, or sensory details of an object or idea, sometimes using examples or illustrations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.1
Cluster Name: 5.1 Line of Reasoning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.M
Standard Description: The body paragraphs of a written argument make claims, support them with evidence, and provide commentary that explains how the paragraph contributes to the reasoning of the argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.2
Cluster Name: 5.2 Organization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.N
Standard Description: Coherence occurs at different levels in a piece of writing. In a sentence, the idea in one clause logically links to an idea in the next. In a paragraph, the idea in one sentence logically links to an idea in the next. In a text, the ideas in one paragraph logically link to the ideas in the next.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.2
Cluster Name: 5.2 Organization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.O
Standard Description: Repetition, synonyms, pronoun references, and parallel structure may indicate or develop a relationship between elements of a text.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.2
Cluster Name: 5.2 Organization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.P
Standard Description: Transitional elements are words or other elements (phrases, clauses, sentences, or paragraphs) that assist in creating coherence among sentences, paragraphs, or sections in a text by showing relationships among ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.2
Cluster Name: 5.2 Organization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: REO-1.Q
Standard Description: Transitional elements can be used to introduce evidence or to indicate its relationship to other ideas or evidence in that paragraph or in the text as a whole.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.3
Cluster Name: 5.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.A
Standard Description: Words have both connotative and denotative meanings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.3
Cluster Name: 5.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.B
Standard Description: Descriptive words, such as adjectives and adverbs, not only qualify or modify the things they describe but also convey a perspective toward those things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 5
Unit Name: The Power of Influence: Research, Claims, and Citing Sources
Cluster ID: 5.3
Cluster Name: 5.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.C
Standard Description: Precise word choice reduces confusion and may help the audience perceive the writer’s perspective.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.1
Cluster Name: 6.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.P
Standard Description: When synthesizing, writers draw upon arguments from multiple sources, strategically select the most relevant information, and combine apt and specific source material as part of their own argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.1
Cluster Name: 6.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.Q
Standard Description: A source provides information for an argument, and some sources are more reliable or credible than others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.1
Cluster Name: 6.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.R
Standard Description: A position and a perspective are different. Sources may have the same position on a subject, yet each comes from a different perspective based on their background, interests, and expertise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.1
Cluster Name: 6.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.S
Standard Description: When incorporating evidence or sources into an argument, the strongest arguments recognize and acknowledge the biases and limitations of the material and account for those limitations in their reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.1
Cluster Name: 6.1 Claims and Evidence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.T
Standard Description: The degree to which a source does or does not consider other positions reflects the degree to which that source is biased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.2
Cluster Name: 6.2 Thesis Statements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.U
Standard Description: Consideration and use of new evidence may require revision of the thesis statement and/or changes to the line of reasoning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.3
Cluster Name: 6.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.D
Standard Description: A writer’s tone is the writer’s attitude or feeling about a subject, conveyed through word choice and writing style.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.3
Cluster Name: 6.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.E
Standard Description: Readers infer a writer’s tone from the writer’s word choice, and especially the positive, negative, or other connotations of those words.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 6
Unit Name: The Power of Education: Claims and Evidence, Style
Cluster ID: 6.3
Cluster Name: 6.3 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.F
Standard Description: A writer’s shifts in tone from one part of a text to another may suggest the writer’s qualification, refinement, or reconsideration of their perspective on a subject.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.1
Cluster Name: 7.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.I
Standard Description: The introduction of an argument introduces the subject and/ or writer of the argument to the audience. An introduction may present the argument’s thesis. An introduction may orient, engage, and/or focus the audience by presenting quotations, intriguing statements, anecdotes, questions, statistics, data, contextualized information, or a scenario.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.1
Cluster Name: 7.1 Rhetorical Situation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.J
Standard Description: The conclusion of an argument brings the argument to a unified end. A conclusion may present the argument’s thesis. It may engage and/or focus the audience by explaining the significance of the argument within a broader context, making connections, calling the audience to act, suggesting a change in behavior or attitude, proposing a solution, leaving the audience with a compelling image, explaining implications, summarizing the argument, or connecting to the introduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.2
Cluster Name: 7.2 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.V
Standard Description: A lack of understanding of the complexities of a subject or an issue can lead to oversimplification or generalizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.2
Cluster Name: 7.2 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.W
Standard Description: Because arguments are usually part of ongoing discourse, effective arguments often avoid expressing claims, reasoning, and evidence in absolute terms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.2
Cluster Name: 7.2 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.X
Standard Description: Writers may strategically use words, phrases, and clauses as modifiers to qualify or limit the scope of an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.G
Standard Description: Writers express ideas in sentences. Sentences are made up of clauses, at least one of which must be independent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.H
Standard Description: The arrangement of sentences in a text can emphasize particular ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.I
Standard Description: Subordination and coordination are used to express the intended relationship between ideas in a sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.J
Standard Description: Writers frequently use coordination to illustrate a balance or equality between ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.K
Standard Description: Writers frequently use subordination to illustrate an imbalance or inequality between ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.3
Cluster Name: 7.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.L
Standard Description: The arrangement of clauses, phrases, and words in a sentence can emphasize ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.4
Cluster Name: 7.4 Grammar and Mechanics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.M
Standard Description: Grammar and mechanics that follow established conventions of language enable clear communication.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.4
Cluster Name: 7.4 Grammar and Mechanics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.N
Standard Description: Writers use punctuation strategically to demonstrate the relationships among ideas in a sentence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.4
Cluster Name: 7.4 Grammar and Mechanics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.O
Standard Description: Punctuation (commas, colons, semicolons, dashes, hyphens, parentheses, quotation marks, or end marks) advances a writer’s purpose by clarifying, organizing, emphasizing, indicating purpose, supplementing information, or contributing to tone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 7
Unit Name: The Power of the Written Word: Diction, Style, Mechanics, and Structure
Cluster ID: 7.4
Cluster Name: 7.4 Grammar and Mechanics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.P
Standard Description: Some design features, such as italics or boldface, create emphasis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.1
Cluster Name: 8.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.K
Standard Description: Writers may make comparisons (e.g., similes, metaphors, analogies, or anecdotes) in an attempt to relate to an audience. Effective comparisons must be shared and understood by the audience to advance the writer’s purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.1
Cluster Name: 8.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.L
Standard Description: Writers’ choices regarding syntax and diction influence how the writer is perceived by an audience and may influence the degree to which an audience accepts an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.1
Cluster Name: 8.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.M
Standard Description: Word choice may reflect writers’ biases and may affect their credibility with a particular audience.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.1
Cluster Name: 8.1 Audience Awareness
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: RHS-1.N
Standard Description: Because audiences are unique and dynamic, writers must consider the perspectives, contexts, and needs of the intended audience when making choices of evidence, organization, and language in an argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.2
Cluster Name: 8.2 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.Q
Standard Description: A writer’s style is made up of the mix of word choice, syntax, and conventions employed by that writer.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.2
Cluster Name: 8.2 Tone and Style
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.R
Standard Description: Writers may signal a complex or ironic perspective through stylistic choices. Irony may emerge from the differences between an argument and the readers’ expectations or values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.3
Cluster Name: 8.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.S
Standard Description: Modifiers—including words, phrases, or clauses—qualify, clarify, or specify information about the thing with which they are associated. To reduce ambiguity, modifiers should be placed closest to the word, phrase, or clause that they are meant to modify.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 8
Unit Name: The Power of Beauty: Visual Rhetoric
Cluster ID: 8.3
Cluster Name: 8.3 Sentence Structure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STL-1.T
Standard Description: Parenthetical elements—though not essential to understanding what they are describing—interrupt sentences to provide additional information that may address an audience’s needs and/or advance a writer’s purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AA
Standard Description: Writers enhance their credibility when they refute, rebut, or concede opposing arguments and contradictory evidence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AB
Standard Description: When writers concede, they accept all or a portion of a competing position or claim as correct, agree that the competing position or claim is correct under a different set of circumstances, or acknowledge the limitations of their own argument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AC
Standard Description: When writers rebut, they offer a contrasting perspective on an argument and its evidence or provide alternative evidence to propose that all or a portion of a competing position or claim is invalid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AD
Standard Description: When writers refute, they demonstrate, using evidence, that all or a portion of a competing position or claim is invalid.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AE
Standard Description: Transitions may be used to introduce counterarguments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.AF
Standard Description: Not all arguments explicitly address a counterargument.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.Y
Standard Description: Effectively entering into an ongoing conversation about a subject means engaging the positions that have already been considered and argued about.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: English
Course: AP English Language and Composition
Unit ID: 9
Unit Name: The Power of Winning
Cluster ID: 9.1
Cluster Name: 9.1 Claim Qualification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: CLE-1.Z
Standard Description: Evidence and sources will either support, complement, or contradict a writer’s thesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.1
Cluster Name: Ideals of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.1.A.1
Standard Description: The U.S. government is based on the following democratic ideals: i. Natural rights (all people have certain rights that cannot be taken away) ii. A social contract (an implicit agreement among the people in a society to give up some freedoms to maintain social order) iii. Popular sovereignty (all government power comes from the consent of its people) iv. Limited government (a government’s power cannot be absolute)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.1
Cluster Name: Ideals of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.1.A.2
Standard Description: The ideal of limited government is ensured by the interaction of these principles: i.Separation of powers ii. Checks and balances iii. Federalism iv. Republicanism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.1
Cluster Name: Ideals of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.1.A.3
Standard Description: The Declaration of Independence, drafted by Thomas Jefferson (with help from Adams and Franklin), restates the philosophy of natural rights, and provides a foundation for popular sovereignty. The U.S. Constitution, drafted by James Madison at the Constitutional Convention in Philadelphia that was led by George Washington (with important contributions from Hamilton and members of the “Grand Committee”), is an example of a social contract and establishes a system of limited government. The Constitution provides the blueprint for a unique form of democratic government in the United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.2
Cluster Name: Types of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.2.A.1
Standard Description: Representative democracies can take several forms including the following models: i. Participatory democracy, which emphasizes broad participation in politics and civil society ii. Pluralist democracy, which emphasizes group-based activism by nongovernmental interests striving for impact on political decision making iii. Elite democracy, which emphasizes limited participation in politics and civil society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.2
Cluster Name: Types of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.2.A.2
Standard Description: Different aspects of the U.S. Constitution as well as the debate between Federalist No. 10 and Brutus No. 1 reflect the tension between the broad participatory model and the more filtered participation of the pluralist and elite models of representative democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.2
Cluster Name: Types of Democracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.2.A.3
Standard Description: The three models of representative democracy continue to be reflected in contemporary institutions and political behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.3
Cluster Name: Government Power and Individual Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.3.A.1
Standard Description: Federalists supported ratification of the Constitution and a strong central government. Madison’s arguments in Federalist No. 10 focused on the superiority of a large republic in controlling the “mischiefs of faction,” delegating authority to elected representatives and dispersing power between the states and national government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.3
Cluster Name: Government Power and Individual Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.3.A.2
Standard Description: Anti-Federalists opposed the ratification of the Constitution and wanted more power reserved to state governments rather than a strong central government. Anti-Federalist writings, including Brutus No. 1, adhered to popular democratic theory that emphasized the benefits of a small, decentralized republic while warning of the dangers to personal liberty from a large, centralized government.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.4
Cluster Name: Challenges of the Articles of Confederation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.4.A.1
Standard Description: Specific incidents and legal challenges that highlighted key weaknesses of the Articles of Confederation are represented by the: i. Lack of centralized military power to address Shays’ Rebellion ii. Lack of an executive branch to enforce laws, including taxation iii. Lack of a national court system iv. Lack of power to regulate interstate commerce v. Lack of power to coin money

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.5
Cluster Name: Ratification of the U.S. Constitution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.5.A.1
Standard Description: Compromises deemed necessary for ratification of the Constitution included the following: i. Great (Connecticut) Compromise, which created a dual (bicameral) system of congressional representation with the House of Representatives based on each state’s population and the Senate representing each state equally ii. Electoral College, which created a system for electing the president by electors from each state rather than by popular vote or by congressional vote iii. Three-Fifths Compromise, which provided a formula for calculating a state’s enslaved population for purposes of representation in the House and for taxation iv. Postponing until 1808 a decision whether to ban the importation of enslaved persons v. Agreement to add a Bill of Rights to address concerns of the Anti-Federalists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.5
Cluster Name: Ratification of the U.S. Constitution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.5.A.2
Standard Description: Debates about self-government during the drafting of the Constitution necessitated the drafting of an amendment process in Article V that entailed either a two-thirds vote in both houses or a proposal from two-thirds of the state legislatures, with final ratification determined by three-fourths of the states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.5
Cluster Name: Ratification of the U.S. Constitution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.5.A.3
Standard Description: The compromises necessary to secure ratification of the Constitution left some matters unresolved that continue to generate discussion and debate today.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.5
Cluster Name: Ratification of the U.S. Constitution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.5.A.4
Standard Description: The debate over the role of the national government, the powers of state governments, and the rights of individuals remains at the heart of present-day constitutional issues about democracy and governmental power, as represented by: i. Debates about government surveillance resulting from the federal government’s response to the 9/11 attacks ii. Debates about the role of government in public school education

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.6
Cluster Name: Principles of American Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.6.A.1
Standard Description: The specific and separate powers delegated to Congress, the president, and the courts allow each branch to check and balance the power of the other branches, ensuring no one branch becomes too powerful.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.6
Cluster Name: Principles of American Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.6.A.2
Standard Description: Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control potential abuses by majorities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.6
Cluster Name: Principles of American Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.6.B.1
Standard Description: Separation of powers and checks and balances creates multiple access points for stakeholders and institutions to influence public policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.6
Cluster Name: Principles of American Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.6.B.2
Standard Description: Checks and balances and separation of powers allow legal actions to be taken against public officials deemed to have abused their power. Those legal actions include the process of impeachment (the House formally charges an official with abuse of power or misconduct) and removal (if the official is convicted in a Senate impeachment trial).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.7
Cluster Name: Relationship between the States and National Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.7.A.1
Standard Description: Federalism is the system of government in the United States in which power is shared between the national and state governments. The exclusive and concurrent powers of the national and state governments help explain the ongoing debate over the balance of power between the two levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.7
Cluster Name: Relationship between the States and National Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.7.A.2
Standard Description: Exclusive power is held by only one level of government and includes enumerated powers that are written in the Constitution, and implied powers that are not specifically written in the Constitution but are inferred from the Necessary and Proper Clause.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.7
Cluster Name: Relationship between the States and National Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.7.A.3
Standard Description: Reserved powers are those not delegated or enumerated to the national government but are reserved to the states, as stated in the Tenth Amendment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.7
Cluster Name: Relationship between the States and National Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.7.A.4
Standard Description: Concurrent powers are shared between both levels of government such as the power to collect taxes, the power to make and enforce laws and the power to build roads.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.7
Cluster Name: Relationship between the States and National Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.7.A.5
Standard Description: The distribution of power between national and state governments is demonstrated by: i. Revenue sharing (national funding with almost no restrictions to the states on its use and is the least used form of funding)ii. Block grants (national funding with minimal restrictions to the states on its use and is preferred by the states) iii. Categorical grants (national funding that is restricted to specific categories of expenditures, is preferred by the national government, and is the most commonly used form of funding) iv. Mandates (requirements by the national government of the states)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.8
Cluster Name: Constitutional Interpretations of Federalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.8.A.1
Standard Description: The Due Process and Equal Protection Clauses of the Fourteenth Amendment give the national government the power to enforce protections for any person against the states, but Supreme Court interpretations can influence the extent of those protections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.8
Cluster Name: Constitutional Interpretations of Federalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.8.A.2
Standard Description: The Commerce Clause gives the national government the power to regulate interstate commerce, but Supreme Court interpretations can influence the extent of this power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.8
Cluster Name: Constitutional Interpretations of Federalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.8.A.3
Standard Description: The Necessary and Proper Clause gives Congress the power to make laws related to carrying out its enumerated powers, but Supreme Court interpretations can influence the extent of these powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.8
Cluster Name: Constitutional Interpretations of Federalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.8.A.4
Standard Description: The Supremacy Clause gives the national government and its laws general precedence over states’ laws, but Supreme Court interpretations may affect when specific actions exceed this constitutional power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.9
Cluster Name: Federalism in Action
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.9.A.1
Standard Description: The allocation of powers between national and state governments creates multiple access points for stakeholders and institutions to influence public policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 1
Unit Name: Foundations of American Democracy
Cluster ID: AP USGOV Topic 1.9
Cluster Name: Federalism in Action
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 1.9.A.2
Standard Description: National policymaking is constrained by the sharing of concurrent powers with state governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.1
Cluster Name: Congress: The Senate and the House of Representatives
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.1.A.1
Standard Description: Republicanism, the democratic principle that the will of the people is reflected in government debates and decisions by their representatives, is shown in the bicameral structure of Congress. The Senate is designed to represent states equally, while the House is designed to represent the people.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.1
Cluster Name: Congress: The Senate and the House of Representatives
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.1.A.2
Standard Description: Different membership sizes influence the formality of debate in each chamber. Debate in the House, which has 435 members, is more formal than in the Senate, with 100 members.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.1
Cluster Name: Congress: The Senate and the House of Representatives
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.1.A.3
Standard Description: Interactions in Congress are affected by the two-party system and term-length differences. One-third of the Senate is elected every two years, creating a continuous legislative body. All House members are elected every two years.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.1
Cluster Name: Congress: The Senate and the House of Representatives
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.1.A.4
Standard Description: The enumerated and implied powers in the Constitution allow Congress to participate in the public policy process by: i. Passing a federal budget, raising revenue by laying and collecting taxes, borrowing money, and coining money ii. Declaring war and providing the funds necessary to maintain the armed forces iii. Determining the process for naturalization by which people can become citizens of the U.S. iv. Regulating interstate commerce v. Creating federal courts and their jurisdictions vi. Enacting legislation under the authority of the necessary and proper clause vii. Conducting oversight of the executive branch, including federal agencies in the bureaucracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.10
Cluster Name: The Court in Action
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.10.A.1
Standard Description: Life tenure for justices allows the court to function independent of the current political climate. As a result of this independence, the Court can deliver controversial or unpopular court decisions, which in turn can lead to debate about the court’s power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.11
Cluster Name: Checks on the Judicial Branch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.11.A.1
Standard Description: Political discussion about the Supreme Court’s power is illustrated by the ongoing debate over differing interpretations of judicial review. i. Judicial activism asserts that judicial review allows the courts to overturn current Constitutional and case precedent or invalidate legislative or executive acts. ii. Judicial restraint asserts that judicial review should be constrained to decisions that adhere to current Constitutional and case precedent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.11
Cluster Name: Checks on the Judicial Branch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.11.B.1
Standard Description: Restrictions on the Supreme Court are represented by: i. Congressional legislation to modify the impact of prior Supreme Court decisions ii. Ratification of a Constitutional amendment iii. Judicial appointments and confirmations which may shift the ideological balance of the court iv. The president and states delaying implementation of a Supreme Court decision v. Enacting legislation to limit the cases the Supreme Court can hear on appeal by removing the court’s jurisdiction over a case

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.12
Cluster Name: The Bureaucracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.12.A.1
Standard Description: The federal bureaucracy is composed of departments, agencies, commissions, and government corporations that implement policy by: i. Writing and enforcing regulations ii. Issuing fines iii. Testifying before Congress iv. Forming iron triangles (alliances of congressional committees, bureaucratic agencies, and interest groups that are prominent in specific policy areas) v. Creating issue networks (temporary coalitions that form to promote a common issue or agenda)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.12
Cluster Name: The Bureaucracy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.12.A.2
Standard Description: The civil service primarily uses a merit system that prioritizes hiring and promotion based on professionalism, specialization, and neutrality, as opposed to political patronage, whereby bureaucratic jobs are politically appointed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.13
Cluster Name: Discretionary and Rulemaking Authority
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.13.A.1
Standard Description: The federal bureaucracy uses discretionary power as delegated by Congress to interpret and implement policies. Through their rulemaking authority, federal bureaucratic agencies utilize their discretion to create and enforce regulations. Bureaucratic agencies include: i. Department of Homeland Security ii. Department of Transportation iii. Department of Veterans Affairs iv. Department of Education v. Environmental Protection Agency (EPA) vi. Federal Elections Commission (FEC) vii. Securities and Exchange Commission (SEC)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.14
Cluster Name: Holding the Bureaucracy Accountable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.14.A.1
Standard Description: Congressional oversight of the bureaucracy to ensure that legislation is implemented as intended includes: i. Review, monitoring, and supervision of bureaucratic agencies ii. Investigation and committee hearings of bureaucratic activity iii. Power of the purse (the ability of Congress to check the bureaucracy by appropriating or withholding funds)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.14
Cluster Name: Holding the Bureaucracy Accountable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.14.A.2
Standard Description: As a means to curtail the use of presidential power, congressional oversight serves as a check of executive authorization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.14
Cluster Name: Holding the Bureaucracy Accountable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.14.B.1
Standard Description: Presidential ideology, authority, and influence affect how executive branch agencies carry out the goals of the administration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.14
Cluster Name: Holding the Bureaucracy Accountable
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.14.B.2
Standard Description: Compliance monitoring ensures that funds are being used properly and regulations are being followed. Compliance monitoring can pose a challenge to policy implementation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.15
Cluster Name: Policy and the Branches of Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.15.A.1
Standard Description: Formal and informal powers of Congress, the president, and the courts over the bureaucracy are used to maintain its accountability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.15
Cluster Name: Policy and the Branches of Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.15.B.1
Standard Description: The allocation of powers among the three branches of government creates multiple access points for stakeholders and institutions to influence public policy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.15
Cluster Name: Policy and the Branches of Government
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.15.B.2
Standard Description: National policymaking is constrained by the sharing of powers between the three branches.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.2
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.2.A.1
Standard Description: The structures and powers of the Senate and House are different by design. This difference directly affects the legislative process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.2
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.2.A.2
Standard Description: Both chambers refer bills to committees, which conduct hearings and debate and mark up bills with revisions and additions. Leadership in committees is determined by the majority political party.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.2
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.2.A.3
Standard Description: Chamber-specific rules and procedures affect the legislative process. i. In the House, the Speaker is elected by a majority of members and presides over the legislative work in the House. All revenue bills must originate in the House. Rules for debate in the House on a bill are established by the Rules Committee. The House can form a Committee of the Whole in order to expedite debate on bills. An individual representative in the House can file a discharge petition to have a bill brought to the floor for debate, but it is rarely done. ii. In the Senate, bills are typically brought to the floor by unanimous consent, but a Senator may request a hold on a bill to prevent it from getting to the floor for a vote. During debate, a Senator can use the filibuster (a tactic to prolong debate and delay or prevent a vote on a bill) or make a motion for cloture (a procedure to end a debate). iii. When a bill passed by both chambers on the same topic has variation in its wording, a conference commit

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.2
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.2.A.4
Standard Description: Congress must generate a budget that addresses both mandatory and discretionary spending. i. Mandatory spending is required by law for entitlement programs such as Social Security, Medicare, and Medicaid. ii. Discretionary spending is approved on an annual basis for defense spending, education, and infrastructure. As entitlement costs grow, discretionary spending opportunities will decrease unless tax revenues increase, or the budget deficit increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.2
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.2.A.5
Standard Description: Pork-barrel legislation (funding for a local project in a larger appropriation bill) and logrolling (combining several pieces of legislation into one bill to secure enough votes for passage) affect the legislative process in both chambers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.3
Cluster Name: Congressional Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.3.A.1
Standard Description: Congressional behavior and governing effectiveness are influenced by ideological divisions between political parties. Partisan voting (when members of Congress vote based on their political party affiliation) and polarization (when political attitudes move toward ideological extremes) can lead to gridlock (a situation in which no congressional action on legislation can be taken due to a lack of consensus).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.3
Cluster Name: Congressional Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.3.A.2
Standard Description: Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by Supreme Court cases that opened the door for equal protection challenges to redistricting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.3
Cluster Name: Congressional Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.3.A.3
Standard Description: Elections that have led to a divided government (when one party controls the presidency and the other party controls at least one of the chambers of Congress) can lead to more intense partisanship. This partisanship can result in members of Congress voting against presidential initiatives and appointments, especially those of a lame duck president.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.3
Cluster Name: Congressional Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.3.A.4
Standard Description: Accountability to constituents in each chamber is affected by how representatives perceive their roles. i. A representative who conceives of their role as a trustee will vote on issues based on their own knowledge and judgement. ii. A representative acting as a delegate sees themselves as an agent of those who elected them and will vote on issues based on the interests of their constituents. iii. A politico uses a combination of these role conceptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.4
Cluster Name: Roles and Powers of the President
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.4.A.1
Standard Description: Presidents use powers and perform functions of the office, with support from the Vice-President, Cabinet, and Executive Office of the President, to accomplish a policy agenda.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.4
Cluster Name: Roles and Powers of the President
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.4.A.2
Standard Description: The powers of the president include both formal and informal powers. i. Vetoes and pocket vetoes are formal powers that enable the president to check Congress, but vetoes can be overridden with a 2/3 vote while pocket vetoes cannot be overridden with a 2/3 vote. ii. Foreign policy powers that influence relations with foreign nations are both formal (commander-in-chief and treaties) and informal (executive agreements). iii. Bargaining and persuasion are informal powers that enable the president to secure congressional action. iv. Executive orders allow the president to manage the federal government and are implied by the president’s vested executive power or by power delegated by Congress. v. Signing statements are informal powers that inform Congress and the public of the president’s interpretation of laws passed by Congress and signed by the president.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.5
Cluster Name: Checks on the Presidency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.5.A.1
Standard Description: Senate confirmation is an important check on appointment powers but there can be a potential for conflict based on who is chosen by the president for appointments, including: i. Cabinet members ii. Ambassadors iii. Some positions within the Executive Office of the President iv. Supreme Court Justices, Court of Appeals judges, and District Court judges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.5
Cluster Name: Checks on the Presidency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.5.A.2
Standard Description: Senate confirmation is an important check on appointment powers, but the president’s longest lasting influence lies in life-tenured judicial appointments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.5
Cluster Name: Checks on the Presidency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.5.A.3
Standard Description: Policy conflicts with the congressional agenda (the formal list of policies Congress is considering at any given time) can lead the president to use executive orders and directives to the bureaucracy to address the president’s own agenda items.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.6
Cluster Name: Expansion of Presidential Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.6.A.1
Standard Description: Federalist No. 70 offers justification for a single executive by arguing a strong executive is “essential to the protection of the country against foreign attacks, to the steady administration of the laws, to the protection of property, and to the security of liberty.”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.6
Cluster Name: Expansion of Presidential Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.6.A.2
Standard Description: Passage of the Twenty-Second Amendment, which established presidential term limits, demonstrates concern about the expansion of presidential power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.6
Cluster Name: Expansion of Presidential Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.6.A.3
Standard Description: Different perspectives on the presidential role, ranging from a limited to a more expansive interpretation and use of power, continue to be debated in the context of contemporary events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.7
Cluster Name: Presidential Communication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.7.A.1
Standard Description: The impact of presidential communication has increased with advances in communication technology. i. Modern technology, such as social media, allows for rapid responses to political issues. ii. Nationally broadcast State of the Union messages and the president’s bully pulpit are tools for agenda setting that use the media to influence public views about which policies are the most important.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.8
Cluster Name: The Judicial Branch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.8.A.1
Standard Description: The foundation for powers of the judicial branch and the argument for how its independence checks the power of other branches is set forth in the following documents, respectively: i. Article III of the Constitution ii. Federalist No. 78

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.9
Cluster Name: The Role of the Judicial Branch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.9.A.1
Standard Description: Stare decisis (the legal doctrine under which courts follow legal precedents when deciding cases with similar facts) plays an important role in judicial decision making.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 2
Unit Name: Interactions Among Branches of Government
Cluster ID: AP USGOV Topic 2.9
Cluster Name: The Role of the Judicial Branch
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 2.9.A.2
Standard Description: Ideological changes in the composition of the Supreme Court due to presidential appointments have led to the Court’s establishing new or rejecting existing precedents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.1
Cluster Name: The Bill of Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.1.A.1
Standard Description: The U.S. Constitution includes a Bill of Rights specifically designed to protect individual liberties and rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.1
Cluster Name: The Bill of Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.1.A.2
Standard Description: Civil liberties are constitutionally established guarantees and freedoms that protect citizens, opinions, and property against arbitrary government interference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.1
Cluster Name: The Bill of Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.1.A.3
Standard Description: The application of the Bill of Rights is continuously interpreted by the courts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.1
Cluster Name: The Bill of Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.1.B.1
Standard Description: The Bill of Rights consists of the first ten Amendments to the Constitution, which enumerate the liberties and rights of individuals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.10
Cluster Name: Social Movements and Equal Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.10.A.1
Standard Description: Civil rights protect individuals from discrimination based on characteristics such as race, national origin, religion, and sex; these rights are guaranteed to all persons under the due process and equal protection clauses of the U.S. Constitution, as well as acts of Congress.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.10
Cluster Name: Social Movements and Equal Protection
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.10.A.2
Standard Description: The civil rights movement, the women’s rights movement, and advocacy for LGBTQ rights are evidence of how the equal protection clause can support and motivate social movements, as represented by: i. Dr. Martin Luther King’s “Letter from a Birmingham Jail” and the civil rights movement of the 1960s ii. The National Organization for Women and the women’s rights movement iii. The pro-life and pro-choice movements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.11
Cluster Name: Government Responses to Social Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.11.A.1
Standard Description: The government can respond to social movements through court rulings and/or policies. i. Supreme Court decisions which declared that race-based school segregation violates the Fourteenth Amendment’s equal protection clause. ii. The Civil Rights Act of 1964 prohibits discrimination in public places, provides for the integration of schools and other public facilities, and makes employment discrimination illegal. iii. Title IX of the Education Amendments Act of 1972 prohibits sex discrimination in any education program or activity receiving federal financial assistance. iv. The Voting Rights Act of 1965 prohibits racial discrimination in voting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.12
Cluster Name: Balancing Minority and Majority Rights
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.12.A.1
Standard Description: Decisions demonstrating that minority rights have been restricted at times and protected at other times include: i. State laws and Supreme Court holdings based on the “separate but equal” doctrine restricting African American access to the same restaurants, hotels, schools, etc., as the majority white population ii. Court decisions declaring that race-based school segregation violates the Fourteenth Amendment’s equal protection clause iii. The Supreme Court upholding the rights of the majority in cases that limit and prohibit majority-minority districting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.13
Cluster Name: Affirmative Action
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.13.A.1
Standard Description: Affirmative action refers to policies intended to address workplace and educational disparities related to race, ethnic origin, gender, disability, and age. Supreme Court debate has focused on whether affirmative action is protected by the equal protection clause of the Fourteenth Amendment to the Constitution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.2
Cluster Name: First Amendment: Freedom of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.2.A.1
Standard Description: The interpretation and application of the First Amendment’s establishment and free exercise clauses reflect an ongoing tension between government power to make law and an individual’s right to religious freedom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.3
Cluster Name: First Amendment: Freedom of Speech
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.3.A.1
Standard Description: The Supreme Court has held that speech, including symbolic speech (nonverbal action that communicates an idea or belief), is protected by the First Amendment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.3
Cluster Name: First Amendment: Freedom of Speech
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.3.A.2
Standard Description: Efforts to balance social order and individual freedom are reflected in interpretations of the First Amendment that limit speech, including: i. Time, place, and manner regulations that impose restrictions such as limits on the time of day an event can be held, limits on where an event can be held, and limits on the noise levels at an event ii. Limitations on some obscene and offensive communication. iii. Protections against defamation (language that harms the reputation of another) including libel (written communication) and slander (oral communication). iv. Restrictions on speech that create a clear and present danger and subsequent interpretations which have refined those restrictions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.4
Cluster Name: First Amendment: Freedom of the Press
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.4.A.1
Standard Description: The Supreme Court bolstered the freedom of the press, affirming support for a heavy presumption against prior restraint even in cases involving national security.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.5
Cluster Name: Second Amendment: Right to Bear Arms
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.5.A.1
Standard Description: The Supreme Court’s decisions on the Second Amendment rest upon its constitutional interpretation of the right to bear arms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.6
Cluster Name: Amendments: Balancing Individual Freedom with Public Order and Safety
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.6.A.1
Standard Description: Court decisions defining cruel and unusual punishment involve interpretation of the Eighth Amendment and its application to death penalty statutes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.6
Cluster Name: Amendments: Balancing Individual Freedom with Public Order and Safety
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.6.A.2
Standard Description: The debate about the Second and Fourth Amendments involves concerns about public safety and whether or not the government regulation of firearms or collection of digital metadata promotes or interferes with public safety and individual rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.7
Cluster Name: Selective Incorporation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.7.A.1
Standard Description: The doctrine of selective incorporation has imposed limitations on state regulation of civil liberties by extending select protections of the Bill of Rights to the states through the due process clause of the Fourteenth Amendment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.8
Cluster Name: Amendments: Due Process and the Rights of the Accused
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.8.A.1
Standard Description: The Fifth and Fourteenth Amendments include clauses which state that the government may not infringe on a person’s right to life, liberty, or property without due process of law. The due process clause in the Fifth Amendment applies to the national government and the due process clause in the Fourteenth Amendment applies to states. Some government interests may justify the restriction of individual rights; for example, speech can be limited when it is shown to present a danger to public safety.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.8
Cluster Name: Amendments: Due Process and the Rights of the Accused
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.8.A.2
Standard Description: Procedural due process requires that government officials use methods that are not arbitrary when making and carrying out decisions affecting constitutionally protected rights. These procedural due process protections are reinforced by key protections enshrined in other provisions of the Bill of Rights and key legal doctrines established by the Supreme Court. For example, the Miranda rule requires accused persons to be informed of some procedural protections found in the Fifth and Sixth Amendments prior to interrogation. However, these procedural protections are not absolute. A public safety exception has been sanctioned by the Court that allows unwarned interrogation to stand as direct evidence in court.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.8
Cluster Name: Amendments: Due Process and the Rights of the Accused
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.8.A.3
Standard Description: Procedural rights of the accused and the prohibition of unreasonable searches and seizures are intended to ensure that individual liberties are not eclipsed by the need for social order and security, including: i. The right to legal counsel, speedy and public trial, and an impartial jury ii. Protection against warrantless searches of cell phone data under the Fourth Amendment iii. Limitations placed on bulk collection of telecommunication metadata (Patriot and USA Freedom Acts)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.8
Cluster Name: Amendments: Due Process and the Rights of the Accused
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.8.A.4
Standard Description: Procedural due process also protects the rights of the accused during a trial. The Bill of Rights guarantees the right to an attorney and protection from unreasonable searches and seizures. The exclusionary rule, as decided by the Supreme Court, stipulates that evidence illegally seized by law enforcement officers in violation of the suspect’s Fourth Amendment rights (including the right to be free from unreasonable searches and seizures) cannot be used against that suspect in criminal prosecution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.9
Cluster Name: Amendments: Due Process and the Right to Privacy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.9.A.1
Standard Description: Over time, the Supreme Court has recognized constitutionally protected rights that are not explicitly listed in the Bill of Rights. These unenumerated rights include the right to privacy. Justices and scholars have drawn on several arguments to defend the existence of unenumerated rights. Some argue that an unenumerated right is implied by certain amendments that assume the existence of such rights. Others argue that the Ninth Amendment, which states that individuals have protected rights beyond those listed in the first eight amendments, provides support for the existence of unenumerated rights. In a range of cases, the Supreme Court has used substantive due process to examine whether government laws and actions are arbitrary infringements of individual rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 3
Unit Name: Civil Liberties and Civil Rights
Cluster ID: AP USGOV Topic 3.9
Cluster Name: Amendments: Due Process and the Right to Privacy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 3.9.A.2
Standard Description: While a right to privacy is not explicitly named in the Constitution, the Supreme Court, in Griswold v. Connecticut (1965), interpreted the due process clause to protect the right of privacy from government infringement. In Roe v. Wade (1973), the Supreme Court held that the application of substantive due process further extended the privacy right to abortion. The Supreme Court’s decision in Dobbs v. Jackson Women’s Health Organization (2022) overturned Roe v. Wade, holding that the Constitution does not confer a right to abortion, leaving decisions about the regulation of abortion to legislatures. The actions that are protected by the right to privacy and substantive due process continue to be debated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.1
Cluster Name: American Attitudes About Government and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.1.A.1
Standard Description: Different interpretations of core values, including individualism (each person has the ability to shape their life and destiny through the choices they make), equality of opportunity (all people are given an equal chance to compete), free enterprise (the market determines prices, products, and services), and rule of law (every person, even those in power, must follow and is accountable to the same laws that govern all), affect the relationship between citizens and the federal government and that citizens have with each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.10
Cluster Name: Ideology and Social Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.10.A.1
Standard Description: Liberal ideologies generally favor more national government involvement to address some social issues such as education and public health, with less responsibility for these issues left to state governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.10
Cluster Name: Ideology and Social Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.10.A.2
Standard Description: Conservative ideologies generally favor less national government involvement to address some social issues such as education and public health, with more responsibility for these issues left to state governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.10
Cluster Name: Ideology and Social Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.10.A.3
Standard Description: Libertarian ideologies generally favor little national or state government involvement except when national or state government is protecting private property or individual liberty.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.10
Cluster Name: Ideology and Social Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.10.B.1
Standard Description: Policy trends concerning the level of government involvement in social issues reflect the success of conservative or liberal perspectives in political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.2
Cluster Name: Political Socialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.2.A.1
Standard Description: Political socialization refers to the process by which individuals develop political beliefs, values, opinions, and behaviors. Family, schools, peers, media, and social environments (including civic and religious organizations) contribute to the development of an individual’s political attitudes and values through the process of political socialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.2
Cluster Name: Political Socialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.2.A.2
Standard Description: U.S. political culture is defined by its democratic ideals, principles, and core values. As a result of globalization, U.S. political culture has both influenced and been influenced by the values of other countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.3
Cluster Name: Changes in Ideology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.3.A.1
Standard Description: Generational effects (experiences shared by people of a common age) and life cycle effects (experiences a person encounters during different life stages) contribute to the development of a person’s political ideology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.4
Cluster Name: Influence of Political Events on Ideology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.4.A.1
Standard Description: Major political events can influence the development of individual political attitudes, which is an example of political socialization. Political socialization, in turn, influences political ideology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.5
Cluster Name: Measuring Public Opinion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.5.A.1
Standard Description: Public opinion data that can affect elections and policy debates is influenced by different types of scientific polls such as: i. Opinion polls (measuring public opinion on various issues) ii. Benchmark polls (creating baseline views of a candidate) iii. Tracking polls (following how views of a candidate change during a campaign) iv. Exit polls (collecting data on why people voted the way they did)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.5
Cluster Name: Measuring Public Opinion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.5.A.2
Standard Description: Public opinion data that can affect elections and policy debates is influenced by polling methodology. Polling methodology is more precise when it includes: i. Accurate sampling methods, including calculating a margin of error ii. Neutral framing of questions (specific and unbiased wording of questions) iii. Accurate reporting (clear reporting and conclusions that can be supported by the data)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.6
Cluster Name: Evaluating Public Opinion Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.6.A.1
Standard Description: The relationship between scientific polling and elections and policy debates is affected by the: i. Importance of public opinion as a source of political influence in a given election or policy debate ii. Reliability and veracity of public opinion data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.7
Cluster Name: Ideologies of Political Parties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.7.A.1
Standard Description: The Democratic Party (D or DEM) platforms generally align more closely to liberal ideological positions, and the Republican Party (R or GOP) platforms generally align more closely to conservative ideological positions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.8
Cluster Name: Ideology and Policymaking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.8.A.1
Standard Description: Because the U.S. is a democracy with a diverse society, public policies generated at any given time reflect the attitudes and beliefs of citizens who choose to participate in politics at that time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.8
Cluster Name: Ideology and Policymaking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.8.A.2
Standard Description: The balancing dynamic of individual liberty and government efforts to promote stability and order has been reflected in policy debates and their outcomes over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.9
Cluster Name: Ideology and Economic Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.9.A.1
Standard Description: Liberal ideologies favor more governmental regulation of the marketplace, conservative ideologies favor fewer regulations, and libertarian ideologies favor little or no regulation of the marketplace beyond the protection of property rights and voluntary trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.9
Cluster Name: Ideology and Economic Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.9.B.1
Standard Description: Fiscal policy consists of actions taken by Congress and the president to influence economic conditions and includes Keynesian and supply-side positions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 4
Unit Name: American Political Ideologies and Beliefs
Cluster ID: AP USGOV Topic 4.9
Cluster Name: Ideology and Economic Policy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 4.9.B.2
Standard Description: Monetary policy consists of actions taken by the Federal Reserve (the Fed) to influence interest rates which affect broader economic conditions. The Fed is an independent agency which seeks to achieve maximum employment and price stability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.1
Cluster Name: Voting Rights and Models of Voting Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.1.A.1
Standard Description: Expansion of opportunities for political participation are found in the legal protections of the Amendments to the Constitution. i. The 14th Amendment granted citizenship to all persons born or naturalized in the U.S., including formerly enslaved people. ii. The 15th Amendment granted African American men the right to vote. iii. The 17th Amendment changed the practice for electing Senators from a vote by state legislatures to a direct vote by the people. iv. The 19th Amendment granted women the right to vote. v. The 24th Amendment eliminated poll taxes, a structural barrier to voting. vi. The 26th Amendment lowered the voting age to 18.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.1
Cluster Name: Voting Rights and Models of Voting Behavior
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.1.B.1
Standard Description: Various political models explain differences in voting behavior. i. Rational choice voting refers to individuals who base their decisions on what is perceived to be in their best interest. ii. Retrospective voting refers to individuals who decide whether the party or candidate in power should be reelected based on the recent past. iii. Prospective voting refers to individuals who vote based on predictions of how a party or candidate will perform in the future. iv. Straight ticket voting refers to individuals who vote for all of the candidates from one political party on a ballot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.10
Cluster Name: Modern Campaigns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.10.A.1
Standard Description: The benefits and drawbacks of modern campaigns are represented by: i. Dependence on professional consultants ii. Rising campaign costs and intensive fundraising efforts iii. Duration of election cycles iv. Impact of and reliance on social media for campaign communication and fundraising

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.11
Cluster Name: Campaign Finance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.11.A.1
Standard Description: Federal legislation and case law pertaining to campaign finance demonstrate the ongoing debate over the role of money in political and free speech, as set forth in: i. The Bipartisan Campaign Reform Act of 2002, which was an effort to ban soft money and reduce attack ads with “Stand by Your Ad” provision: “I’m [candidate’s name] and I approve this message” ii. Supreme Court decisions that ruled political spending by corporations, associations, and labor unions is a form of protected speech under the First Amendment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.11
Cluster Name: Campaign Finance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.11.A.2
Standard Description: Debates have increased over free speech and competitive and fair elections related to money and campaign funding (including contributions from individuals, political action committees [PACs], and political parties).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.11
Cluster Name: Campaign Finance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.11.A.3
Standard Description: Different types of PACs influence elections and policymaking through fundraising and spending.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.12
Cluster Name: The Media
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.12.A.1
Standard Description: Agenda setting takes place when traditional news media, new communication technologies, and advances in social media influence how citizens routinely acquire political information, including news events, investigative journalism, election coverage, and political commentary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.12
Cluster Name: The Media
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.12.A.2
Standard Description: The media’s use of polling results to convey popular levels of trust and confidence in government can affect elections by turning such events into “horse races” based more on popularity and factors other than qualifications and platforms of candidates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.13
Cluster Name: Changing Media
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.13.A.1
Standard Description: Political participation is influenced by a variety of media coverage, analysis, and commentary on political events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.13
Cluster Name: Changing Media
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.13.A.2
Standard Description: The rapidly increasing demand for media and political communications outlets from an ideologically diverse audience have led to debates over media bias and the impact of media ownership and partisan news sites.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.13
Cluster Name: Changing Media
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.13.A.3
Standard Description: The nature of democratic debate and the level of political knowledge among citizens is affected by: i. Increased media choices ii. Ideologically oriented programming iii. Consumer-driven media outlets and emerging technologies that reinforce existing beliefs iv. Uncertainty over the credibility of news sources and information

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.2
Cluster Name: Voter Turnout
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.2.A.1
Standard Description: Structural barriers (such as polling hours, availability of absentee ballots, etc.), political efficacy (the belief that an individual’s participation in the political process will make a difference), and demographics can influence differences in voter turnout in the U.S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.2
Cluster Name: Voter Turnout
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.2.A.2
Standard Description: The following can influence voter turnout: i. Differences in state-controlled elections (the hours polls are open, Voter ID laws, variations in funding for polling places and workers, variations in types of voting allowed, such as voting by mail, absentee voting, and early voting) ii. Variations in voter registration laws and procedures (registering in-person, online, or automatically) iii. Election type (more turnout for presidential elections than midterm elections)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.2
Cluster Name: Voter Turnout
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.2.A.3
Standard Description: Demographic characteristics and political efficacy or engagement are used to predict the likelihood of whether an individual will vote.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.2
Cluster Name: Voter Turnout
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.2.A.4
Standard Description: Factors influencing voter choice include: i. Party identification and ideological orientation ii. Candidate characteristics iii. Contemporary political issues iv. Religious beliefs or affiliation, age, gender, race and ethnicity, and other demographic characteristics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.3
Cluster Name: Political Parties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.3.A.1
Standard Description: Linkage institutions are channels that allow individuals to communicate their preferences to policymakers: i. Political parties ii. Interest groups iii. Elections iv. Media

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.3
Cluster Name: Political Parties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.3.B.1
Standard Description: The functions and impact of political parties on the electorate and government are represented by: i. Mobilization and education of voters ii. Party platforms iii. Candidate recruitment iv. Campaign management, including fundraising and media strategy v. The committee and party leadership systems in legislatures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.4
Cluster Name: How and Why Political Parties Change and Adapt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.4.A.1
Standard Description: Parties have adapted to candidate-centered campaigns where the public focus is on the characteristics of the candidate and not on the party. The role of parties in nominating candidates has also been weakened.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.4
Cluster Name: How and Why Political Parties Change and Adapt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.4.A.2
Standard Description: Parties may adapt their policies and messaging to appeal to various demographic coalitions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.4
Cluster Name: How and Why Political Parties Change and Adapt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.4.A.3
Standard Description: The structure of parties has been influenced by: i. Critical elections (elections in which there is a realignment of political party support among voters) ii. Campaign finance law iii. Changes in communication and data management technology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.4
Cluster Name: How and Why Political Parties Change and Adapt
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.4.A.4
Standard Description: Parties use communication technology and voter data management to disseminate, control, and clarify political messages and enhance outreach and mobilization efforts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.5
Cluster Name: Third-Party Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.5.A.1
Standard Description: In comparison to proportional systems, winner-take-all voting districts serve as a structural barrier to third-party and independent candidate success. Winner-take-all voting advantages the two-party system in the U.S.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.5
Cluster Name: Third-Party Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.5.A.2
Standard Description: The incorporation of third-party agendas into platforms of major political parties serves as a barrier to third-party and independent candidate success.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.6
Cluster Name: Interest Groups Influencing Policymaking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.6.A.1
Standard Description: Interest groups may represent very specific or more general interests, and can educate voters and office holders, conduct lobbying, draft legislation, and mobilize membership to apply pressure on and work with legislators and government agencies. Interest groups may also file an amicus curiae brief (a written document submitted as a “friend of the court” to provide additional information for justices to consider when reviewing a case).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.6
Cluster Name: Interest Groups Influencing Policymaking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.6.A.2
Standard Description: In addition to working within party coalitions, interest groups exert influence through iron triangles and issue networks that help interest groups exert influence across political party coalitions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.6
Cluster Name: Interest Groups Influencing Policymaking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.6.B.1
Standard Description: The inequality of interest group resources affects the amount of influence they may have on the policymaking process. i. Some interest groups, such as AARP, have large memberships, are able to mobilize those members, and possess access to large financial reserves. ii. Some interest groups have more direct and more frequent access to important people in the policy process. Free riders are individuals who benefit from the work of an interest group without providing financial support. Interest groups may deal with this issue by providing selective benefits, goods and services that are only available to members, to encourage more people to join.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.7
Cluster Name: Groups Influencing Policy Outcomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.7.A.1
Standard Description: Single-issue groups, ideological/social movements, and protest movements form with the goal of affecting society and policymaking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.7
Cluster Name: Groups Influencing Policy Outcomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.7.A.2
Standard Description: Competing actors such as interest groups, professional organizations, social movements, the military, and bureaucratic agencies influence policymaking, such as the federal budget process, at key stages and to varying degrees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.7
Cluster Name: Groups Influencing Policy Outcomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.7.A.3
Standard Description: Elections and political parties are related to major policy shifts or initiatives, occasionally leading to political realignments of voting constituencies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.8
Cluster Name: Electing a President
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.8.A.1
Standard Description: The process and outcomes in U.S. presidential elections are affected by: i. Incumbency advantage phenomenon (benefits current officeholders possess over challengers) ii. Open and closed primaries (voting processes to elect candidates) iii. Caucuses (closed meetings of party members to select candidates or decide policy) iv. Party conventions v. General (presidential) elections vi. The Electoral College

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.8
Cluster Name: Electing a President
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.8.B.1
Standard Description: States can choose how they allocate their electors; most states use a winner-take-all system. Because the results of the Electoral College vote may not be the same as the popular vote nationwide, there is an ongoing debate over the Electoral College.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Government
Course: AP US Government and Politics
Unit ID: AP USGOV Unit 5
Unit Name: Political Participation
Cluster ID: AP USGOV Topic 5.9
Cluster Name: Congressional Elections
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EK 5.9.A.1
Standard Description: The process and outcomes in U.S. congressional elections are affected by: i. Incumbency advantage phenomenon ii. Open and closed primaries iii. Caucuses iv. General (presidential and midterm) elections.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.1
Cluster Name: Introduction to Maps
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.A.1
Standard Description: Types of maps include reference maps and thematic maps.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.1
Cluster Name: Introduction to Maps
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.A.2
Standard Description: Types of spatial patterns represented on maps include absolute and relative distance and direction, clustering, dispersal, and elevation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.1
Cluster Name: Introduction to Maps
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.A.3
Standard Description: All maps are selective in information; map projections inevitably distort spatial relationships in shape, area, distance, and direction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.2
Cluster Name: Geographic Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.B.1
Standard Description: Data may be gathered in the field by organizations or by individuals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.2
Cluster Name: Geographic Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.B.2
Standard Description: Geospatial technologies include geographic information systems (GIS), satellite navigation systems, remote sensing, and online mapping and visualization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.2
Cluster Name: Geographic Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.B.3
Standard Description: Spatial information can come from written accounts in the form of field observations, media reports, travel narratives, policy documents, personal interviews, landscape analysis, and photographic interpretation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.3
Cluster Name: The Power of Geographic Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-1.C.1
Standard Description: Geospatial and geographical data, including census data and satellite imagery, are used at all scales for personal, business and organizational, and governmental decisionmaking purposes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.4
Cluster Name: Spatial Concepts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-1.A.1
Standard Description: Spatial concepts include absolute and relative location, space, place, flows, distance decay, time-space compression, and pattern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.5
Cluster Name: Human-Environmental Interaction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-1.B.1
Standard Description: Concepts of nature and society include sustainability, natural resources, and land use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.5
Cluster Name: Human-Environmental Interaction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-1.B.2
Standard Description: Theories regarding the interaction of the natural environment with human societies have evolved from environmental determinism to possibilism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.6
Cluster Name: Scales of Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-1.C.1
Standard Description: Scales of analysis include global, regional, national, and local.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.6
Cluster Name: Scales of Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-1.D.1
Standard Description: Patterns and processes at different scales reveal variations in, and different interpretations of, data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.7
Cluster Name: Regional Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-1.A.1
Standard Description: Regions are defined on the basis of one or more unifying characteristics or on patterns of activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.7
Cluster Name: Regional Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-1.A.2
Standard Description: Types of regions include formal, functional, and perceptual/vernacular.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.7
Cluster Name: Regional Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-1.A.3
Standard Description: Regional boundaries are transitional and often contested and overlapping.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 1
Unit Name: Thinking Geographically
Cluster ID: AP Geo Topic 1.7
Cluster Name: Regional Analysis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-1.A.4
Standard Description: Geographers apply regional analysis at local, national, and global scales.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.1
Cluster Name: Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.A.1
Standard Description: Physical factors (e.g., climate, landforms, water bodies) and human factors (e.g., culture, economics, history, politics) influence the distribution of population

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.1
Cluster Name: Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.A.2
Standard Description: Factors that illustrate patterns of population distribution vary according to the scale of analysis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.1
Cluster Name: Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.B.1
Standard Description: The three methods for calculating population density are arithmetic, physiological, and agricultural.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.1
Cluster Name: Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.C.1
Standard Description: The method used to calculate population density reveals different information about the pressure the population exerts on the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.10
Cluster Name: Causes of Migration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.C.1
Standard Description: Migration is commonly divided into push factors and pull factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.10
Cluster Name: Causes of Migration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.C.2
Standard Description: Push/pull factors and intervening opportunities/obstacles can be cultural, demographic, economic, environmental, or political.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.11
Cluster Name: Forced and Voluntary Migration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.D.1
Standard Description: Forced migrations include slavery and events that produce refugees, internally displaced persons, and asylum seekers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.11
Cluster Name: Forced and Voluntary Migration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.D.2
Standard Description: Types of voluntary migrations include transnational, transhumance, internal, chain, step, guest worker, and rural-to-urban.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.12
Cluster Name: Effects of Migration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.E.1
Standard Description: Migration has political, economic, and cultural effects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.2
Cluster Name: Consequences of Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.D.1
Standard Description: Population distribution and density affect political, economic, and social processes, including the provision of services such as medical care.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.2
Cluster Name: Consequences of Population Distribution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.D.2
Standard Description: Population distribution and density affect the environment and natural resources; this is known as carrying capacity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.3
Cluster Name: Population Composition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.E.1
Standard Description: Patterns of age structure and sex ratio vary across different regions and may be mapped and analyzed at different scales.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.3
Cluster Name: Population Composition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-2.F.1
Standard Description: Population pyramids are used to assess population growth and decline and to predict markets for goods and services.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.4
Cluster Name: Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.A.1
Standard Description: Demographic factors that determine a population’s growth and decline are fertility, mortality, and migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.4
Cluster Name: Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.A.2
Standard Description: Geographers use the rate of natural increase and population-doubling time to explain population growth and decline.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.4
Cluster Name: Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.A.3
Standard Description: Social, cultural, political, and economic factors influence fertility, mortality, and migration rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.5
Cluster Name: The Demographic Transition Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.B.1
Standard Description: The demographic transition model can be used to explain population change over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.5
Cluster Name: The Demographic Transition Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.B.2
Standard Description: The epidemiological transition explains causes of changing death rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.6
Cluster Name: Malthusian Theory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-2.B.3
Standard Description: Malthusian theory and its critiques are used to analyze population change and its consequences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.7
Cluster Name: Population Policies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-2.A.1
Standard Description: Types of population policies include those that promote or discourage population growth, such as pronatalist, antinatalist, and immigration policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.8
Cluster Name: Women and Demographic Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-2.B.1
Standard Description: Changing social values and access to education, employment, health care, and contraception have reduced fertility rates in most parts of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.8
Cluster Name: Women and Demographic Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-2.B.2
Standard Description: Changing social, economic, and political roles for females have influenced patterns of fertility, mortality, and migration, as illustrated by Ravenstein’s laws of migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.9
Cluster Name: Aging Populations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-2.C.1
Standard Description: Population aging is determined by birth and death rates and life expectancy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 2
Unit Name: Population and Migration Patterns and Processes
Cluster ID: AP Geo Topic 2.9
Cluster Name: Aging Populations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-2.C.2
Standard Description: An aging population has political, social, and economic consequences, including the dependency ratio

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.1
Cluster Name: Introduction to Culture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.A.1
Standard Description: Culture comprises the shared practices, technologies, attitudes, and behaviors transmitted by a society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.1
Cluster Name: Introduction to Culture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.A.2
Standard Description: Cultural traits include such things as food preferences, architecture, and land use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.1
Cluster Name: Introduction to Culture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.A.3
Standard Description: Cultural relativism and ethnocentrism are different attitudes toward cultural difference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.2
Cluster Name: Cultural Landscapes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.B.1
Standard Description: Cultural landscapes are combinations of physical features, agricultural and industrial practices, religious and linguistic characteristics, evidence of sequent occupancy, and other expressions of culture including traditional and postmodern architecture and land-use patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.2
Cluster Name: Cultural Landscapes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.C.1
Standard Description: Attitudes toward ethnicity and gender, including the role of women in the workforce; ethnic neighborhoods; and indigenous communities and lands help shape the use of space in a given society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.3
Cluster Name: Cultural Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.D.1
Standard Description: Regional patterns of language, religion, and ethnicity contribute to a sense of place, enhance placemaking, and shape the global cultural landscape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.3
Cluster Name: Cultural Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-3.D.2
Standard Description: Language, ethnicity, and religion are factors in creating centripetal and centrifugal forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.4
Cluster Name: Types of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.A.1
Standard Description: Relocation and expansion—including contagious, hierarchical, and stimulus expansion—are types of diffusion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.5
Cluster Name: Historical Causes of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-3.A.1
Standard Description: Interactions between and among cultural traits and larger global forces can lead to new forms of cultural expression; for example, creolization and lingua franca.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.5
Cluster Name: Historical Causes of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-3.A.2
Standard Description: Colonialism, imperialism, and trade helped to shape patterns and practices of culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.6
Cluster Name: Contemporary Causes of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-3.A.3
Standard Description: Cultural ideas and practices are socially constructed and change through both small-scale and large-scale processes such as urbanization and globalization. These processes come to bear on culture through media, technological change, politics, economics, and social relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.6
Cluster Name: Contemporary Causes of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-3.A.4
Standard Description: Communication technologies, such as the internet and the time-space convergence, are reshaping and accelerating interactions among people; changing cultural practices, as in the increasing use of English and the loss of indigenous languages; and creating cultural convergence and divergence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.7
Cluster Name: Diffusion of Religion and Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.B.1
Standard Description: Language families, languages, dialects, world religions, ethnic cultures, and gender roles diffuse from cultural hearths.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.7
Cluster Name: Diffusion of Religion and Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.B.2
Standard Description: Diffusion of language families, including Indo-European, and religious patterns and distributions can be visually represented on maps, in charts and toponyms, and in other representations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.7
Cluster Name: Diffusion of Religion and Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.B.3
Standard Description: Religions have distinct places of origin from which they diffused to other locations through different processes. Practices and belief systems impacted how widespread the religion diffused.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.7
Cluster Name: Diffusion of Religion and Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.B.4
Standard Description: Universalizing religions, including Christianity, Islam, Buddhism, and Sikhism, are spread through expansion and relocation diffusion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.7
Cluster Name: Diffusion of Religion and Language
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-3.B.5
Standard Description: Ethnic religions, including Hinduism and Judaism, are generally found near the hearth or spread through relocation diffusion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 3
Unit Name: Cultural Patterns and Processes
Cluster ID: AP Geo Topic 3.8
Cluster Name: Effects of Diffusion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-3.B.1
Standard Description: Acculturation, assimilation, syncretism, and multiculturalism are effects of the diffusion of culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.1
Cluster Name: Introduction to Political Geography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.A.1
Standard Description: Independent states are the primary building blocks of the world political map.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.1
Cluster Name: Introduction to Political Geography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.A.2
Standard Description: Types of political entities include nations, nation-states, stateless nations, multinational states, multistate nations, and autonomous and semiautonomous regions, such as American Indian reservations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.10
Cluster Name: Consequences of Centrifugal and Centripetal Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.C.1
Standard Description: Centrifugal forces may lead to failed states, uneven development, stateless nations, and ethnic nationalist movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.10
Cluster Name: Consequences of Centrifugal and Centripetal Forces
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.C.2
Standard Description: Centripetal forces can lead to ethnonationalism, more equitable infrastructure development, and increased cultural cohesion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.2
Cluster Name: Political Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.B.1
Standard Description: The concepts of sovereignty, nationstates, and self-determination shape the contemporary world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.2
Cluster Name: Political Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.B.2
Standard Description: Colonialism, imperialism, independence movements, and devolution along national lines have influenced contemporary political boundaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.3
Cluster Name: Political Power and Territoriality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.C.1
Standard Description: Political power is expressed geographically as control over people, land, and resources, as illustrated by neocolonialism, shatterbelts, and choke points.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.3
Cluster Name: Political Power and Territoriality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-4.C.2
Standard Description: Territoriality is the connection of people, their culture, and their economic systems to the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.4
Cluster Name: Defining Political Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.A.1
Standard Description: Types of political boundaries include relic, superimposed, subsequent, antecedent, geometric, and consequent boundaries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.5
Cluster Name: The Function of Political Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.B.1
Standard Description: Boundaries are defined, delimited, demarcated, and administered to establish limits of sovereignty, but they are often contested.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.5
Cluster Name: The Function of Political Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.B.2
Standard Description: Political boundaries often coincide with cultural, national, or economic divisions. However, some boundaries are created by demilitarized zones or policy, such as the Berlin Conference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.5
Cluster Name: The Function of Political Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.B.3
Standard Description: Land and maritime boundaries and international agreements can influence national or regional identity and encourage or discourage international or internal interactions and disputes over resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.5
Cluster Name: The Function of Political Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.B.4
Standard Description: The United Nations Convention on the Law of the Sea defines the rights and responsibilities of nations in the use of international waters, established territorial seas, and exclusive economic zones.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.6
Cluster Name: Internal Boundaries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.B.5
Standard Description: Voting districts, redistricting, and gerrymandering affect election results at various scales.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.7
Cluster Name: Forms of Governance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.C.1
Standard Description: Forms of governance include unitary states and federal states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.7
Cluster Name: Forms of Governance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-4.D.1
Standard Description: Unitary states tend to have a more top-down, centralized form of governance, while federal states have more locally based, dispersed power centers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.8
Cluster Name: Defining Devolutionary Factors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.A.1
Standard Description: Factors that can lead to the devolution of states include the division of groups by physical geography, ethnic separatism, ethnic cleansing, terrorism, economic and social problems, and irredentism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.9
Cluster Name: Challenges to Sovereignty
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.B.1
Standard Description: Devolution occurs when states fragment into autonomous regions; subnational political-territorial units, such as those within Spain, Belgium, Canada, and Nigeria; or when states disintegrate, as happened in Sudan and the former Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.9
Cluster Name: Challenges to Sovereignty
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.B.2
Standard Description: Advances in communication technology have facilitated devolution, supranationalism, and democratization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.9
Cluster Name: Challenges to Sovereignty
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.B.3
Standard Description: Global efforts to address transnational and environmental challenges and to create economies of scale, trade agreements, and military alliances help to further supranationalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 4
Unit Name: Political Patterns and Processes
Cluster ID: AP Geo Topic 4.9
Cluster Name: Challenges to Sovereignty
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-4.B.4
Standard Description: Supranational organizations—including the United Nations (UN), North Atlantic Treaty Organization (NATO), European Union (EU), Association of Southeast Asian Nations (ASEAN), Arctic Council, and African Union— can challenge state sovereignty by limiting the economic or political actions of member states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.A.1
Standard Description: Agricultural practices are influenced by the physical environment and climatic conditions, such as the Mediterranean climate and tropical climates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.A.2
Standard Description: Intensive farming practices include market gardening, plantation agriculture, and mixed crop/livestock systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.A.3
Standard Description: Extensive farming practices include shifting cultivation, nomadic herding, and ranching.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.B.1
Standard Description: Specific agricultural practices shape different rural land-use patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.B.2
Standard Description: Rural settlement patterns are classified as clustered, dispersed, or linear.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.1
Cluster Name: Introduction to Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.B.3
Standard Description: Rural survey methods include metes and bounds, township and range, and long lot.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.10
Cluster Name: Consequences of Agricultural Practices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.A.1
Standard Description: Environmental effects of agricultural land use include pollution, land cover change, desertification, soil salinization, and conservation efforts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.10
Cluster Name: Consequences of Agricultural Practices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.A.2
Standard Description: Agricultural practices - including slash and burn, terraces, irrigation, deforestation, draining wetlands, shifting cultivation, and pastoral nomadism - alter the landscape.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.10
Cluster Name: Consequences of Agricultural Practices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.A.3
Standard Description: Societal effects of agricultural practices include changing diets, role of women in agricultural production, and economic purpose.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.11
Cluster Name: Challenges of Contemporary Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.B.1
Standard Description: Agricultural innovations such as biotechnology, genetically modified organisms, and aquaculture have been accompanied by debates over sustainability, soil and water usage, reductions in biodiversity, and extensive fertilizer and pesticide use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.11
Cluster Name: Challenges of Contemporary Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.B.2
Standard Description: Patterns of food production and consumption are influenced by movements relating to individual food choice, such as urban farming, community-supported agriculture (CSA), organic farming, value-added specialty crops, fair trade, local-food movements, and dietary shifts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.11
Cluster Name: Challenges of Contemporary Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.B.3
Standard Description: Challenges of feeding a global population include lack of food access, as in cases of food insecurity and food deserts; problems with distribution systems; adverse weather; and land use lost to suburbanization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.11
Cluster Name: Challenges of Contemporary Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.B.4
Standard Description: The location of food-processing facilities and markets, economies of scale, distribution systems, and government policies all have economic effects on food-production practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.12
Cluster Name: Women in Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-5.C.1
Standard Description: The role of females in food production, distribution, and consumption varies in many places depending on the type of production involved.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.3
Cluster Name: Agricultural Origins and Diffusions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-5.A.1
Standard Description: Early hearths of domestication of plants and animals arose in the Fertile Crescent and several other regions of the world, including the Indus River Valley, Southeast Asia, and Central America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.3
Cluster Name: Agricultural Origins and Diffusions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-5.B.1
Standard Description: Patterns of diffusion, such as the Columbian Exchange and the agricultural revolutions, resulted in the global spread of various plants and animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.4
Cluster Name: The Second Agricultural Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-5.C.1
Standard Description: New technology and increased food production in the second agricultural revolution led to better diets, longer life expectancies, and more people available for work in factories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.5
Cluster Name: The Green Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-5.D.1
Standard Description: The Green Revolution was characterized in agriculture by the use of high-yield seeds, increased use of chemicals, and mechanized farming.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.5
Cluster Name: The Green Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-5.D.2
Standard Description: The Green Revolution had positive and negative consequences for both human populations and the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.6
Cluster Name: Agricultural Production Regions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.C.1
Standard Description: Agricultural production regions are defined by the extent to which they reflect subsistence or commercial practices (monocropping or monoculture).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.6
Cluster Name: Agricultural Production Regions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.C.2
Standard Description: Intensive and extensive farming practices are determined in part by land costs (bid-rent theory).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.7
Cluster Name: Spatial Organization of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.C.3
Standard Description: Large-scale commercial agricultural operations are replacing small family farms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.7
Cluster Name: Spatial Organization of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.C.4
Standard Description: Complex commodity chains link production and consumption of agricultural products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.7
Cluster Name: Spatial Organization of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.C.5
Standard Description: Technology has increased economies of scale in the agricultural sector and the carrying capacity of the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.8
Cluster Name: Von Thünen Model
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.D.1
Standard Description: Von Thünen’s model helps to explain rural land use by emphasizing the importance of transportation costs associated with distance from the market; however, regions of specialty farming do not always conform to von Thünen’s concentric rings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.9
Cluster Name: The Global System of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.E.1
Standard Description: Food and other agricultural products are part of a global supply chain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.9
Cluster Name: The Global System of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.E.2
Standard Description: Some countries have become highly dependent on one or more export commodities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 5
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 5.9
Cluster Name: The Global System of Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-5.E.3
Standard Description: The main elements of global food distribution networks are affected by political relationships, infrastructure, and patterns of world trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.1
Cluster Name: The Origin and Influences of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.A.1
Standard Description: Site and situation influence the origin, function, and growth of cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.1
Cluster Name: The Origin and Influences of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.A.2
Standard Description: Changes in transportation and communication, population growth, migration, economic development, and government policies influence urbanization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.10
Cluster Name: Challenges of Urban Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.A.1
Standard Description: As urban populations move within a city, economic and social challenges result, including: issues related to housing and housing discrimination such as redlining, blockbusting, and affordability; access to services; rising crime; environmental injustice; and the growth of disamenity zones or zones of abandonment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.10
Cluster Name: Challenges of Urban Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.A.2
Standard Description: Squatter settlements and conflicts over land tenure within large cities have increased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.10
Cluster Name: Challenges of Urban Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.A.3
Standard Description: Responses to economic and social challenges in urban areas can include inclusionary zoning and local food movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.10
Cluster Name: Challenges of Urban Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.A.4
Standard Description: Urban renewal and gentrification have both positive and negative consequences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.10
Cluster Name: Challenges of Urban Changes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.A.5
Standard Description: Functional and geographic fragmentation of governments—the way government agencies and institutions are dispersed between state, county, city, and neighborhood levels—presents challenges in addressing urban issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.11
Cluster Name: Challenges of Urban Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.B.1
Standard Description: Challenges to urban sustainability include suburban sprawl, sanitation, climate change, air and water quality, the large ecological footprint of cities, and energy use.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.11
Cluster Name: Challenges of Urban Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-6.B.2
Standard Description: Responses to urban sustainability challenges can include regional planning efforts, remediation and redevelopment of brownfields, establishment of urban growth boundaries, and farmland protection policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.2
Cluster Name: Cities Across the World
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.A.3
Standard Description: Megacities and metacities are distinct spatial outcomes of urbanization increasingly located in countries of the periphery and semiperiphery.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.2
Cluster Name: Cities Across the World
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.A.4
Standard Description: Processes of suburbanization, sprawl, and decentralization have created new land-use forms - including edge cities, exurbs, and boomburbs - and new challenges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.3
Cluster Name: Cities and Globalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.B.1
Standard Description: World cities function at the top of the world's urban hierarchy and drive globalization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.3
Cluster Name: Cities and Globalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.B.2
Standard Description: Cities are connected globally by networks and linkages and mediate global processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.4
Cluster Name: The Size and Distribution of Cities
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.C.1
Standard Description: Principles that are useful for explaining the distribution and size of cities include rank-size rule, the primate city, gravity, and Christaller’s central place theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.5
Cluster Name: The Internal Structure of Cities
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-6.D.1
Standard Description: Models and theories that are useful for explaining internal structures of cities include the Burgess concentric-zone model, the Hoyt sector model, the Harris and Ullman multiple-nuclei model, the galactic city model, bid-rent theory, and urban models drawn from Latin America, Southeast Asia, and Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.6
Cluster Name: Density and Land Use
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.A.1
Standard Description: Residential buildings and patterns of land use reflect and shape the city’s culture, technological capabilities, cycles of development, and infilling.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.7
Cluster Name: Infrastructure
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.B.1
Standard Description: The location and quality of a city’s infrastructure directly affects its spatial patterns of economic and social development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.8
Cluster Name: Urban Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.C.1
Standard Description: Sustainable design initiatives and zoning practices include mixed land use, walkability, transportation-oriented development, and smart-growth policies, including New Urbanism, greenbelts, and slow-growth cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.8
Cluster Name: Urban Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.D.1
Standard Description: Praise for urban design initiatives includes the reduction of sprawl, improved walkability and transportation, improved and diverse housing options, improved livability and promotion of sustainable options. Criticisms include increased housing costs, possible de facto segregation, and the potential loss of historical or place character.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.9
Cluster Name: Urban Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.E.1
Standard Description: Quantitative data from census and survey data provide information about changes in population composition and size in urban areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 6
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: AP Geo Topic 6.9
Cluster Name: Urban Data
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-6.E.2
Standard Description: Qualitative data from field studies and narratives provide information about individual attitudes toward urban change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.1
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.A.1
Standard Description: Industrialization began as a result of new technologies and was facilitated by the availability of natural resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.1
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.A.2
Standard Description: As industrialization spread it caused food supplies to increase and populations to grow; it allowed workers to seek new industrial jobs in the cities and changed class structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.1
Cluster Name: The Industrial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.A.3
Standard Description: Investors in industry sought out more raw materials and new markets, a factor that contributed to the rise of colonialism and imperialism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.2
Cluster Name: Economic Sectors and Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.B.1
Standard Description: The different economic sectors—including primary, secondary, tertiary, quaternary, and quinary—are characterized by distinct development patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.2
Cluster Name: Economic Sectors and Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.B.2
Standard Description: Labor, transportation (including shipping containers), the break-of-bulk point, least cost theory, markets, and resources influence the location of manufacturing such as core, semiperiphery, and periphery locations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.3
Cluster Name: Measures of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.C.1
Standard Description: Measures of social and economic development include Gross Domestic Product (GDP); Gross National Product (GNP); and Gross National Income (GNI) per capita; sectoral structure of an economy, both formal and informal; income distribution; fertility rates; infant mortality rates; access to health care; use of fossil fuels and renewable energy; and literacy rates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.3
Cluster Name: Measures of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.C.2
Standard Description: Measures of gender inequality, such as the Gender Inequality Index (GII), include reproductive health, indices of empowerment, and labor-market participation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.3
Cluster Name: Measures of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.C.3
Standard Description: The Human Development Index (HDI) is a composite measure used to show spatial variation among states in levels of development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.4
Cluster Name: Women and Economic Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.D.1
Standard Description: The roles of women change as countries develop economically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.4
Cluster Name: Women and Economic Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.D.2
Standard Description: Although there are more women in the workforce, they do not have equity in wages or employment opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.4
Cluster Name: Women and Economic Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.D.3
Standard Description: Microloans have provided opportunities for women to create small local businesses, which have improved standards of living.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.5
Cluster Name: Theories of Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: SPS-7.E.1
Standard Description: Different theories, such as Rostow’s Stages of Economic Growth, Wallerstein’s World System Theory, dependency theory, and commodity dependence, help explain spatial variations in development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.6
Cluster Name: Trade and the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.1
Standard Description: Complementarity and comparative advantage establish the basis for trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.6
Cluster Name: Trade and the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.2
Standard Description: Neoliberal policies, including free trade agreements, have created new organizations, spatial connections, and trade relationships, such as the EU, World Trade Organization (WTO), Mercosur, and OPEC, that foster greater globalization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.6
Cluster Name: Trade and the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.3
Standard Description: Government initiatives at all scales may affect economic development, including tariffs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.6
Cluster Name: Trade and the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.4
Standard Description: Global financial crises (e.g., debt crises), international lending agencies (e.g., the International Monetary Fund), and strategies of development (e.g., microlending) demonstrate how different economies have become more closely connected, even interdependent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.7
Cluster Name: Changes as a Result of the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.5
Standard Description: Outsourcing and economic restructuring have led to a decline in jobs in core regions and an increase in jobs in newly industrialized countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.7
Cluster Name: Changes as a Result of the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.6
Standard Description: In countries outside the core, the growth of industry has resulted in the creation of new manufacturing zones—including special economic zones, free-trade zones, and exportprocessing zones—and the emergence of an international division of labor in which developing countries have lower-paying jobs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.7
Cluster Name: Changes as a Result of the World Economy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: PSO-7.A.7
Standard Description: The contemporary economic landscape has been transformed by post-Fordist methods of production, multiplier effects, economies of scale, agglomeration, just-in-time delivery, the emergence of service sectors, high technology industries, and growth poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.8
Cluster Name: Sustainable Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-7.A.1
Standard Description: Sustainable development policies attempt to remedy problems stemming from natural resource depletion, mass consumption, the effects of pollution, and the impact of climate change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.8
Cluster Name: Sustainable Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-7.A.2
Standard Description: Ecotourism is tourism based in natural environments—often environments that are threatened by looming industrialization or development—that frequently helps to protect the environment in question while also providing jobs for the local population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Human Geography
Course: AP Human Geography
Unit ID: AP Geo Unit 7
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: AP Geo Topic 7.8
Cluster Name: Sustainable Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: IMP-7.A.3
Standard Description: The UN’s Sustainable Development Goals help measure progress in development, such as small-scale finance and public transportation projects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 0123d88f-6b6c-420d-a70a-f210ec2ad59a
Cluster Name: Methods of Development: Narration
Lesson Name: Methods of Development: Narration
Lesson Order: 7.0
Standard ID: 0123d88f-6b6c-420d-a70a-f210ec2ad59a
Standard Description: Methods of Development: Narration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 0cb2a4c3-45a4-4f1f-bb62-fcf857cc92be
Cluster Name: Argumentative Essay I
Lesson Name: Argumentative Essay I
Lesson Order: 3.0
Standard ID: 0cb2a4c3-45a4-4f1f-bb62-fcf857cc92be
Standard Description: Argumentative Essay I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 1f1b06c4-021d-4763-98a7-795d58e1ac86
Cluster Name: Flaws in Reasoning
Lesson Name: Flaws in Reasoning
Lesson Order: 5.0
Standard ID: 1f1b06c4-021d-4763-98a7-795d58e1ac86
Standard Description: Flaws in Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 3def8c1a-42f3-4cab-8ec7-fca9892564c1
Cluster Name: Methods of Development: Cause-Effect
Lesson Name: Methods of Development: Cause-Effect
Lesson Order: 8.0
Standard ID: 3def8c1a-42f3-4cab-8ec7-fca9892564c1
Standard Description: Methods of Development: Cause-Effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 4f690e2f-4105-4210-a2b0-d2c4dcd1c5eb
Cluster Name: Integrating and Acknowledging Source Material
Lesson Name: Integrating and Acknowledging Source Material
Lesson Order: 2.0
Standard ID: 4f690e2f-4105-4210-a2b0-d2c4dcd1c5eb
Standard Description: Integrating and Acknowledging Source Material

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 57a6f57b-a39b-4e27-8c2b-cd5fcf1f0967
Cluster Name: A Line of Reasoning
Lesson Name: A Line of Reasoning
Lesson Order: 4.0
Standard ID: 57a6f57b-a39b-4e27-8c2b-cd5fcf1f0967
Standard Description: A Line of Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 62ae55e5-0eb6-48bf-9648-30b8f87f28ac
Cluster Name: Unit 3 Review
Lesson Name: Unit 3 Review
Lesson Order: 10.0
Standard ID: 62ae55e5-0eb6-48bf-9648-30b8f87f28ac
Standard Description: Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: 9377798c-317d-47e6-8db2-32dc8478aa75
Cluster Name: Using Commentary Effectively
Lesson Name: Using Commentary Effectively
Lesson Order: 1.0
Standard ID: 9377798c-317d-47e6-8db2-32dc8478aa75
Standard Description: Using Commentary Effectively

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: f24ff2c0-7b60-414f-ad67-bd22b6dca0a0
Cluster Name: Argumentative Essay II
Lesson Name: Argumentative Essay II
Lesson Order: 9.0
Standard ID: f24ff2c0-7b60-414f-ad67-bd22b6dca0a0
Standard Description: Argumentative Essay II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-connecting-an-argument-41133756
Unit Name: Connecting an Argument
Cluster ID: f3f6922d-52d6-4cbd-b429-2260fccc5e05
Cluster Name: Methods of Development
Lesson Name: Methods of Development
Lesson Order: 6.0
Standard ID: f3f6922d-52d6-4cbd-b429-2260fccc5e05
Standard Description: Methods of Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 081f6ff1-c25c-46a3-acc3-8da2ddf8e90a
Cluster Name: Essay Writing - Rhetorical Analysis IV
Lesson Name: Essay Writing - Rhetorical Analysis IV
Lesson Order: 2.0
Standard ID: 081f6ff1-c25c-46a3-acc3-8da2ddf8e90a
Standard Description: Essay Writing - Rhetorical Analysis IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 0c1cf33e-e0bc-44e2-a06e-7277bb82aeb0
Cluster Name: Transitions to Counterarguments
Lesson Name: Transitions to Counterarguments
Lesson Order: 5.0
Standard ID: 0c1cf33e-e0bc-44e2-a06e-7277bb82aeb0
Standard Description: Transitions to Counterarguments

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 17b15425-acf6-4dc9-9253-f43aa2e568db
Cluster Name: Essay Writing - Synthesis VI
Lesson Name: Essay Writing - Synthesis VI
Lesson Order: 4.0
Standard ID: 17b15425-acf6-4dc9-9253-f43aa2e568db
Standard Description: Essay Writing - Synthesis VI

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 650db509-8507-4f15-ba09-3c7de820a22f
Cluster Name: Admitting or Challenging Limitations
Lesson Name: Admitting or Challenging Limitations
Lesson Order: 3.0
Standard ID: 650db509-8507-4f15-ba09-3c7de820a22f
Standard Description: Admitting or Challenging Limitations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 7de3848d-0257-4c69-a0f6-42161c4076f9
Cluster Name: Essay Writing - Argumentative V
Lesson Name: Essay Writing - Argumentative V
Lesson Order: 6.0
Standard ID: 7de3848d-0257-4c69-a0f6-42161c4076f9
Standard Description: Essay Writing - Argumentative V

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: 8436fafd-c8fb-413a-97e1-2d83bcbf4be2
Cluster Name: Unit 9 Review
Lesson Name: Unit 9 Review
Lesson Order: 7.0
Standard ID: 8436fafd-c8fb-413a-97e1-2d83bcbf4be2
Standard Description: Unit 9 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-contributing-to-the-conversation-52464281
Unit Name: Contributing to the Conversation
Cluster ID: a9e01c3c-305d-4289-b15f-b5482033d413
Cluster Name: Engaging with Others
Lesson Name: Engaging with Others
Lesson Order: 1.0
Standard ID: a9e01c3c-305d-4289-b15f-b5482033d413
Standard Description: Engaging with Others

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-practice-test-1-f04a34c5
Unit Name: Practice Test 1
Cluster ID: 9231431b-322f-436e-95af-95b7c4fa4295
Cluster Name: Practice Test 1
Lesson Name: Practice Test 1
Lesson Order: 0.0
Standard ID: 9231431b-322f-436e-95af-95b7c4fa4295
Standard Description: Practice Test 1

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-practice-test-2-fb827f74
Unit Name: Practice Test 2
Cluster ID: 2c93e96e-8e96-469b-a56b-0c023bf41047
Cluster Name: Practice Test 2
Lesson Name: Practice Test 2
Lesson Order: 0.0
Standard ID: 2c93e96e-8e96-469b-a56b-0c023bf41047
Standard Description: Practice Test 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: 4533cb2b-47a0-42ed-9880-a80076a5a292
Cluster Name: Synthesis Essay II
Lesson Name: Synthesis Essay II
Lesson Order: 7.0
Standard ID: 4533cb2b-47a0-42ed-9880-a80076a5a292
Standard Description: Synthesis Essay II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: 5a6a7e25-3527-43bb-a7fe-59d41007a0bf
Cluster Name: Synthesis Essay I
Lesson Name: Synthesis Essay I
Lesson Order: 2.0
Standard ID: 5a6a7e25-3527-43bb-a7fe-59d41007a0bf
Standard Description: Synthesis Essay I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: 98ae1dd5-a6f1-4b05-bf75-94bb00dfd2c1
Cluster Name: Sufficient Evidence
Lesson Name: Sufficient Evidence
Lesson Order: 5.0
Standard ID: 98ae1dd5-a6f1-4b05-bf75-94bb00dfd2c1
Standard Description: Sufficient Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: b365307c-45c8-4574-9c63-e736c188ff74
Cluster Name: Unit 2 Review
Lesson Name: Unit 2 Review
Lesson Order: 8.0
Standard ID: b365307c-45c8-4574-9c63-e736c188ff74
Standard Description: Unit 2 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: b88aedaf-1b39-43c2-b651-f0c0a8684295
Cluster Name: Strategic Evidence
Lesson Name: Strategic Evidence
Lesson Order: 4.0
Standard ID: b88aedaf-1b39-43c2-b651-f0c0a8684295
Standard Description: Strategic Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: c91a8121-ac92-40ad-a441-5a6ee7352007
Cluster Name: Thesis Statements
Lesson Name: Thesis Statements
Lesson Order: 6.0
Standard ID: c91a8121-ac92-40ad-a441-5a6ee7352007
Standard Description: Thesis Statements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: d99a90ea-128b-4372-83d8-ef01a13444e2
Cluster Name: Relating to an Intended Audience
Lesson Name: Relating to an Intended Audience
Lesson Order: 1.0
Standard ID: d99a90ea-128b-4372-83d8-ef01a13444e2
Standard Description: Relating to an Intended Audience

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-selecting-evidence-to-motivate-an-audience-3418c53b
Unit Name: Selecting Evidence to Motivate an Audience
Cluster ID: e434ba25-746a-42d8-9205-09a73ac6d9e7
Cluster Name: Modes of Persuasion
Lesson Name: Modes of Persuasion
Lesson Order: 3.0
Standard ID: e434ba25-746a-42d8-9205-09a73ac6d9e7
Standard Description: Modes of Persuasion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 12fce4a8-7708-4149-8a1d-74a54e5f0da5
Cluster Name: Unit 4 Review
Lesson Name: Unit 4 Review
Lesson Order: 8.0
Standard ID: 12fce4a8-7708-4149-8a1d-74a54e5f0da5
Standard Description: Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 17701960-d95c-406f-beb6-d3d23f9733d0
Cluster Name: Essay Writing - Rhetorical Analysis I
Lesson Name: Essay Writing - Rhetorical Analysis I
Lesson Order: 3.0
Standard ID: 17701960-d95c-406f-beb6-d3d23f9733d0
Standard Description: Essay Writing - Rhetorical Analysis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 2e317327-1aa9-4b0e-ad3d-e769578181b1
Cluster Name: Essay Writing - Synthesis I
Lesson Name: Essay Writing - Synthesis I
Lesson Order: 7.0
Standard ID: 2e317327-1aa9-4b0e-ad3d-e769578181b1
Standard Description: Essay Writing - Synthesis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 420296ee-3241-4443-8c07-e6afbc05a695
Cluster Name: Thesis Statement and Line of Reasoning
Lesson Name: Thesis Statement and Line of Reasoning
Lesson Order: 4.0
Standard ID: 420296ee-3241-4443-8c07-e6afbc05a695
Standard Description: Thesis Statement and Line of Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 493ddaf4-8ad4-4d1f-a36b-aba2bb1a7d26
Cluster Name: Conclusions
Lesson Name: Conclusions
Lesson Order: 2.0
Standard ID: 493ddaf4-8ad4-4d1f-a36b-aba2bb1a7d26
Standard Description: Conclusions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 50b17e29-fe64-4986-96a7-17ee15560e13
Cluster Name: Methods of Development: Description and Definition
Lesson Name: Methods of Development: Description and Definition
Lesson Order: 6.0
Standard ID: 50b17e29-fe64-4986-96a7-17ee15560e13
Standard Description: Methods of Development: Description and Definition

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 5349efbc-c921-43fd-a5d2-19b722198c9d
Cluster Name: Methods of Development: Comparison-Contrast
Lesson Name: Methods of Development: Comparison-Contrast
Lesson Order: 5.0
Standard ID: 5349efbc-c921-43fd-a5d2-19b722198c9d
Standard Description: Methods of Development: Comparison-Contrast

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-organizing-arguments-f09a7f40
Unit Name: Structuring and Organizing Arguments
Cluster ID: 99f390df-e1e3-4af7-aa61-8fd716030a23
Cluster Name: Introductions
Lesson Name: Introductions
Lesson Order: 1.0
Standard ID: 99f390df-e1e3-4af7-aa61-8fd716030a23
Standard Description: Introductions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: 0f0c0eed-885b-4a43-b09c-6d6c6771466b
Cluster Name: Essay Writing - Argumentative II
Lesson Name: Essay Writing - Argumentative II
Lesson Order: 8.0
Standard ID: 0f0c0eed-885b-4a43-b09c-6d6c6771466b
Standard Description: Essay Writing - Argumentative II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: 3e0ff73a-6ecd-42ce-ab80-7eb53b656da5
Cluster Name: The Meaning of Words
Lesson Name: The Meaning of Words
Lesson Order: 6.0
Standard ID: 3e0ff73a-6ecd-42ce-ab80-7eb53b656da5
Standard Description: The Meaning of Words

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: 566fdd54-18d7-483a-9cae-1d97d0395ced
Cluster Name: Functions of Body Paragraphs
Lesson Name: Functions of Body Paragraphs
Lesson Order: 1.0
Standard ID: 566fdd54-18d7-483a-9cae-1d97d0395ced
Standard Description: Functions of Body Paragraphs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: 87dad2f1-860b-49a8-b526-a349b8b33057
Cluster Name: Transitions
Lesson Name: Transitions
Lesson Order: 5.0
Standard ID: 87dad2f1-860b-49a8-b526-a349b8b33057
Standard Description: Transitions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: 9756e5a7-27ae-45cb-9c47-1d95ec6d11de
Cluster Name: Levels of Coherence
Lesson Name: Levels of Coherence
Lesson Order: 2.0
Standard ID: 9756e5a7-27ae-45cb-9c47-1d95ec6d11de
Standard Description: Levels of Coherence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: b1cfb8d7-bb1e-4a18-a311-52e4a7758fc0
Cluster Name: Repeated Words and Patterns that Strengthen Coherence
Lesson Name: Repeated Words and Patterns that Strengthen Coherence
Lesson Order: 3.0
Standard ID: b1cfb8d7-bb1e-4a18-a311-52e4a7758fc0
Standard Description: Repeated Words and Patterns that Strengthen Coherence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: e234d5ad-a2b4-48a7-948b-74f4be0abfe8
Cluster Name: Essay Writing - Argumentative I
Lesson Name: Essay Writing - Argumentative I
Lesson Order: 4.0
Standard ID: e234d5ad-a2b4-48a7-948b-74f4be0abfe8
Standard Description: Essay Writing - Argumentative I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: f1a53003-a911-4a33-bd6b-50ad5e55175f
Cluster Name: Word Choice and Perspective
Lesson Name: Word Choice and Perspective
Lesson Order: 7.0
Standard ID: f1a53003-a911-4a33-bd6b-50ad5e55175f
Standard Description: Word Choice and Perspective

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-structuring-and-supporting-coherent-arguments-d7cb4864
Unit Name: Structuring and Supporting Coherent Arguments
Cluster ID: f293783c-8f95-4e36-adbc-112606bfa57f
Cluster Name: Unit 5 Review
Lesson Name: Unit 5 Review
Lesson Order: 9.0
Standard ID: f293783c-8f95-4e36-adbc-112606bfa57f
Standard Description: Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 1b995a84-e0bb-4eec-ac2f-a8e777cf77e2
Cluster Name: Design Features
Lesson Name: Design Features
Lesson Order: 11.0
Standard ID: 1b995a84-e0bb-4eec-ac2f-a8e777cf77e2
Standard Description: Design Features

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 26fc4189-a98d-400e-993b-e1337dff9731
Cluster Name: Grammar, Mechanics, and Punctuation for Meaning
Lesson Name: Grammar, Mechanics, and Punctuation for Meaning
Lesson Order: 9.0
Standard ID: 26fc4189-a98d-400e-993b-e1337dff9731
Standard Description: Grammar, Mechanics, and Punctuation for Meaning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 278bf7ea-2610-4f4d-bc87-97256fe7db9a
Cluster Name: Essay Writing - Rhetorical Analysis II
Lesson Name: Essay Writing - Rhetorical Analysis II
Lesson Order: 3.0
Standard ID: 278bf7ea-2610-4f4d-bc87-97256fe7db9a
Standard Description: Essay Writing - Rhetorical Analysis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 3072e72e-ff09-4be0-b08e-97790a4d7e3a
Cluster Name: Unit 7 Review
Lesson Name: Unit 7 Review
Lesson Order: 12.0
Standard ID: 3072e72e-ff09-4be0-b08e-97790a4d7e3a
Standard Description: Unit 7 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 691311bd-9313-4556-812b-d7a7965ce02d
Cluster Name: Complexity and Absolute Terms
Lesson Name: Complexity and Absolute Terms
Lesson Order: 4.0
Standard ID: 691311bd-9313-4556-812b-d7a7965ce02d
Standard Description: Complexity and Absolute Terms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 6a5eda12-7b32-4353-aeda-32728ba24502
Cluster Name: Subordination and Coordination
Lesson Name: Subordination and Coordination
Lesson Order: 8.0
Standard ID: 6a5eda12-7b32-4353-aeda-32728ba24502
Standard Description: Subordination and Coordination

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 72af0976-0b33-4ff1-8e5b-006597604907
Cluster Name: Ending at the Beginning: A Unified End
Lesson Name: Ending at the Beginning: A Unified End
Lesson Order: 2.0
Standard ID: 72af0976-0b33-4ff1-8e5b-006597604907
Standard Description: Ending at the Beginning: A Unified End

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 85e7ddb0-3378-41c4-8838-cfa9fb22dedb
Cluster Name: Essay Writing - Argumentative III
Lesson Name: Essay Writing - Argumentative III
Lesson Order: 6.0
Standard ID: 85e7ddb0-3378-41c4-8838-cfa9fb22dedb
Standard Description: Essay Writing - Argumentative III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: 8eae5f9b-2def-4cee-b9ee-e4739d7d956f
Cluster Name: Arranging Sentences
Lesson Name: Arranging Sentences
Lesson Order: 7.0
Standard ID: 8eae5f9b-2def-4cee-b9ee-e4739d7d956f
Standard Description: Arranging Sentences

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: a813ea49-9fe8-4f24-aa30-04f1bb808e76
Cluster Name: Using Modifiers to Qualify Claims
Lesson Name: Using Modifiers to Qualify Claims
Lesson Order: 5.0
Standard ID: a813ea49-9fe8-4f24-aa30-04f1bb808e76
Standard Description: Using Modifiers to Qualify Claims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: d541ed84-64ef-4e2c-856e-2efef79060df
Cluster Name: Essay Writing - Synthesis IV
Lesson Name: Essay Writing - Synthesis IV
Lesson Order: 10.0
Standard ID: d541ed84-64ef-4e2c-856e-2efef79060df
Standard Description: Essay Writing - Synthesis IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-style-as-substance-9e66f89d
Unit Name: Style as Substance
Cluster ID: e09547e1-a300-40e6-a925-36dcd02bbf5f
Cluster Name: Beginning with the End in Mind
Lesson Name: Beginning with the End in Mind
Lesson Order: 1.0
Standard ID: e09547e1-a300-40e6-a925-36dcd02bbf5f
Standard Description: Beginning with the End in Mind

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: 1965a3bd-bc68-41fd-a204-969cd77cc393
Cluster Name: Essay Writing - Synthesis III
Lesson Name: Essay Writing - Synthesis III
Lesson Order: 6.0
Standard ID: 1965a3bd-bc68-41fd-a204-969cd77cc393
Standard Description: Essay Writing - Synthesis III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: 1fa65d3e-ae76-49c0-b32e-4ee5024b9ccf
Cluster Name: Position Versus Perspective
Lesson Name: Position Versus Perspective
Lesson Order: 2.0
Standard ID: 1fa65d3e-ae76-49c0-b32e-4ee5024b9ccf
Standard Description: Position Versus Perspective

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: 242c1fda-fe8a-4df8-be40-b0762c819a02
Cluster Name: Tone
Lesson Name: Tone
Lesson Order: 7.0
Standard ID: 242c1fda-fe8a-4df8-be40-b0762c819a02
Standard Description: Tone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: 34ff124b-d727-4439-9635-37648d2e34aa
Cluster Name: Unit 6 Review
Lesson Name: Unit 6 Review
Lesson Order: 9.0
Standard ID: 34ff124b-d727-4439-9635-37648d2e34aa
Standard Description: Unit 6 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: 3ae95b23-6d14-44fb-8f3b-5efc31976241
Cluster Name: Shifts in Tone
Lesson Name: Shifts in Tone
Lesson Order: 8.0
Standard ID: 3ae95b23-6d14-44fb-8f3b-5efc31976241
Standard Description: Shifts in Tone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: b3de8089-ccc8-4005-a246-ee7281e50292
Cluster Name: Essay Writing - Synthesis II
Lesson Name: Essay Writing - Synthesis II
Lesson Order: 3.0
Standard ID: b3de8089-ccc8-4005-a246-ee7281e50292
Standard Description: Essay Writing - Synthesis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: d670aa23-2639-4740-839f-f70697c133c9
Cluster Name: Evaluating and Synthesizing Source Material
Lesson Name: Evaluating and Synthesizing Source Material
Lesson Order: 1.0
Standard ID: d670aa23-2639-4740-839f-f70697c133c9
Standard Description: Evaluating and Synthesizing Source Material

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: d97d00c4-0a09-4d79-bd40-a7c5498cebfd
Cluster Name: Consideration and Use of New Evidence
Lesson Name: Consideration and Use of New Evidence
Lesson Order: 5.0
Standard ID: d97d00c4-0a09-4d79-bd40-a7c5498cebfd
Standard Description: Consideration and Use of New Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-synthesizing-perspectives-and-refining-arguments-5a64fe31
Unit Name: Synthesizing Perspectives and Refining Arguments
Cluster ID: f98c406c-5518-414f-bb28-6614f4c13db5
Cluster Name: Recognizing and Acknowledging Biases in Source Material
Lesson Name: Recognizing and Acknowledging Biases in Source Material
Lesson Order: 4.0
Standard ID: f98c406c-5518-414f-bb28-6614f4c13db5
Standard Description: Recognizing and Acknowledging Biases in Source Material

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 03b8d2cc-58a1-417e-b857-7f8ade56554c
Cluster Name: Rhetorical Analysis Essay II
Lesson Name: Rhetorical Analysis Essay II
Lesson Order: 9.0
Standard ID: 03b8d2cc-58a1-417e-b857-7f8ade56554c
Standard Description: Rhetorical Analysis Essay II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 5d7de64a-84ab-4a91-abcf-56bf59055199
Cluster Name: Defensible and Interesting Claims
Lesson Name: Defensible and Interesting Claims
Lesson Order: 12.0
Standard ID: 5d7de64a-84ab-4a91-abcf-56bf59055199
Standard Description: Defensible and Interesting Claims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 5e5100b0-2beb-453e-a0ca-e345bbb6735d
Cluster Name: Evidence and Reasoning
Lesson Name: Evidence and Reasoning
Lesson Order: 10.0
Standard ID: 5e5100b0-2beb-453e-a0ca-e345bbb6735d
Standard Description: Evidence and Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 5fb37c9b-ca6e-4c5b-81ef-12e4c35d26f2
Cluster Name: Purpose
Lesson Name: Purpose
Lesson Order: 4.0
Standard ID: 5fb37c9b-ca6e-4c5b-81ef-12e4c35d26f2
Standard Description: Purpose

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 6016c0cb-6435-4e77-be09-17ec91ceface
Cluster Name: Context and Message
Lesson Name: Context and Message
Lesson Order: 7.0
Standard ID: 6016c0cb-6435-4e77-be09-17ec91ceface
Standard Description: Context and Message

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 84b4720a-42aa-497e-8e16-e26fb7a16e96
Cluster Name: Elements of the Rhetorical Situation
Lesson Name: Elements of the Rhetorical Situation
Lesson Order: 2.0
Standard ID: 84b4720a-42aa-497e-8e16-e26fb7a16e96
Standard Description: Elements of the Rhetorical Situation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 8b7c02a3-9252-4bbd-abe1-18eee1dea2bd
Cluster Name: Source Materials
Lesson Name: Source Materials
Lesson Order: 13.0
Standard ID: 8b7c02a3-9252-4bbd-abe1-18eee1dea2bd
Standard Description: Source Materials

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: 8bced9a8-bee5-4884-9ede-b600542c87df
Cluster Name: Claims
Lesson Name: Claims
Lesson Order: 8.0
Standard ID: 8bced9a8-bee5-4884-9ede-b600542c87df
Standard Description: Claims

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: ac393cc8-d173-44c1-8a2b-8f29353c4250
Cluster Name: Exigence
Lesson Name: Exigence
Lesson Order: 3.0
Standard ID: ac393cc8-d173-44c1-8a2b-8f29353c4250
Standard Description: Exigence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: b328c1b7-d752-4d6a-84a6-8e760cc4a816
Cluster Name: Audience
Lesson Name: Audience
Lesson Order: 6.0
Standard ID: b328c1b7-d752-4d6a-84a6-8e760cc4a816
Standard Description: Audience

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: cfc1312d-1495-41d4-a2cf-1a3412c677db
Cluster Name: Unit 1 Review
Lesson Name: Unit 1 Review
Lesson Order: 14.0
Standard ID: cfc1312d-1495-41d4-a2cf-1a3412c677db
Standard Description: Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: dcdc8735-64f3-4c31-9dca-90c81f56fc13
Cluster Name: Introduction
Lesson Name: Introduction
Lesson Order: 1.0
Standard ID: dcdc8735-64f3-4c31-9dca-90c81f56fc13
Standard Description: Introduction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: ea1c9115-59da-480d-830a-445f0f8ed2e2
Cluster Name: Rhetorical Analysis Essay I
Lesson Name: Rhetorical Analysis Essay I
Lesson Order: 5.0
Standard ID: ea1c9115-59da-480d-830a-445f0f8ed2e2
Standard Description: Rhetorical Analysis Essay I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-the-unending-conversation-dabc7a75
Unit Name: The Unending Conversation
Cluster ID: ed0100e4-b239-4ad4-abdd-27449b54eff7
Cluster Name: Types of Evidence
Lesson Name: Types of Evidence
Lesson Order: 11.0
Standard ID: ed0100e4-b239-4ad4-abdd-27449b54eff7
Standard Description: Types of Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 03223b50-ae0c-4a27-9a6a-b62a6311ce98
Cluster Name: Writer’s Style
Lesson Name: Writer’s Style
Lesson Order: 5.0
Standard ID: 03223b50-ae0c-4a27-9a6a-b62a6311ce98
Standard Description: Writer’s Style

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 2951e7df-54cc-4cf3-aa95-33234c6a7f61
Cluster Name: Diction and Syntax in Crafting Argument
Lesson Name: Diction and Syntax in Crafting Argument
Lesson Order: 2.0
Standard ID: 2951e7df-54cc-4cf3-aa95-33234c6a7f61
Standard Description: Diction and Syntax in Crafting Argument

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 2c3a535f-1be6-4c3c-884b-1fe872a64453
Cluster Name: Essay Writing - Argumentative IV
Lesson Name: Essay Writing - Argumentative IV
Lesson Order: 3.0
Standard ID: 2c3a535f-1be6-4c3c-884b-1fe872a64453
Standard Description: Essay Writing - Argumentative IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 3b17a85b-2ed6-4b5b-82b2-41b99d5719cf
Cluster Name: Unit 8 Review
Lesson Name: Unit 8 Review
Lesson Order: 11.0
Standard ID: 3b17a85b-2ed6-4b5b-82b2-41b99d5719cf
Standard Description: Unit 8 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 42e987ec-4e9e-45a6-80ff-67356df61c9a
Cluster Name: Complex and Ironic Perspectives
Lesson Name: Complex and Ironic Perspectives
Lesson Order: 7.0
Standard ID: 42e987ec-4e9e-45a6-80ff-67356df61c9a
Standard Description: Complex and Ironic Perspectives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 721d23dc-0fdf-4d0d-93d2-0f494bcfd6a8
Cluster Name: Essay Writing - Rhetorical Analysis III
Lesson Name: Essay Writing - Rhetorical Analysis III
Lesson Order: 6.0
Standard ID: 721d23dc-0fdf-4d0d-93d2-0f494bcfd6a8
Standard Description: Essay Writing - Rhetorical Analysis III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 732ff7ea-7566-4d43-9972-78603899329f
Cluster Name: Essay Writing - Synthesis V
Lesson Name: Essay Writing - Synthesis V
Lesson Order: 9.0
Standard ID: 732ff7ea-7566-4d43-9972-78603899329f
Standard Description: Essay Writing - Synthesis V

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: 82c538ae-3224-4b60-90ab-4747604a51fd
Cluster Name: Parenthetical Elements
Lesson Name: Parenthetical Elements
Lesson Order: 10.0
Standard ID: 82c538ae-3224-4b60-90ab-4747604a51fd
Standard Description: Parenthetical Elements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: f58ed18a-6e02-4f4d-8a1f-a3d5a1d67de9
Cluster Name: Modifiers
Lesson Name: Modifiers
Lesson Order: 8.0
Standard ID: f58ed18a-6e02-4f4d-8a1f-a3d5a1d67de9
Standard Description: Modifiers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: f69ba108-bc54-4952-95b0-eeb3eea046af
Cluster Name: Unique and Dynamic Audiences
Lesson Name: Unique and Dynamic Audiences
Lesson Order: 4.0
Standard ID: f69ba108-bc54-4952-95b0-eeb3eea046af
Standard Description: Unique and Dynamic Audiences

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Language
Course: AP Language and Composition
Unit ID: ap-language-and-composition-6ad4de4c-using-style-strategically-2203817f
Unit Name: Using Style Strategically
Cluster ID: fbb4ad7c-739a-45f8-b42c-884d8c69e243
Cluster Name: Effective Comparisons in Context
Lesson Name: Effective Comparisons in Context
Lesson Order: 1.0
Standard ID: fbb4ad7c-739a-45f8-b42c-884d8c69e243
Standard Description: Effective Comparisons in Context

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.1
Cluster Name: Introducing Calculus: Can Change Occur at an Instant?
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: CHA-1.A.1
Standard Description: Calculus uses limits to understand and model dynamic change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.1
Cluster Name: Introducing Calculus: Can Change Occur at an Instant?
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: CHA-1.A.2
Standard Description: Because an average rate of change divides the change in one variable by the change in another, the average rate of change is undefined at a point where the change in the independent variable would be zero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.1
Cluster Name: Introducing Calculus: Can Change Occur at an Instant?
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: CHA-1.A.3
Standard Description: The limit concept allows us to define instantaneous rate of change in terms of average rates of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.10
Cluster Name: Exploring Types of Discontinuities
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: LIM-2.A.1
Standard Description: Types of discontinuities include removable discontinuities, jump discontinuities, and undefined at a point where the change in the independent variable would be zero.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.11
Cluster Name: Defining Continuity at a Point
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: LIM-2.A.2
Standard Description: A function f is continuous at x = c provided that f(c) exists, lim definition. fx () exists, and lim fx = () ()

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.12
Cluster Name: Confirming Continuity over an Interval
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: LIM-2.B.1
Standard Description: A function is continuous on an interval if the function is continuous at each point in the interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.12
Cluster Name: Confirming Continuity over an Interval
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: LIM-2.B.2
Standard Description: Polynomial, rational, power, exponential, logarithmic, and trigonometric functions are continuous on all points in their domains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.13
Cluster Name: Removing Discontinuities 1.E Apply appropriate mathematical rules or procedures, with and without technology.
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: LIM-2.C.1
Standard Description: If the limit of a function exists at a discontinuity in its graph, then it is possible to remove the discontinuity by defining or redefining the value of the function at that point, so it equals the value of the limit of the function as  x approaches that point.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.13
Cluster Name: Removing Discontinuities 1.E Apply appropriate mathematical rules or procedures, with and without technology.
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: LIM-2.C.2
Standard Description: In order for a piecewise-defined function to be continuous at a boundary to the partition of its domain, the value of the expression defining the function on one side of the boundary must equal the value of the expression defining the other side of the boundary, as well as the value of the function at the boundary.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.14
Cluster Name: Connecting Infinite Limits and Vertical Asymptotes
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: LIM-2.D.1
Standard Description: The concept of a limit can be extended to include infinite limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.14
Cluster Name: Connecting Infinite Limits and Vertical Asymptotes
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: LIM-2.D.2
Standard Description: Asymptotic and unbounded behavior of functions can be described and explained using limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.15
Cluster Name: Connecting Limits at Infinity and Horizontal Asymptotes
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: LIM-2.D.3
Standard Description: The concept of a limit can be extended to include limits at infinity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.15
Cluster Name: Connecting Limits at Infinity and Horizontal Asymptotes
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: LIM-2.D.4
Standard Description: Limits at infinity describe end behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.15
Cluster Name: Connecting Limits at Infinity and Horizontal Asymptotes
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: LIM-2.D.5
Standard Description: Relative magnitudes of functions and their rates of change can be compared using limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.16
Cluster Name: Working with the Intermediate Value Theorem (IVT)
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: FUN-1.A.1
Standard Description: If  f  is a continuous function on the closed interval [a,  b] and  d  is a number between  f (a) and  f (b), then the Intermediate Value Theorem guarantees that there is at least one number  c between  a  and  b, such that  f(c)  = d.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.2
Cluster Name: Defining Limits and Using Limit Notation
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: LIM-1.A.1
Standard Description: Given a function f, the limit of f (x) as x approaches c is a real number R if f (x) can be made arbitrarily close to R by taking x sufficiently close to c (but not equal to c).  If the limit exists and is a real number, then  the common notation is fxRlimxc()=→.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.2
Cluster Name: Defining Limits and Using Limit Notation
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: LIM-1.B.1
Standard Description: A limit can be expressed in multiple ways, including graphically, numerically, and analytically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.3
Cluster Name: Estimating Limit Values from Graphs
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: LIM-1.C.1
Standard Description: The concept of a limit includes one sided limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.3
Cluster Name: Estimating Limit Values from Graphs
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: LIM-1.C.2
Standard Description: Graphical information about a function can be used to estimate limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.3
Cluster Name: Estimating Limit Values from Graphs
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: LIM-1.C.3
Standard Description: Because of issues of scale, graphical representations of functions may miss important function behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.3
Cluster Name: Estimating Limit Values from Graphs
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: LIM-1.C.4
Standard Description: A limit might not exist for some functions at particular values of  x. Some ways that the limit might not exist are if the function is unbounded, if the function is oscillating near this value, or if the limit from the left does not equal the limit from the right.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.4
Cluster Name: Estimating Limit Values from Tables
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: LIM-1.C.5
Standard Description: Numerical information can be used to estimate limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.5
Cluster Name: Determining Limits Using Algebraic Properties of Limits
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: LIM-1.D.1
Standard Description: One-sided limits can be determined analytically or graphically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.5
Cluster Name: Determining Limits Using Algebraic Properties of Limits
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: LIM-1.D.2
Standard Description: Limits of sums, differences, products, quotients, and composite functions can be found using limit theorems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.6
Cluster Name: Determining Limits Using Algebraic Manipulation
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: LIM-1.E.1
Standard Description: It may be necessary or helpful to rearrange expressions into equivalent forms before evaluating limits.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 1
Unit Name: Limits and Continuity
Cluster ID: AP Calc Topic 1.8
Cluster Name: Determining Limits Using the Squeeze Theorem
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: LIM-1.E.2
Standard Description: The limit of a function may be found by using the squeeze theorem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.1
Cluster Name: Defining Average and Instantaneous Rates of Change at a Point
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: CHA-2.A.1
Standard Description: The difference quotients ()() and fx fa xa fahfa h () () express the average rate of change of a function over an interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.1
Cluster Name: Defining Average and Instantaneous Rates of Change at a Point
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: CHA-2.B.1
Standard Description: The instantaneous rate of change of a  function at = xa can be expressed by lim h 0 → +− ()() fahfa h denoted  or lim → fx () () xa − − fa xa provided the limit exists. These are equivalent forms of the definition of the derivative and are ′ fa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.10
Cluster Name: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: FUN-3.B.3
Standard Description: Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.2
Cluster Name: Defining the Derivative of a Function and Using Derivative Notation
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: CHA-2.B.2
Standard Description: The derivative of  f  is the function whose value at  x  is exists. lim h 0  provided this limit exists

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.2
Cluster Name: Defining the Derivative of a Function and Using Derivative Notation
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: CHA-2.B.3
Standard Description: For y = f(x), notations for the derivative include f'′ (), and y .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.2
Cluster Name: Defining the Derivative of a Function and Using Derivative Notation
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: CHA-2.B.4
Standard Description: The derivative can be represented graphically, numerically, analytically, and verbally.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.2
Cluster Name: Defining the Derivative of a Function and Using Derivative Notation
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: CHA-2.C.1
Standard Description: The derivative of a function at a point is the slope of the line tangent to a graph of the function at that point.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.3
Cluster Name: Estimating Derivatives of a Function at a Point
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: CHA-2.D.1
Standard Description: The derivative at a point can be estimated from information given in tables or graphs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.3
Cluster Name: Estimating Derivatives of a Function at a Point
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: CHA-2.D.2
Standard Description: Technology can be used to calculate or estimate the value of a derivative of a function at a point.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.4
Cluster Name: Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: FUN-2.A.1
Standard Description: If a function is differentiable at a point, then it is continuous at that point. In particular, if a point is not in the domain of f, then it is not in the domain of f'.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.4
Cluster Name: Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: FUN-2.A.2
Standard Description: A continuous function may fail to be differentiable at a point in its domain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.5
Cluster Name: Applying the Power Rule
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: FUN-3.A.1
Standard Description: Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form fx x ( ) = r .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.6
Cluster Name: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: FUN-3.A.2
Standard Description: Sums, differences, and constant multiples of functions can be differentiated using derivative rules.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.6
Cluster Name: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: FUN-3.A.3
Standard Description: The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.7
Cluster Name: Derivatives of cos x, sin x, ex, and ln x
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: FUN-3.A.4
Standard Description: Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.7
Cluster Name: Derivatives of cos x, sin x, ex, and ln x
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: LIM-3.A.1
Standard Description: In some cases, recognizing an expression for the definition of the derivative of a function whose derivative is known offers a strategy for determining a limit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.8
Cluster Name: The Product Rule
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: FUN-3.B.1
Standard Description: Derivatives of products of differentiable functions can be found using the product rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 2
Unit Name: Differentiation: Definition and Fundamental Properties
Cluster ID: AP Calc Topic 2.9
Cluster Name: The Quotient Rule
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: FUN-3.B.2
Standard Description: Derivatives of quotients of differentiable functions can be found using the quotient rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.1
Cluster Name: The Chain Rule
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: FUN-3.C.1
Standard Description: The chain rule provides a way to differentiate composite functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.2
Cluster Name: Implicit Differentiation
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: FUN-3.D.1
Standard Description: The chain rule is the basis for implicit differentiation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.3
Cluster Name: Differentiating Inverse Functions
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: FUN-3.E.1
Standard Description: The chain rule and definition of an inverse function can be used to find the derivative of an inverse function, provided the derivative exists.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.4
Cluster Name: Differentiating Inverse Trigonometric Functions
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: FUN-3.E.2
Standard Description: The chain rule applied with the definition of an inverse function, or the formula for the derivative of an inverse function, can be used to find the derivatives of inverse trigonometric functions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.6
Cluster Name: Calculating Higher-Order Derivatives
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: FUN-3.F.1
Standard Description: Differentiating f ′ produces the second derivative f ″, provided the derivative of f ′ exists; repeating this process produces higherorder derivatives of f.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 3
Unit Name: Differentiation: Composite, Implicit, and Inverse Functions
Cluster ID: AP Calc Topic 3.6
Cluster Name: Calculating Higher-Order Derivatives
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: FUN-3.F.2
Standard Description: Higher-order derivatives are represented with a variety of notations. For y = f(x), notations for the second derivative include d y dx 2 2 , f ″(x), and y ″. Higher-order derivatives can be denoted d y dx n n or f (n) (x).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.1
Cluster Name: Interpreting the Meaning of the Derivative in Context
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: CHA-3.A.1
Standard Description: The derivative of a function can be interpreted as the instantaneous rate of change with respect to its independent variable

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.1
Cluster Name: Interpreting the Meaning of the Derivative in Context
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: CHA-3.A.2
Standard Description: The derivative can be used to express information about rates of change in applied contexts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.1
Cluster Name: Interpreting the Meaning of the Derivative in Context
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: CHA-3.A.3
Standard Description: The unit for f '(x) is the unit for f divided by the unit for x.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.2
Cluster Name: Straight-Line Motion: Connecting Position, Velocity, and Acceleration
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: CHA-3.B.1
Standard Description: The derivative can be used to solve rectilinear motion problems involving position, speed, velocity, and acceleration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.3
Cluster Name: Rates of Change in Applied Contexts Other Than Motion
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: CHA-3.C.1
Standard Description: The derivative can be used to solve problems involving rates of change in applied contexts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.4
Cluster Name: Introduction to Related Rates
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: CHA-3.D.1
Standard Description: The chain rule is the basis for differentiating variables in a related rates problem with respect to the same independent variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.4
Cluster Name: Introduction to Related Rates
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: CHA-3.D.2
Standard Description: Other differentiation rules, such as the product rule and the quotient rule, may also be necessary to differentiate all variables with respect to the same independent variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.5
Cluster Name: Solving Related Rates Problems
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: CHA-3.E.1
Standard Description: The derivative can be used to solve related rates problems; that is, finding a rate at which one quantity is changing by relating it to other quantities whose rates of change are known.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.6
Cluster Name: Approximating Values of a Function Using Local Linearity and Linearization
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: CHA-3.F.1
Standard Description: The tangent line is the graph of a locally linear approximation of the function near the point of tangency

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.6
Cluster Name: Approximating Values of a Function Using Local Linearity and Linearization
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: CHA-3.F.2
Standard Description: For a tangent line approximation, the function’s behavior near the point of tangency may determine whether a tangent line value is an underestimate or an overestimate of the corresponding function value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.7
Cluster Name: Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: LIM-4.A.1
Standard Description: When the ratio of two functions tends to 0 0 or ∞ ∞ in the limit, such forms are said to be indeterminate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 4
Unit Name: Contextual Applications of Differentiation
Cluster ID: AP Calc Topic 4.7
Cluster Name: Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: LIM-4.A.2
Standard Description: Limits of the indeterminate forms 0 0 or ∞ ∞ may be evaluated using L’Hospital’s Rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.1
Cluster Name: Using the Mean Value Theorem
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: FUN-1.B.1
Standard Description: If a function f is continuous over the interval [a, b] and differentiable over the interval (a, b), then the Mean Value Theorem guarantees a point within that open interval where the instantaneous rate of change equals the average rate of change over the interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.10
Cluster Name: Introduction to Optimization Problems
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: FUN-4.B.1
Standard Description: The derivative can be used to solve optimization problems; that is, finding a minimum or maximum value of a function on a given interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.11
Cluster Name: Solving Optimization Problems
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: FUN-4.C.1
Standard Description: Minimum and maximum values of a function take on specific meanings in applied contexts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.12
Cluster Name: Exploring Behaviors of Implicit Relations
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: FUN-4.D.1
Standard Description: A point on an implicit relation where the first derivative equals zero or does not exist is a critical point of the function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.12
Cluster Name: Exploring Behaviors of Implicit Relations
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: FUN-4.E.1
Standard Description: Applications of derivatives can be extended to implicitly defined functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.12
Cluster Name: Exploring Behaviors of Implicit Relations
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: FUN-4.E.2
Standard Description: Second derivatives involving implicit differentiation may be relations of x, y, and dy dx .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.2
Cluster Name: Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: FUN-1.C.1
Standard Description: If a function f is continuous over the interval (a, b), then the Extreme Value Theorem guarantees that f has at least one minimum value and at least one maximum value on [a, b].

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.2
Cluster Name: Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: FUN-1.C.2
Standard Description: A point on a function where the first derivative equals zero or fails to exist is a critical point of the function

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.2
Cluster Name: Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: FUN-1.C.3
Standard Description: All local (relative) extrema occur at critical points of a function, though not all critical points are local extrema.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.3
Cluster Name: Determining Intervals on Which a Function is Increasing or Decreasing
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: FUN-4.A.1
Standard Description: The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.4
Cluster Name: Using the First Derivative Test to Determine Relative (Local) Extrema
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: FUN-4.A.2
Standard Description: The first derivative of a function can determine the location of relative (local) extrema of the function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.5
Cluster Name: Using the Candidates Test to Determine Absolute (Global) Extrema
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: FUN-4.A.3
Standard Description: Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.6
Cluster Name: Determining Concavity of Functions over Their Domains
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: FUN-4.A.4
Standard Description: The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.6
Cluster Name: Determining Concavity of Functions over Their Domains
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: FUN-4.A.5
Standard Description: The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.6
Cluster Name: Determining Concavity of Functions over Their Domains
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: FUN-4.A.6
Standard Description: The second derivative of a function may be used to locate points of inflection for the graph of the original function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.7
Cluster Name: Using the Second Derivative Test to Determine Extrema
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: FUN-4.A.7
Standard Description: The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.7
Cluster Name: Using the Second Derivative Test to Determine Extrema
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: FUN-4.A.8
Standard Description: When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.8
Cluster Name: Sketching Graphs of Functions and Their Derivatives
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: FUN-4.A.10
Standard Description: Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.8
Cluster Name: Sketching Graphs of Functions and Their Derivatives
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: FUN-4.A.9
Standard Description: Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 5
Unit Name: Analytical Applications of Differentiation
Cluster ID: AP Calc Topic 5.9
Cluster Name: Connecting a Function, Its First Derivative, and Its Second Derivative
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: FUN-4.A.11
Standard Description: Key features of the graphs of f, f', and f" are related to one another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.1
Cluster Name: Exploring Accumulations of Change
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: CHA-4.A.1
Standard Description: The area of the region between the graph of a rate of change function and the x axis gives the accumulation of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.1
Cluster Name: Exploring Accumulations of Change
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: CHA-4.A.2
Standard Description: In some cases, accumulation of change can be evaluated by using geometry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.1
Cluster Name: Exploring Accumulations of Change
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: CHA-4.A.3
Standard Description: If a rate of change is positive (negative) over an interval, then the accumulated change is positive (negative).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.1
Cluster Name: Exploring Accumulations of Change
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: CHA-4.A.4
Standard Description: The unit for the area of a region defined by rate of change is the unit for the rate of change multiplied by the unit for the independent variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.10
Cluster Name: Integrating Functions Using Long Division and Completing the Square
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: FUN-6.D.3
Standard Description: Techniques for finding antiderivatives include rearrangements into equivalent forms, such as long division and completing the square.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.2
Cluster Name: Approximating Areas with Riemann Sums
Lesson Name: *None specified*
Lesson Order: 870.0
Standard ID: LIM-5.A.1
Standard Description: Definite integrals can be approximated for functions that are represented graphically, numerically, analytically, and verbally

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.2
Cluster Name: Approximating Areas with Riemann Sums
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: LIM-5.A.2
Standard Description: Definite integrals can be approximated using a left Riemann sum, a right Riemann sum, a midpoint Riemann sum, or a trapezoidal sum; approximations can be computed using either uniform or nonuniform partitions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.2
Cluster Name: Approximating Areas with Riemann Sums
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: LIM-5.A.3
Standard Description: Definite integrals can be approximated using numerical methods, with or without technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.2
Cluster Name: Approximating Areas with Riemann Sums
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: LIM-5.A.4
Standard Description: Depending on the behavior of a function, it may be possible to determine whether an approximation for a definite integral is an underestimate or overestimate for the value of the definite integral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.3
Cluster Name: Riemann Sums, Summation Notation, and Definite Integral Notation
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: LIM-5.B.1
Standard Description: The limit of an approximating Riemann sum can be interpreted as a definite integral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.3
Cluster Name: Riemann Sums, Summation Notation, and Definite Integral Notation
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: LIM-5.B.2
Standard Description: A Riemann sum, which requires a partition of an interval I, is the sum of products, each of which is the value of the function at a point in a subinterval multiplied by the length of that subinterval of the partition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.3
Cluster Name: Riemann Sums, Summation Notation, and Definite Integral Notation
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: LIM-5.C.1
Standard Description: The definite integral of a continuous function f over the interval [a, b], denoted by ∫ f x( )dx a b , is the limit of Riemann sums as the widths of the subintervals approach 0. That is, ∫ f x( )dx = a b f x x lim ( ) x i n i i max 0 1 * i ∑ ∆ ∆ → = , where n is the number of subintervals, x∆ i is the width of the ith subinterval, and xi * is a value in the ith subinterval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.3
Cluster Name: Riemann Sums, Summation Notation, and Definite Integral Notation
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: LIM-5.C.2
Standard Description: A definite integral can be translated into the limit of a related Riemann sum, and the limit of a Riemann sum can be written as a definite integral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.4
Cluster Name: The Fundamental Theorem of Calculus and Accumulation Functions
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: FUN-5.A.1
Standard Description: The definite integral can be used to define new functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.4
Cluster Name: The Fundamental Theorem of Calculus and Accumulation Functions
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: FUN-5.A.2
Standard Description: If f is a continuous function on an interval containing a, then d dx f t( )dt f x( ) a x ∫       = , where x is in the interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.5
Cluster Name: Interpreting the Behavior of Accumulation Functions Involving Area
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: FUN-5.A.3
Standard Description: Graphical, numerical, analytical, and verbal representations of a function f provide information about the function g defined as ∫ g x( ) = f t( )dt a x .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.6
Cluster Name: Applying Properties of Definite Integrals
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: FUN-6.A.1
Standard Description: In some cases, a definite integral can be evaluated by using geometry and the connection between the definite integral and area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.6
Cluster Name: Applying Properties of Definite Integrals
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: FUN-6.A.2
Standard Description: Properties of definite integrals include the integral of a constant times a function, the integral of the sum of two functions, reversal of limits of integration, and the integral of a function over adjacent intervals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.6
Cluster Name: Applying Properties of Definite Integrals
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: FUN-6.A.3
Standard Description: The definition of the definite integral may be extended to functions with removable or jump discontinuities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.7
Cluster Name: The Fundamental Theorem of Calculus and Definite Integrals
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: FUN-6.B.1
Standard Description: An antiderivative of a function f is a function g whose derivative is f

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.7
Cluster Name: The Fundamental Theorem of Calculus and Definite Integrals
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: FUN-6.B.2
Standard Description: If a function f is continuous on an interval containing a, the function defined by F x( ) f t( )dt a x = ∫ is an antiderivative of f for x in the interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.7
Cluster Name: The Fundamental Theorem of Calculus and Definite Integrals
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: FUN-6.B.3
Standard Description: If f is continuous on the interval [a, b] and F is an antiderivative of f, then f x( )dx a b ∫ = F b( )− F a( ).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.8
Cluster Name: Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: FUN-6.C.1
Standard Description: ∫ is an indefinite integral of the function f and can be expressed as f x() () dx F x C ∫ = + , where F x ′ = () () f x and C is any constant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.8
Cluster Name: Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
Lesson Name: *None specified*
Lesson Order: 1050.0
Standard ID: FUN-6.C.2
Standard Description: Differentiation rules provide the foundation for finding antiderivatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.8
Cluster Name: Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: FUN-6.C.3
Standard Description: Many functions do not have closed-form antiderivatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.9
Cluster Name: Integrating Using Substitution
Lesson Name: *None specified*
Lesson Order: 1070.0
Standard ID: FUN-6.D.1
Standard Description: Substitution of variables is a technique for finding antiderivatives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.9
Cluster Name: Integrating Using Substitution
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: FUN-6.D.2
Standard Description: For a definite integral, substitution of variables requires corresponding changes to the limits of integration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.1
Cluster Name: Modeling Situations with Differential Equations
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: FUN-7.A.1
Standard Description: Differential equations relate a function of an independent variable and the function’s derivatives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.2
Cluster Name: Verifying Solutions for Differential Equations
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: FUN-7.B.1
Standard Description: Derivatives can be used to verify that a function is a solution to a given differential equation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.2
Cluster Name: Verifying Solutions for Differential Equations
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: FUN-7.B.2
Standard Description: There may be infinitely many general solutions to a differential equation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.3
Cluster Name: Sketching Slope Fields
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: FUN-7.C.1
Standard Description: A slope field is a graphical representation of a differential equation on a finite set of points in the plane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.3
Cluster Name: Sketching Slope Fields
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: FUN-7.C.2
Standard Description: Slope fields provide information about the behavior of solutions to first-order differential equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.4
Cluster Name: Reasoning Using Slope Fields
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: FUN-7.C.3
Standard Description: Solutions to differential equations are functions or families of functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.6
Cluster Name: Finding General Solutions Using Separation of Variables
Lesson Name: *None specified*
Lesson Order: 1160.0
Standard ID: FUN-7.D.1
Standard Description: Some differential equations can be solved by separation of variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.6
Cluster Name: Finding General Solutions Using Separation of Variables
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: FUN-7.D.2
Standard Description: Antidifferentiation can be used to find general solutions to differential equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.7
Cluster Name: Finding Particular Solutions Using Initial Conditions and Separation of Variables
Lesson Name: *None specified*
Lesson Order: 1180.0
Standard ID: FUN-7.E.1
Standard Description: A general solution may describe infinitely many solutions to a differential equation. There is only one particular solution passing through a given point.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.7
Cluster Name: Finding Particular Solutions Using Initial Conditions and Separation of Variables
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: FUN-7.E.2
Standard Description: The function F defined by F x( ) y f ( )t dt a x = +0 ∫ is a particular solution to the differential equation f x( ) dy dx = , satisfying F a( ) y = 0.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.7
Cluster Name: Finding Particular Solutions Using Initial Conditions and Separation of Variables
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: FUN-7.E.3
Standard Description: Solutions to differential equations may be subject to domain restrictions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.8
Cluster Name: Exponential Models with Differential Equations
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: FUN-7.F.1
Standard Description: Specific applications of finding general and particular solutions to differential equations include motion along a line and exponential growth and decay

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.8
Cluster Name: Exponential Models with Differential Equations
Lesson Name: *None specified*
Lesson Order: 1220.0
Standard ID: FUN-7.F.2
Standard Description: The model for exponential growth and decay that arises from the statement “The rate of change of a quantity is proportional to the size of the quantity” is ky dy dt = .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.8
Cluster Name: Exponential Models with Differential Equations
Lesson Name: *None specified*
Lesson Order: 1230.0
Standard ID: FUN-7.G.1
Standard Description: The exponential growth and decay model, ky dy dt = , with initial condition y = y0 when t = 0, has solutions of the form y y ekt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.1
Cluster Name: Finding the Average Value of a Function on an Interval
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: CHA-4.B.1
Standard Description: The average value of a continuous function f over an interval [a, b] is f x( )dx b a 1 a b ∫ − .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.10
Cluster Name: Volume with Disc Method: Revolving Around Other Axes
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: CHA-5.C.2
Standard Description: Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.11
Cluster Name: Volume with Washer Method: Revolving Around the x- or y-Axis
Lesson Name: *None specified*
Lesson Order: 1370.0
Standard ID: CHA-5.C.3
Standard Description: Volumes of solids of revolution around the x- or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.12
Cluster Name: Volume with Washer Method: Revolving Around Other Axes
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: CHA-5.C.4
Standard Description: Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.2
Cluster Name: Connecting Position, Velocity, and Acceleration of Functions Using Integrals
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: CHA-4.C.1
Standard Description: For a particle in rectilinear motion over an interval of time, the definite integral of velocity represents the particle’s displacement over the interval of time, and the definite integral of speed represents the particle’s total distance traveled over the interval of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.3
Cluster Name: Using Accumulation Functions and Definite Integrals in Applied Contexts
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: CHA-4.D.1
Standard Description: A function defined as an integral represents an accumulation of a rate of change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.3
Cluster Name: Using Accumulation Functions and Definite Integrals in Applied Contexts
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: CHA-4.D.2
Standard Description: The definite integral of the rate of change of a quantity over an interval gives the net change of that quantity over that interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.3
Cluster Name: Using Accumulation Functions and Definite Integrals in Applied Contexts
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: CHA-4.E.1
Standard Description: The definite integral can be used to express information about accumulation and net change in many applied contexts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.4
Cluster Name: Finding the Area Between Curves Expressed as Functions of x
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: CHA-5.A.1
Standard Description: Areas of regions in the plane can be calculated with definite integrals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.5
Cluster Name: Finding the Area Between Curves Expressed as Functions of y
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: CHA-5.A.2
Standard Description: Areas of regions in the plane can be calculated using functions of either x or y

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.6
Cluster Name: Finding the Area Between Curves That Intersect at More Than Two Points
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: CHA-5.A.3
Standard Description: Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.7
Cluster Name: Volumes with Cross Sections: Squares and Rectangles
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: CHA-5.B.1
Standard Description: Volumes of solids with square and rectangular cross sections can be found using definite integrals and the area formulas for these shapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.8
Cluster Name: Volumes with Cross Sections: Triangles and Semicircles
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: CHA-5.B.2
Standard Description: Volumes of solids with triangular cross sections can be found using definite integrals and the area formulas for these shapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.8
Cluster Name: Volumes with Cross Sections: Triangles and Semicircles
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: CHA-5.B.3
Standard Description: Volumes of solids with semicircular and other geometrically defined cross sections can be found using definite integrals and the area formulas for these shapes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus AB
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.9
Cluster Name: Volume with Disc Method: Revolving Around the x- or y-Axis
Lesson Name: *None specified*
Lesson Order: 1350.0
Standard ID: CHA-5.C.1
Standard Description: Volumes of solids of revolution around the x- or y-axis may be found by using definite integrals with the disc method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.1
Cluster Name: Defining Convergent and Divergent Infinite Series
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: LIM-7.A.1
Standard Description: The nth partial sum is defined as the sum of the first n terms of a series

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.1
Cluster Name: Defining Convergent and Divergent Infinite Series
Lesson Name: *None specified*
Lesson Order: 1620.0
Standard ID: LIM-7.A.2
Standard Description: An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.10
Cluster Name: Alternating Series Error Bound
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: LIM-7.B.1
Standard Description: If an alternating series converges by the alternating series test, then the alternating series error bound can be used to bound how far a partial sum is from the value of the infinite series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.11
Cluster Name: Finding Taylor Polynomial Approximations of Functions
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: LIM-8.A.1
Standard Description: The coefficient of the nth degree term in a Taylor polynomial for a function f centered at x = a is ( ) ( ) f a n! n . b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.11
Cluster Name: Finding Taylor Polynomial Approximations of Functions
Lesson Name: *None specified*
Lesson Order: 1770.0
Standard ID: LIM-8.A.2
Standard Description: n many cases, as the degree of a Taylor polynomial increases, the nth degree polynomial will approach the original function over some interval. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.11
Cluster Name: Finding Taylor Polynomial Approximations of Functions
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: LIM-8.B.1
Standard Description: Taylor polynomials for a function f centered at x = a can be used to approximate function values of f near x = a.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.12
Cluster Name: Lagrange Error Bound
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: LIM-8.C.1
Standard Description: The Lagrange error bound can be used to determine a maximum interval for the error of a Taylor polynomial approximation to a function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.12
Cluster Name: Lagrange Error Bound
Lesson Name: *None specified*
Lesson Order: 137.0
Standard ID: LIM-8.C.2
Standard Description: In some situations, the alternating series error bound can be used to bound the error of a Taylor polynomial approximation to the value of a function

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: LIM-8.D.1
Standard Description: A power series is a series of the form a x( )r n n n 0 ∑ − = ∞ , where n is a non-negative integer, a{ }n is a sequence of real numbers, and r is a real number

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: LIM-8.D.2
Standard Description: If a power series converges, it either converges at a single point or has an interval of convergence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: LIM-8.D.3
Standard Description: The ratio test can be used to determine the radius of convergence of a power series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1840.0
Standard ID: LIM-8.D.4
Standard Description: The radius of convergence of a power series can be used to identify an open interval on which the series converges, but it is necessary to test both endpoints of the interval to determine the interval of convergence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1850.0
Standard ID: LIM-8.D.5
Standard Description: If a power series has a positive radius of convergence, then the power series is the Taylor series of the function to which it converges over the open interval. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.13
Cluster Name: Radius and Interval of Convergence of Power Series
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: LIM-8.D.6
Standard Description: The radius of convergence of a power series obtained by term-by-term differentiation or termby-term integration is the same as the radius of convergence of the original power series

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.14
Cluster Name: Finding Taylor or Maclaurin Series for a Function
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: LIM-8.E.1
Standard Description: A Taylor polynomial for f (x) is a partial sum of the Taylor series for f (x)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.14
Cluster Name: Finding Taylor or Maclaurin Series for a Function
Lesson Name: *None specified*
Lesson Order: 1880.0
Standard ID: LIM-8.F.1
Standard Description: The Maclaurin series for x 1 1− is a geometric series. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.14
Cluster Name: Finding Taylor or Maclaurin Series for a Function
Lesson Name: *None specified*
Lesson Order: 1890.0
Standard ID: LIM-8.F.2
Standard Description: The Maclaurin series for sin x, cos x, and ex provides the foundation for constructing the Maclaurin series for other functions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.15
Cluster Name: Representing Functions as Power Series
Lesson Name: *None specified*
Lesson Order: 1900.0
Standard ID: LIM-8.G.1
Standard Description: Using a known series, a power series for a given function can be derived using operations such as term-by-term differentiation or term-byterm integration, and by various methods (e.g., algebraic processes, substitutions, or using properties of geometric series). b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.2
Cluster Name: Working with Geometric Series
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: LIM-7.A.3
Standard Description: A geometric series is a series with a constant ratio between successive terms. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.2
Cluster Name: Working with Geometric Series
Lesson Name: *None specified*
Lesson Order: 1640.0
Standard ID: LIM-7.A.4
Standard Description: If a is a real number and r is a real number such that |r| <1, then the geometric series ar a 1 r n n 0 ∑ = = − ∞ . b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.3
Cluster Name: The n th Term Test for Divergence
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: LIM-7.A.5
Standard Description: The nth term test is a test for divergence of a series. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.4
Cluster Name: Integral Test for Convergence
Lesson Name: *None specified*
Lesson Order: 1660.0
Standard ID: LIM-7.A.6
Standard Description: The integral test is a method to determine whether a series converges or diverges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.5
Cluster Name: Harmonic Series and p-Series
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: LIM-7.A.7
Standard Description: In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.6
Cluster Name: Comparison Tests for Convergence
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: LIM-7.A.8
Standard Description: The comparison test is a method to determine whether a series converges or diverges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.6
Cluster Name: Comparison Tests for Convergence
Lesson Name: *None specified*
Lesson Order: 1690.0
Standard ID: LIM-7.A.9
Standard Description: The limit comparison test is a method to determine whether a series converges or diverges. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.7
Cluster Name: Alternating Series Test for Convergence
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: LIM-7.A.10
Standard Description: The alternating series test is a method to determine whether an alternating series converges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.8
Cluster Name: Ratio Test for Convergence
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: LIM-7.A.11
Standard Description: The ratio test is a method to determine whether a series of numbers converges or diverges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.9
Cluster Name: Determining Absolute or Conditional Convergence
Lesson Name: *None specified*
Lesson Order: 1720.0
Standard ID: LIM-7.A.12
Standard Description: A series may be absolutely convergent, conditionally convergent, or divergent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.9
Cluster Name: Determining Absolute or Conditional Convergence
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: LIM-7.A.13
Standard Description: If a series converges absolutely, then it converges. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 10
Unit Name: Infinite Sequences and Series
Cluster ID: AP Calc Topic 10.9
Cluster Name: Determining Absolute or Conditional Convergence
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: LIM-7.A.14
Standard Description: If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.11
Cluster Name: Integrating Using Integration by Parts bc only
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: FUN-6.E.1
Standard Description: Integration by parts is a technique for finding antiderivatives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.12
Cluster Name: Integrating Using Linear Partial Fractions bc only
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: FUN-6.F.1
Standard Description: Some rational functions can be decomposed into sums of ratios of linear, nonrepeating factors to which basic integration techniques can be applied. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.13
Cluster Name: Evaluating Improper Integrals bc only
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: LIM-6.A.1
Standard Description: An improper integral is an integral that has one or both limits infinite or has an integrand that is unbounded in the interval of integration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 6
Unit Name: Integration and Accumulation of Change
Cluster ID: AP Calc Topic 6.13
Cluster Name: Evaluating Improper Integrals bc only
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: LIM-6.A.2
Standard Description: Improper integrals can be determined using limits of definite integrals. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.5
Cluster Name: Approximating Solutions Using Euler’s Method bc only
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: FUN-7.C.4
Standard Description: Euler’s method provides a procedure for approximating a solution to a differential equation or a point on a solution curve. bc

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.9
Cluster Name: Logistic Models with Differential Equations bc only
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: FUN-7.H.1
Standard Description: The model for logistic growth that arises from the statement “The rate of change of a quantity is jointly proportional to the size of the quantity and the difference between the quantity and the carrying capacity” is dy dt = − ky( ) a y . b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.9
Cluster Name: Logistic Models with Differential Equations bc only
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: FUN-7.H.2
Standard Description: The logistic differential equation and initial conditions can be interpreted without solving the differential equation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.9
Cluster Name: Logistic Models with Differential Equations bc only
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: FUN-7.H.3
Standard Description: The limiting value (carrying capacity) of a logistic differential equation as the independent variable approaches infinity can be determined using the logistic growth model and initial conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 7
Unit Name: Differential Equations
Cluster ID: AP Calc Topic 7.9
Cluster Name: Logistic Models with Differential Equations bc only
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: FUN-7.H.4
Standard Description: The value of the dependent variable in a logistic differential equation at the point when it is changing fastest can be determined using the logistic growth model and initial conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 8
Unit Name: Applications of Integration
Cluster ID: AP Calc Topic 8.13
Cluster Name: The Arc Length of a Smooth, Planar Curve and Distance Traveled bc only
Lesson Name: *None specified*
Lesson Order: 1480.0
Standard ID: CHA-6.A.1
Standard Description: The length of a planar curve defined by a function can be calculated using a definite integral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.1
Cluster Name: Defining and Differentiating Parametric Equations
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: CHA-3.G.1
Standard Description: Methods for calculating derivatives of real-valued functions can be extended to parametric functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.1
Cluster Name: Defining and Differentiating Parametric Equations
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: CHA-3.G.2
Standard Description: For a curve defined parametrically, the value of dy dx at a point on the curve is the slope of the line tangent to the curve at that point. dy dx , the slope of the line tangent to a curve defined using parametric equations, can be determined by dividing dy dt by dx dt , provided dx dt does not equal zero

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.2
Cluster Name: Second Derivatives of Parametric Equations
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: CHA-3.G.3
Standard Description: d y dx 2 2 can be calculated by dividing d dt dy dx       by dx dt .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.3
Cluster Name: Finding Arc Lengths of Curves Given by Parametric Equations
Lesson Name: *None specified*
Lesson Order: 1520.0
Standard ID: CHA-6.B.1
Standard Description: The length of a parametrically defined curve can be calculated using a definite integral.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.4
Cluster Name: Defining and Differentiating Vector-Valued Functions
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: CHA-3.H.1
Standard Description: Methods for calculating derivatives of realvalued functions can be extended to vectorvalued functions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.5
Cluster Name: Integrating Vector- Valued Functions
Lesson Name: *None specified*
Lesson Order: 1540.0
Standard ID: FUN-8.A.1
Standard Description: Methods for calculating integrals of real-valued functions can be extended to parametric or vector-valued functions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.6
Cluster Name: Solving Motion Problems Using Parametric and Vector-Valued Functions
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: FUN-8.B.1
Standard Description: Derivatives can be used to determine velocity, speed, and acceleration for a particle moving along a curve in the plane defined using parametric or vector-valued functions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.6
Cluster Name: Solving Motion Problems Using Parametric and Vector-Valued Functions
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: FUN-8.B.2
Standard Description: For a particle in planar motion over an interval of time, the definite integral of the velocity vector represents the particle’s displacement (net change in position) over the interval of time, from which we might determine its position. The definite integral of speed represents the particle’s total distance traveled over the interval of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.7
Cluster Name: Defining Polar Coordinates and Differentiating in Polar Form
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: FUN-3.G.1
Standard Description: Methods for calculating derivatives of realvalued functions can be extended to functions in polar coordinates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.7
Cluster Name: Defining Polar Coordinates and Differentiating in Polar Form
Lesson Name: *None specified*
Lesson Order: 1580.0
Standard ID: FUN-3.G.2
Standard Description: For a curve given by a polar equation r = f(θ), derivatives of r, x, and y with respect to θ, and first and second derivatives of y with respect to x can provide information about the curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.8
Cluster Name: Find the Area of a Polar Region or the Area Bounded by a Single Polar Curve
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: CHA-5.D.1
Standard Description: The concept of calculating areas in rectangular coordinates can be extended to polar coordinates. b

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Calculus BC
Unit ID: AP Calc Unit 9
Unit Name: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
Cluster ID: AP Calc Topic 9.9
Cluster Name: Finding the Area of the Region Bounded by Two Polar Curves
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: CHA-5.D.2
Standard Description: Areas of regions bounded by polar curves can be calculated with definite integrals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.1
Cluster Name: Introducing Statistics: What Can We Learn from Data?
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: VAR-1.A.1
Standard Description: Numbers may convey meaningful information, when placed in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: VAR-2.A.1
Standard Description: A parameter is a numerical summary of a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: VAR-2.A.2
Standard Description: Some sets of data may be described as approximately normally distributed. A normal curve is mound-shaped and symmetric. The parameters of a normal distribution are the population mean, µ, and the population standard deviation, σ.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1050.0
Standard ID: VAR-2.A.3
Standard Description: For a normal distribution, approximately 68% of the observations are within 1 standard deviation of the mean, approximately 95% of observations are within 2 standard deviations of the mean, and approximately 99.7% of observations are within 3 standard deviations of the mean. This is called the empirical rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: VAR-2.A.4
Standard Description: Many variables can be modeled by a normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1070.0
Standard ID: VAR-2.B.1
Standard Description: A standardized score for a particular data value is calculated as (data value – mean)/(standard deviation), and measures the number of standard deviations a data value falls above or below the mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: VAR-2.B.2
Standard Description: One example of a standardized score is a z-score, which is calculated as -score i x z           . A z-score measures how many standard deviations a data value is from the mean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: VAR-2.B.3
Standard Description: Technology, such as a calculator, a standard normal table, or computer-generated output, can be used to find the proportion of data values located on a given interval of a normally distributed random variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: VAR-2.B.4
Standard Description: Given the area of a region under the graph of the normal distribution curve, it is possible to use technology, such as a calculator, a standard normal table, or computer-generated output, to estimate parameters for some populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.10
Cluster Name: The Normal Distribution
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: VAR-2.C.1
Standard Description: Percentiles and z-scores may be used to compare relative positions of points within a data set or between data sets

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.2
Cluster Name: The Language of Variation: Variables
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: VAR-1.B.1
Standard Description: A variable is a characteristic that changes from one individual to another.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.2
Cluster Name: The Language of Variation: Variables
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: VAR-1.C.1
Standard Description: A categorical variable takes on values that are category names or group labels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.2
Cluster Name: The Language of Variation: Variables
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: VAR-1.C.2
Standard Description: A quantitative variable is one that takes on numerical values for a measured or counted quantity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.3
Cluster Name: Representing a Categorical Variable with Tables
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: UNC-1.A.1
Standard Description: A frequency table gives the number of cases falling into each category. A relative frequency table gives the proportion of cases falling into each category.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.3
Cluster Name: Representing a Categorical Variable with Tables
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: UNC-1.B.1
Standard Description: Percentages, relative frequencies, and rates all provide the same information as proportions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.3
Cluster Name: Representing a Categorical Variable with Tables
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: UNC-1.B.2
Standard Description: Counts and relative frequencies of categorical data reveal information that can be used to justify claims about the data in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.4
Cluster Name: Representing a Categorical Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: UNC-1.C.1
Standard Description: Bar charts (or bar graphs) are used to display frequencies (counts) or relative frequencies (proportions) for categorical data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.4
Cluster Name: Representing a Categorical Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: UNC-1.C.2
Standard Description: The height or length of each bar in a bar graph corresponds to either the number or proportion of observations falling within each category

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.4
Cluster Name: Representing a Categorical Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: UNC-1.C.3
Standard Description: There are many additional ways to represent frequencies (counts) or relative frequencies (proportions) for categorical data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.4
Cluster Name: Representing a Categorical Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: UNC-1.D.1
Standard Description: Graphical representations of a categorical variable reveal information that can be used to justify claims about the data in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.4
Cluster Name: Representing a Categorical Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: UNC-1.E.1
Standard Description: Frequency tables, bar graphs, or other representations can be used to compare two or more data sets in terms of the same categorical variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: UNC-1.F.1
Standard Description: A discrete variable can take on a countable number of values. The number of values may be finite or countably infinite, as with the counting numbers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: UNC-1.F.2
Standard Description: A continuous variable can take on infinitely many values, but those values cannot be counted. No matter how small the interval between two values of a continuous variable, it is always possible to determine another value between them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: UNC-1.G.1
Standard Description: In a histogram, the height of each bar shows the number or proportion of observations that fall within the interval corresponding to that bar. Altering the interval widths can change the appearance of the histogram

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: UNC-1.G.2
Standard Description: In a stem and leaf plot, each data value is split into a “stem” (the first digit or digits) and a “leaf” (usually the last digit).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: UNC-1.G.3
Standard Description: A dotplot represents each observation by a dot, with the position on the horizontal axis corresponding to the data value of that observation, with nearly identical values stacked on top of each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: UNC-1.G.4
Standard Description: A cumulative graph represents the number or proportion of a data set less than or equal to a given number.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.5
Cluster Name: Representing a Quantitative Variable with Graphs
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: UNC-1.G.5
Standard Description: There are many additional ways to graphically represent distributions of quantitative data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: UNC-1.H.1
Standard Description: Descriptions of the distribution of quantitative data include shape, center, and variability (spread), as well as any unusual features such as outliers, gaps, clusters, or multiple peaks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: UNC-1.H.2
Standard Description: Outliers for one-variable data are data points that are unusually small or large relative to the rest of the data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: UNC-1.H.3
Standard Description: A distribution is skewed to the right (positive skew) if the right tail is longer than the left. A distribution is skewed to the left (negative skew) if the left tail is longer than the right. A distribution is symmetric if the left half is the mirror image of the right half.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: UNC-1.H.4
Standard Description: Univariate graphs with one main peak are known as unimodal. Graphs with two prominent peaks are bimodal. A graph where each bar height is approximately the same (no prominent peaks) is approximately uniform.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: UNC-1.H.5
Standard Description: A gap is a region of a distribution between two data values where there are no observed data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: UNC-1.H.6
Standard Description: Clusters are concentrations of data usually separated by gaps.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.6
Cluster Name: Describing the Distribution of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: UNC-1.H.7
Standard Description: Descriptive statistics does not attribute properties of a data set to a larger population, but may provide the basis for conjectures for subsequent testing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: UNC-1.I.1
Standard Description: A statistic is a numerical summary of sample data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 870.0
Standard ID: UNC-1.I.2
Standard Description: The mean is the sum of all the data values divided by the number of values. For a sample, the mean is denoted by x-bar: 1 1 n i i x x n = =  , where xi represents the i th data point in the sample and n represents the number of data values in the sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: UNC-1.I.3
Standard Description: The median of a data set is the middle value when data are ordered. When the number of data points is even, the median can take on any value between the two middle values. In AP Statistics, the most commonly used value for the median of a data set with an even number of values is the average of the two middle values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: UNC-1.I.4
Standard Description: The first quartile, Q1, is the median of the half of the ordered data set from the minimum to the position of the median. The third quartile, Q3, is the median of the half of the ordered data set from the position of the median to the maximum. Q1 and Q3 form the boundaries for the middle 50% of values in an ordered data set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: UNC-1.I.5
Standard Description: The pth percentile is interpreted as the value that has p% of the data less than or equal to it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: UNC-1.J.1
Standard Description: Three commonly used measures of variability (or spread) in a distribution are the range, interquartile range, and standard deviation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: UNC-1.J.2
Standard Description: The range is defined as the difference between the maximum data value and the minimum data value. The interquartile range (IQR) is defined as the difference between the third and first quartiles: Q3 − Q1. Both the range and the interquartile range are possible ways of measuring variability of the distribution of a quantitative variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: UNC-1.J.3
Standard Description: Standard deviation is a way to measure variability of the distribution of a quantitative variable. For a sample, the standard deviation is denoted by s: 1 2 ( ) 1 x i s x x n = − −  . The square of the sample standard deviation, s2 , is called the sample variance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: UNC-1.J.4
Standard Description: Changing units of measurement affects the values of the calculated statistics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: UNC-1.K.1
Standard Description: There are many methods for determining outliers. Two methods frequently used in this course are: i. An outlier is a value greater than 1.5 × IQR above the third quartile or more than 1.5 × IQR below the first quartile. ii. An outlier is a value located 2 or more standard deviations above, or below, the mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.7
Cluster Name: Summary Statistics for a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: UNC-1.K.2
Standard Description: The mean, standard deviation, and range are considered nonresistant (or non-robust) because they are influenced by outliers. The median and IQR are considered resistant (or robust), because outliers do not greatly (if at all) affect their value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.8
Cluster Name: Graphical Representations of Summary Statistics
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: UNC-1.L.1
Standard Description: Taken together, the minimum data value, the first quartile (Q1), the median, the third quartile (Q3), and the maximum data value make up the five-number summary

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.8
Cluster Name: Graphical Representations of Summary Statistics
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: UNC-1.L.2
Standard Description: A boxplot is a graphical representation of the five-number summary (minimum, first quartile, median, third quartile, maximum). The box represents the middle 50% of data, with a line at the median and the ends of the box corresponding to the quartiles. Lines (“whiskers”) extend from the quartiles to the most extreme point that is not an outlier, and outliers are indicated by their own symbol beyond this

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.8
Cluster Name: Graphical Representations of Summary Statistics
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: UNC-1.M.1
Standard Description: Summary statistics of quantitative data, or of sets of quantitative data, can be used to justify claims about the data in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.8
Cluster Name: Graphical Representations of Summary Statistics
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: UNC-1.M.2
Standard Description: If a distribution is relatively symmetric, then the mean and median are relatively close to one another. If a distribution is skewed right, then the mean is usually to the right of the median. If the distribution is skewed left, then the mean is usually to the left of the median.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.9
Cluster Name: Comparing Distributions of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: UNC-1.N.1
Standard Description: Any of the graphical representations, e.g., histograms, side-by-side boxplots, etc., can be used to compare two or more independent samples on center, variability, clusters, gaps, outliers, and other features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 1
Unit Name: Exploring One-Variable Data
Cluster ID: AP Stats Topic 1.9
Cluster Name: Comparing Distributions of a Quantitative Variable
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: UNC-1.O.1
Standard Description: Any of the numerical summaries (e.g., mean, standard deviation, relative frequency, etc.) can be used to compare two or more independent samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.1
Cluster Name: Introducing Statistics: Are Variables Related?
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: VAR-1.D.1
Standard Description: Apparent patterns and associations in data may be random or not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.2
Cluster Name: Representing Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: UNC-1.P.1
Standard Description: Side-by-side bar graphs, segmented bar graphs, and mosaic plots are examples of bar graphs for one categorical variable, broken down by categories of another categorical variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.2
Cluster Name: Representing Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: UNC-1.P.2
Standard Description: Graphical representations of two categorical variables can be used to compare distributions and/or determine if variables are associated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.2
Cluster Name: Representing Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: UNC-1.P.3
Standard Description: A two-way table, also called a contingency table, is used to summarize two categorical variables. The entries in the cells can be frequency counts or relative frequencies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.2
Cluster Name: Representing Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1160.0
Standard ID: UNC-1.P.4
Standard Description: A joint relative frequency is a cell frequency divided by the total for the entire table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.3
Cluster Name: Statistics for Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: UNC-1.Q.1
Standard Description: The marginal relative frequencies are the row and column totals in a two-way table divided by the total for the entire table.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.3
Cluster Name: Statistics for Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1180.0
Standard ID: UNC-1.Q.2
Standard Description: A conditional relative frequency is a relative frequency for a specific part of the contingency table (e.g., cell frequencies in a row divided by the total for that row)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.3
Cluster Name: Statistics for Two Categorical Variables
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: UNC-1.R.1
Standard Description: Summary statistics for two categorical variables can be used to compare distributions and/or determine if variables are associated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1230.0
Standard ID: DAT-1.A.1
Standard Description: A description of a scatter plot includes form, direction, strength, and unusual features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: DAT-1.A.2
Standard Description: The direction of the association shown in a scatterplot, if any, can be described as positive or negative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: DAT-1.A.3
Standard Description: A positive association means that as values of one variable increase, the values of the other variable tend to increase. A negative association means that as values of one variable increase, values of the other variable tend to decrease.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: DAT-1.A.4
Standard Description: The form of the association shown in a scatterplot, if any, can be described as linear or non-linear to varying degrees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: DAT-1.A.5
Standard Description: The strength of the association is how closely the individual points follow a specific pattern, e.g., linear, and can be shown in a scatterplot. Strength can be described as strong, moderate, or weak.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: DAT-1.A.6
Standard Description: Unusual features of a scatter plot include clusters of points or points with relatively large discrepancies between the value of the response variable and a predicted value for the response variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: UNC-1.S.1
Standard Description: A bivariate quantitative data set consists of observations of two different quantitative variables made on individuals in a sample or population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: UNC-1.S.2
Standard Description: A scatterplot shows two numeric values for each observation, one corresponding to the value on the x-axis and one corresponding to the value on the y-axis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.4
Cluster Name: Representing the Relationship Between Two Quantitative Variables
Lesson Name: *None specified*
Lesson Order: 1220.0
Standard ID: UNC-1.S.3
Standard Description: An explanatory variable is a variable whose values are used to explain or predict corresponding values for the response variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.5
Cluster Name: Correlation
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: DAT-1.B.1
Standard Description: The correlation, r, gives the direction and quantifies the strength of the linear association between two quantitative variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.5
Cluster Name: Correlation
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: DAT-1.B.2
Standard Description: The correlation coefficient can be calculated by: 1 1 i i x y x x yy r n ss   − −   =    −       . However, the most common way to determine r is by using technology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.5
Cluster Name: Correlation
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: DAT-1.B.3
Standard Description: A correlation coefficient close to 1 or −1 does not necessarily mean that a linear model is appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.5
Cluster Name: Correlation
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: DAT-1.C.1
Standard Description: The correlation, r, is unit-free, and always between −1 and 1, inclusive. A value of r  0 indicates that there is no linear association. A value of r 1 or r  1 indicates that there is a perfect linear association.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.5
Cluster Name: Correlation
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: DAT-1.C.2
Standard Description: A perceived or real relationship between two variables does not mean that changes in one variable cause changes in the other. That is, correlation does not necessarily imply causation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.6
Cluster Name: Linear Regression Models
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: DAT-1.D.1
Standard Description: A simple linear regression model is an equation that uses an explanatory variable, x, to predict the response variable, y

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.6
Cluster Name: Linear Regression Models
Lesson Name: *None specified*
Lesson Order: 1350.0
Standard ID: DAT-1.D.2
Standard Description: The predicted response value, denoted by yˆ, is calculated as yˆ = +a bx, where a is the y-intercept and b is the slope of the regression line, and x is the value of the explanatory variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.6
Cluster Name: Linear Regression Models
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: DAT-1.D.3
Standard Description: Extrapolation is predicting a response value using a value for the explanatory variable that is beyond the interval of x-values used to determine the regression line. The predicted value is less reliable as an estimate the further we extrapolate

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.7
Cluster Name: Residuals
Lesson Name: *None specified*
Lesson Order: 1370.0
Standard ID: DAT-1.E.1
Standard Description: The residual is the difference between the actual value and the predicted value: residual = y − yˆ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.7
Cluster Name: Residuals
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: DAT-1.E.2
Standard Description: A residual plot is a plot of residuals versus explanatory variable values or predicted response values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.7
Cluster Name: Residuals
Lesson Name: *None specified*
Lesson Order: 1390.0
Standard ID: DAT-1.F.1
Standard Description: Apparent randomness in a residual plot for a linear model is evidence of a linear form to the association between the variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.7
Cluster Name: Residuals
Lesson Name: *None specified*
Lesson Order: 1400.0
Standard ID: DAT-1.F.2
Standard Description: Residual plots can be used to investigate the appropriateness of a selected model.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1410.0
Standard ID: DAT-1.G.1
Standard Description: The least-squares regression model minimizes the sum of the squares of the residuals and contains the point (, ) x y .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1420.0
Standard ID: DAT-1.G.2
Standard Description: The slope, b, of the regression line can be calculated as y x s b r s   =       where r is the correlation between x and y, s y is the sample standard deviation of the response variable, y, and sx is the sample standard deviation of the explanatory variable, x.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1430.0
Standard ID: DAT-1.G.3
Standard Description: Sometimes, the y-intercept of the line does not have a logical interpretation in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1440.0
Standard ID: DAT-1.G.4
Standard Description: In simple linear regression, 2 r is the square of the correlation, r. It is also called the coefficient of determination. 2 r is the proportion of variation in the response variable that is explained by the explanatory variable in the model.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1450.0
Standard ID: DAT-1.H.1
Standard Description: The coefficients of the least-squares regression model are the estimated slope and y-intercept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1460.0
Standard ID: DAT-1.H.2
Standard Description: The slope is the amount that the predicted y-value changes for every unit increase in x.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.8
Cluster Name: Least Squares Regression
Lesson Name: *None specified*
Lesson Order: 1470.0
Standard ID: DAT-1.H.3
Standard Description: The y-intercept value is the predicted value of the response variable when the explanatory variable is equal to 0. The formula for the y-intercept, a, is a y bx = − .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.9
Cluster Name: Analyzing Departures from Linearity
Lesson Name: *None specified*
Lesson Order: 1480.0
Standard ID: DAT-1.I.1
Standard Description: An outlier in regression is a point that does not follow the general trend shown in the rest of the data and has a large residual when the Least Squares Regression Line (LSRL) is calculated.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.9
Cluster Name: Analyzing Departures from Linearity
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: DAT-1.I.2
Standard Description: A high-leverage point in regression has a substantially larger or smaller x-value than the other observations have.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.9
Cluster Name: Analyzing Departures from Linearity
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: DAT-1.I.3
Standard Description: An influential point in regression is any point that, if removed, changes the relationship substantially. Examples include much different slope, y-intercept, and/or correlation. Outliers and high leverage points are often influential.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.9
Cluster Name: Analyzing Departures from Linearity
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: DAT-1.J.1
Standard Description: Transformations of variables, such as evaluating the natural logarithm of each value of the response variable or squaring each value of the explanatory variable, can be used to create transformed data sets, which may be more linear in form than the untransformed data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 2
Unit Name: Exploring Two-Variable Data
Cluster ID: AP Stats Topic 2.9
Cluster Name: Analyzing Departures from Linearity
Lesson Name: *None specified*
Lesson Order: 1520.0
Standard ID: DAT-1.J.2
Standard Description: Increased randomness in residual plots after transformation of data and/or movement of 2 r to a value closer to 1 offers evidence that the least-squares regression line for the transformed data is a more appropriate model to use to predict responses to the explanatory variable than the regression line for the untransformed data.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.1
Cluster Name: Introducing Statistics: Do the Data We Collected Tell the Truth?
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: VAR-1.E.1
Standard Description: Methods for data collection that do not rely on chance result in untrustworthy conclusions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1540.0
Standard ID: DAT-2.A.1
Standard Description: A population consists of all items or subjects of interest.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: DAT-2.A.2
Standard Description: A sample selected for study is a subset of the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: DAT-2.A.3
Standard Description: In an observational study, treatments are not imposed. Investigators examine data for a sample of individuals (retrospective) or follow a sample of individuals into the future collecting data (prospective) in order to investigate a topic of interest about the population. A sample survey is a type of observational study that collects data from a sample in an attempt to learn about the population from which the sample was taken.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: DAT-2.A.4
Standard Description: In an experiment, different conditions (treatments) are assigned to experimental units (participants or subjects).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1580.0
Standard ID: DAT-2.B.1
Standard Description: It is only appropriate to make generalizations about a population based on samples that are randomly selected or otherwise representative of that population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: DAT-2.B.2
Standard Description: A sample is only generalizable to the population from which the sample was selected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.2
Cluster Name: Introduction to Planning a Study
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: DAT-2.B.3
Standard Description: It is not possible to determine causal relationships between variables using data collected in an observational study.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: DAT-2.C.1
Standard Description: When an item from a population can be selected only once, this is called sampling without replacement. When an item from the population can be selected more than once, this is called sampling with replacement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1620.0
Standard ID: DAT-2.C.2
Standard Description: A simple random sample (SRS) is a sample in which every group of a given size has an equal chance of being chosen. This method is the basis for many types of sampling mechanisms. A few examples of mechanisms used to obtain SRSs include numbering individuals and using a random number generator to select which ones to include in the sample, ignoring repeats, using a table of random numbers, or drawing a card from a deck without replacement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: DAT-2.C.3
Standard Description: A stratified random sample involves the division of a population into separate groups, called strata, based on shared attributes or characteristics (homogeneous grouping). Within each stratum a simple random sample is selected, and the selected units are combined to form the sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1640.0
Standard ID: DAT-2.C.4
Standard Description: A cluster sample involves the division of a population into smaller groups, called clusters. Ideally, there is heterogeneity within each cluster, and clusters are similar to one another in their composition. A simple random sample of clusters is selected from the population to form the sample of clusters. Data are collected from all observations in the selected clusters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: DAT-2.C.5
Standard Description: A systematic random sample is a method in which sample members from a population are selected according to a random starting point and a fixed, periodic interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1660.0
Standard ID: DAT-2.C.6
Standard Description: A census selects all items/subjects in a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.3
Cluster Name: Random Sampling and Data Collection
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: DAT-2.D.1
Standard Description: There are advantages and disadvantages for each sampling method depending upon the question that is to be answered and the population from which the sample will be drawn.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: DAT-2.E.1
Standard Description: Bias occurs when certain responses are systematically favored over others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1690.0
Standard ID: DAT-2.E.2
Standard Description: When a sample is comprised entirely of volunteers or people who choose to participate, the sample will typically not be representative of the population (voluntary response bias).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: DAT-2.E.3
Standard Description: When part of the population has a reduced chance of being included in the sample, the sample will typically not be representative of the population (undercoverage bias)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: DAT-2.E.4
Standard Description: Individuals chosen for the sample for whom data cannot be obtained (or who refuse to respond) may differ from those for whom data can be obtained (nonresponse bias).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1720.0
Standard ID: DAT-2.E.5
Standard Description: Problems in the data gathering instrument or process result in response bias. Examples include questions that are confusing or leading (question wording bias) and self-reported responses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.4
Cluster Name: Potential Problems with Sampling
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: DAT-2.E.6
Standard Description: Non-random sampling methods (for example, samples chosen by convenience or voluntary response) introduce potential for bias because they do not use chance to select the individuals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: VAR-3.A.1
Standard Description: The experimental units are the individuals (which may be people or other objects of study) that are assigned treatments. When experimental units consist of people, they are sometimes referred to as participants or subjects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: VAR-3.A.2
Standard Description: An explanatory variable (or factor) in an experiment is a variable whose levels are manipulated intentionally. The levels or combination of levels of the explanatory variable(s) are called treatments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: VAR-3.A.3
Standard Description: A response variable in an experiment is an outcome from the experimental units that is measured after the treatments have been administered.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1770.0
Standard ID: VAR-3.A.4
Standard Description: A confounding variable in an experiment is a variable that is related to the explanatory variable and influences the response variable and may create a false perception of association between the two.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: VAR-3.B.1
Standard Description: A well-designed experiment should include the following: a. Comparisons of at least two treatment groups, one of which could be a control group. b. Random assignment/allocation of treatments to experimental units. c. Replication (more than one experimental unit in each treatment group). d. Control of potential confounding variables where appropriate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: VAR-3.C.1
Standard Description: In a completely randomized design, treatments are assigned to experimental units completely at random. Random assignment tends to balance the effects of uncontrolled (confounding) variables so that differences in responses can be attributed to the treatments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1800.0
Standard ID: VAR-3.C.2
Standard Description: Methods for randomly assigning treatments to experimental units in a completely randomized design include using a random number generator, a table of random values, drawing chips without replacement, etc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: VAR-3.C.3
Standard Description: In a single-blind experiment, subjects do not know which treatment they are receiving, but members of the research team do, or vice versa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: VAR-3.C.4
Standard Description: In a double-blind experiment neither the subjects nor the members of the research team who interact with them know which treatment a subject is receiving.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: VAR-3.C.5
Standard Description: A control group is a collection of experimental units either not given a treatment of interest or given a treatment with an inactive substance (placebo) in order to determine if the treatment of interest has an effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1840.0
Standard ID: VAR-3.C.6
Standard Description: The placebo effect occurs when experimental units have a response to a placebo.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1850.0
Standard ID: VAR-3.C.7
Standard Description: For randomized complete block designs, treatments are assigned completely at random within each block.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: VAR-3.C.8
Standard Description: Blocking ensures that at the beginning of the experiment the units within each block are similar to each other with respect to at least one blocking variable. A randomized block design helps to separate natural variability from differences due to the blocking variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.5
Cluster Name: Introduction to Experimental Design
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: VAR-3.C.9
Standard Description: A matched pairs design is a special case of a randomized block design. Using a blocking variable, subjects (whether they are people or not) are arranged in pairs matched on relevant factors. Matched pairs may be formed naturally or by the experimenter. Every pair receives both treatments by randomly assigning one treatment to one member of the pair and subsequently assigning the remaining treatment to the second member of the pair. Alternately, each subject may get both treatments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.6
Cluster Name: Selecting an Experimental Design
Lesson Name: *None specified*
Lesson Order: 1880.0
Standard ID: VAR-3.D.1
Standard Description: There are advantages and disadvantages for each experimental design depending on the question of interest, the resources available, and the nature of the experimental units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.7
Cluster Name: Inference and Experiments
Lesson Name: *None specified*
Lesson Order: 1890.0
Standard ID: VAR-3.E.1
Standard Description: Statistical inference attributes conclusions based on data to the distribution from which the data were collected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.7
Cluster Name: Inference and Experiments
Lesson Name: *None specified*
Lesson Order: 1900.0
Standard ID: VAR-3.E.2
Standard Description: Random assignment of treatments to experimental units allows researchers to conclude that some observed changes are so large as to be unlikely to have occurred by chance. Such changes are said to be statistically significant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.7
Cluster Name: Inference and Experiments
Lesson Name: *None specified*
Lesson Order: 1910.0
Standard ID: VAR-3.E.3
Standard Description: Statistically significant differences between or among experimental treatment groups are evidence that the treatments caused the effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 3
Unit Name: Collecting Data
Cluster ID: AP Stats Topic 3.7
Cluster Name: Inference and Experiments
Lesson Name: *None specified*
Lesson Order: 1920.0
Standard ID: VAR-3.E.4
Standard Description: If the experimental units used in an experiment are representative of some larger group of units, the results of an experiment can be generalized to the larger group. Random selection of experimental units gives a better chance that the units will be representative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.1
Cluster Name: Introducing Statistics: Random and Non-Random Patterns?
Lesson Name: *None specified*
Lesson Order: 1930.0
Standard ID: VAR-1.F.1
Standard Description: Patterns in data do not necessarily mean that variation is not random.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.10
Cluster Name: Introduction to the Binomial Distribution
Lesson Name: *None specified*
Lesson Order: 2260.0
Standard ID: UNC-3.A.1
Standard Description: A probability distribution can be constructed using the rules of probability or estimated with a simulation using random number generators

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.10
Cluster Name: Introduction to the Binomial Distribution
Lesson Name: *None specified*
Lesson Order: 2270.0
Standard ID: UNC-3.A.2
Standard Description: A binomial random variable, X, counts the number of successes in n repeated independent trials, each trial having two possible outcomes (success or failure), with the probability of success p and the probability of failure 1 – p

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.10
Cluster Name: Introduction to the Binomial Distribution
Lesson Name: *None specified*
Lesson Order: 2280.0
Standard ID: UNC-3.B.1
Standard Description: The probability that a binomial random variable, X, has exactly x successes for n independent trials, when the probability of success is p, is calculated as ( ) (1 ) x n x n PX x p p x −   == −     , x = 0, 1, 2, . . . , n. This is the binomial probability function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.11
Cluster Name: Parameters for a Binomial Distribution
Lesson Name: *None specified*
Lesson Order: 2290.0
Standard ID: UNC-3.C.1
Standard Description: If a random variable is binomial, its mean, μx, is np and its standard deviation, σ x, is np p (1 ) − .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.11
Cluster Name: Parameters for a Binomial Distribution
Lesson Name: *None specified*
Lesson Order: 2300.0
Standard ID: UNC-3.D.1
Standard Description: Probabilities and parameters for a binomial distribution should be interpreted using appropriate units and within the context of a specific population or situation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.12
Cluster Name: The Geometric Distribution
Lesson Name: *None specified*
Lesson Order: 2310.0
Standard ID: UNC-3.E.1
Standard Description: For a sequence of independent trials, a geometric random variable, X, gives the number of the trial on which the first success occurs. Each trial has two possible outcomes (success or failure) with the probability of success p and the probability of failure 1 – p.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.12
Cluster Name: The Geometric Distribution
Lesson Name: *None specified*
Lesson Order: 2320.0
Standard ID: UNC-3.E.2
Standard Description: The probability that the first success for repeated independent trials with probability of success p occurs on trial x is calculated as 1 ( ) (1 ) , 1,2,3,... x PX x p px − = =− = . This is the geometric probability function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.12
Cluster Name: The Geometric Distribution
Lesson Name: *None specified*
Lesson Order: 2330.0
Standard ID: UNC-3.F.1
Standard Description: If a random variable is geometric, its mean, μ x, is 1 p and its standard deviation,  x , is (1 ) p p − .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.12
Cluster Name: The Geometric Distribution
Lesson Name: *None specified*
Lesson Order: 2340.0
Standard ID: UNC-3.G.1
Standard Description: Probabilities and parameters for a geometric distribution should be interpreted using appropriate units and within the context of a specific population or situation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1940.0
Standard ID: UNC-2.A.1
Standard Description: A random process generates results that are determined by chance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1950.0
Standard ID: UNC-2.A.2
Standard Description: An outcome is the result of a trial of a random process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1960.0
Standard ID: UNC-2.A.3
Standard Description: An event is a collection of outcomes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1970.0
Standard ID: UNC-2.A.4
Standard Description: Simulation is a way to model random events, such that simulated outcomes closely match real-world outcomes. All possible outcomes are associated with a value to be determined by chance. Record the counts of simulated outcomes and the count total.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: UNC-2.A.5
Standard Description: The relative frequency of an outcome or event in simulated or empirical data can be used to estimate the probability of that outcome or event.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.2
Cluster Name: Estimating Probabilities Using Simulation
Lesson Name: *None specified*
Lesson Order: 1990.0
Standard ID: UNC-2.A.6
Standard Description: The law of large numbers states that simulated (empirical) probabilities tend to get closer to the true probability as the number of trials increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.3
Cluster Name: Introduction to Probability
Lesson Name: *None specified*
Lesson Order: 2000.0
Standard ID: VAR-4.A.1
Standard Description: The sample space of a random process is the set of all possible non-overlapping outcomes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.3
Cluster Name: Introduction to Probability
Lesson Name: *None specified*
Lesson Order: 2010.0
Standard ID: VAR-4.A.2
Standard Description: If all outcomes in the sample space are equally likely, then the probability an event E will occur is defined as the fraction: number of outcomes in event E / total number of outcomes in sample space

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.3
Cluster Name: Introduction to Probability
Lesson Name: *None specified*
Lesson Order: 2020.0
Standard ID: VAR-4.A.3
Standard Description: The probability of an event is a number between 0 and 1, inclusive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.3
Cluster Name: Introduction to Probability
Lesson Name: *None specified*
Lesson Order: 2030.0
Standard ID: VAR-4.A.4
Standard Description: The probability of the complement of an event E, E′ or C E , (i.e., not E) is equal to 1 () − P E .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.3
Cluster Name: Introduction to Probability
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: VAR-4.B.1
Standard Description: Probabilities of events in repeatable situations can be interpreted as the relative frequency with which the event will occur in the long run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.4
Cluster Name: Mutually Exclusive Events
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: VAR-4.C.1
Standard Description: The probability that events A and B both will occur, sometimes called the joint probability, is the probability of the intersection of A and B, denoted PA B ( ) ∩ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.4
Cluster Name: Mutually Exclusive Events
Lesson Name: *None specified*
Lesson Order: 2060.0
Standard ID: VAR-4.C.2
Standard Description: Two events are mutually exclusive or disjoint if they cannot occur at the same time. So PA B ( )0 ∩ = .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.5
Cluster Name: Conditional Probability
Lesson Name: *None specified*
Lesson Order: 2070.0
Standard ID: VAR-4.D.1
Standard Description: The probability that event A will occur given that event B has occurred is called a conditional probability and denoted ( ) (|) ( ) PA B PAB P B ∩ = .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.5
Cluster Name: Conditional Probability
Lesson Name: *None specified*
Lesson Order: 2080.0
Standard ID: VAR-4.D.2
Standard Description: The multiplication rule states that the probability that events A and B both will occur is equal to the probability that event A will occur multiplied by the probability that event B will occur, given that A has occurred. This is denoted PA B PA PB A ( ) () (| ) ∩= ⋅ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.6
Cluster Name: Independent Events and Unions of Events
Lesson Name: *None specified*
Lesson Order: 2090.0
Standard ID: VAR-4.E.1
Standard Description: Events A and B are independent if, and only if, knowing whether event A has occurred (or will occur) does not change the probability that event B will occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.6
Cluster Name: Independent Events and Unions of Events
Lesson Name: *None specified*
Lesson Order: 2100.0
Standard ID: VAR-4.E.2
Standard Description: If, and only if, events A and B are independent, then PAB PA (|) () = , PB A PB (| ) () = , and PA B PA PB ( ) () ()

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.6
Cluster Name: Independent Events and Unions of Events
Lesson Name: *None specified*
Lesson Order: 2110.0
Standard ID: VAR-4.E.3
Standard Description: The probability that event A or event B (or both) will occur is the probability of the union of A and B, denoted PA B ( ) ∪ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.6
Cluster Name: Independent Events and Unions of Events
Lesson Name: *None specified*
Lesson Order: 2120.0
Standard ID: VAR-4.E.4
Standard Description: The addition rule states that the probability that event A or event B or both will occur is equal to the probability that event A will occur plus the probability that event B will occur minus the probability that both events A and B will occur. This is denoted PA B PA PB PA B ( ) () () ( )

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.7
Cluster Name: Introduction to Random Variables and Probability Distributions
Lesson Name: *None specified*
Lesson Order: 2130.0
Standard ID: VAR-5.A.1
Standard Description: The values of a random variable are the numerical outcomes of random behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.7
Cluster Name: Introduction to Random Variables and Probability Distributions
Lesson Name: *None specified*
Lesson Order: 2140.0
Standard ID: VAR-5.A.2
Standard Description: A discrete random variable is a variable that can only take a countable number of values. Each value has a probability associated with it. The sum of the probabilities over all of the possible values must be 1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.7
Cluster Name: Introduction to Random Variables and Probability Distributions
Lesson Name: *None specified*
Lesson Order: 2150.0
Standard ID: VAR-5.A.3
Standard Description: A probability distribution can be represented as a graph, table, or function showing the probabilities associated with values of a random variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.7
Cluster Name: Introduction to Random Variables and Probability Distributions
Lesson Name: *None specified*
Lesson Order: 2160.0
Standard ID: VAR-5.A.4
Standard Description: A cumulative probability distribution can be represented as a table or function showing the probability of being less than or equal to each value of the random variable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.7
Cluster Name: Introduction to Random Variables and Probability Distributions
Lesson Name: *None specified*
Lesson Order: 2170.0
Standard ID: VAR-5.B.1
Standard Description: An interpretation of a probability distribution provides information about the shape, center, and spread of a population and allows one to make conclusions about the population of interest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.8
Cluster Name: Mean and Standard Deviation of Random Variables
Lesson Name: *None specified*
Lesson Order: 2180.0
Standard ID: VAR-5.C.1
Standard Description: A numerical value measuring a characteristic of a population or the distribution of a random variable is known as a parameter, which is a single, fixed value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.8
Cluster Name: Mean and Standard Deviation of Random Variables
Lesson Name: *None specified*
Lesson Order: 2190.0
Standard ID: VAR-5.C.2
Standard Description: The mean, or expected value, for a discrete random variable X is μ X ii = ⋅ x P x( )

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.8
Cluster Name: Mean and Standard Deviation of Random Variables
Lesson Name: *None specified*
Lesson Order: 2200.0
Standard ID: VAR-5.C.3
Standard Description: The standard deviation for a discrete random variable X is ( ) () 2 X iX i σ μ = −⋅  x P x .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.8
Cluster Name: Mean and Standard Deviation of Random Variables
Lesson Name: *None specified*
Lesson Order: 2210.0
Standard ID: VAR-5.D.1
Standard Description: Parameters for a discrete random variable should be interpreted using appropriate units and within the context of a specific population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.9
Cluster Name: Combining Random Variables
Lesson Name: *None specified*
Lesson Order: 2220.0
Standard ID: VAR-5.E.1
Standard Description: For random variables X and Y and real numbers a and b, the mean of aX bY + is x y a b μ μ + .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.9
Cluster Name: Combining Random Variables
Lesson Name: *None specified*
Lesson Order: 2230.0
Standard ID: VAR-5.E.2
Standard Description: Two random variables are independent if knowing information about one of them does not change the probability distribution of the other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.9
Cluster Name: Combining Random Variables
Lesson Name: *None specified*
Lesson Order: 2240.0
Standard ID: VAR-5.E.3
Standard Description: For independent random variables X and Y and real numbers a and b, the mean of aX bY + is x y a b μ μ + , and the variance of aX bY + is 22 22 x y a b    .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 4
Unit Name: Probability, Random Variables, and Probability Distributions
Cluster ID: AP Stats Topic 4.9
Cluster Name: Combining Random Variables
Lesson Name: *None specified*
Lesson Order: 2250.0
Standard ID: VAR-5.F.1
Standard Description: For Y a bX = + , the probability distribution of the transformed random variable, Y, has the same shape as the probability distribution for X, so long as a > 0 and b > 0. The mean of Y is y x μ μ = +a b . The standard deviation of Y is y x σ σ = b .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.1
Cluster Name: Introducing Statistics: Why Is My Sample Not Like Yours?
Lesson Name: *None specified*
Lesson Order: 2350.0
Standard ID: VAR-1.G.1
Standard Description: Variation in statistics for samples taken from the same population may be random or not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2360.0
Standard ID: VAR-6.A.1
Standard Description: A continuous random variable is a variable that can take on any value within a specified domain. Every interval within the domain has a probability associated with it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2370.0
Standard ID: VAR-6.A.2
Standard Description: A continuous random variable with a normal distribution is commonly used to describe populations. The distribution of a normal random variable can be described by a normal, or “bell-shaped,” curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2380.0
Standard ID: VAR-6.A.3
Standard Description: The area under a normal curve over a given interval represents the probability that a particular value lies in that interval.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2390.0
Standard ID: VAR-6.B.1
Standard Description: The boundaries of an interval associated with a given area in a normal distribution can be determined using z-scores or technology, such as a calculator, a standard normal table, or computer-generated output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2400.0
Standard ID: VAR-6.B.2
Standard Description: Intervals associated with a given area in a normal distribution can be determined by assigning appropriate inequalities to the boundaries of the intervals: a. ( ) 100 a p PX x < = means that the lowest p% of values lie to the left of a x . b. ( ) 100 a b p Px X x << = means that p% of values lie between a x and b x . c. ( ) 100 b p PX x > = means that the highest p% of values lie to the right of b x . d. To determine the most extreme p% of values requires dividing the area associated with p% into two equal areas on either extreme of the distribution: 1 ( ) 2 100 a p PX x < = and 1 ( ) 2 100 b p PX x > = means that half of the p% most extreme values lie to the left of a x and half of the p% most extreme values lie to the right of b x .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.2
Cluster Name: The Normal Distribution, Revisited
Lesson Name: *None specified*
Lesson Order: 2410.0
Standard ID: VAR-6.C.1
Standard Description: Normal distributions are symmetrical and “bell-shaped.” As a result, normal distributions can be used to approximate distributions with similar characteristics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.3
Cluster Name: The Central Limit Theorem
Lesson Name: *None specified*
Lesson Order: 2420.0
Standard ID: UNC-3.H.1
Standard Description: A sampling distribution of a statistic is the distribution of values for the statistic for all possible samples of a given size from a given population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.3
Cluster Name: The Central Limit Theorem
Lesson Name: *None specified*
Lesson Order: 2430.0
Standard ID: UNC-3.H.2
Standard Description: The central limit theorem (CLT) states that when the sample size is sufficiently large, a sampling distribution of the mean of a random variable will be approximately normally distributed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.3
Cluster Name: The Central Limit Theorem
Lesson Name: *None specified*
Lesson Order: 2440.0
Standard ID: UNC-3.H.3
Standard Description: The central limit theorem requires that the sample values are independent of each other and that n is sufficiently large.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.3
Cluster Name: The Central Limit Theorem
Lesson Name: *None specified*
Lesson Order: 2450.0
Standard ID: UNC-3.H.4
Standard Description: A randomization distribution is a collection of statistics generated by simulation assuming known values for the parameters. For a randomized experiment, this means repeatedly randomly reallocating/reassigning the response values to treatment groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.3
Cluster Name: The Central Limit Theorem
Lesson Name: *None specified*
Lesson Order: 2460.0
Standard ID: UNC-3.H.5
Standard Description: The sampling distribution of a statistic can be simulated by generating repeated random samples from a population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.4
Cluster Name: Biased and Unbiased Point Estimates
Lesson Name: *None specified*
Lesson Order: 2470.0
Standard ID: UNC-3.I.1
Standard Description: When estimating a population parameter, an estimator is unbiased if, on average, the value of the estimator is equal to the population parameter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.4
Cluster Name: Biased and Unbiased Point Estimates
Lesson Name: *None specified*
Lesson Order: 2480.0
Standard ID: UNC-3.J.1
Standard Description: When estimating a population parameter, an estimator exhibits variability that can be modeled using probability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.4
Cluster Name: Biased and Unbiased Point Estimates
Lesson Name: *None specified*
Lesson Order: 2490.0
Standard ID: UNC-3.J.2
Standard Description: A sample statistic is a point estimator of the corresponding population parameter

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.5
Cluster Name: Sampling Distributions for Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2500.0
Standard ID: UNC-3.K.1
Standard Description: For independent samples (sampling with replacement) of a categorical variable from a population with population proportion, p, the sampling distribution of the sample proportion, pˆ, has a mean, μ pˆ = p and a standard deviation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.5
Cluster Name: Sampling Distributions for Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2510.0
Standard ID: UNC-3.K.2
Standard Description: If sampling without replacement, the standard deviation of the sample proportion is smaller than what is given by the formula above. If the sample size is less than 10% of the population size, the difference is negligible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.5
Cluster Name: Sampling Distributions for Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2520.0
Standard ID: UNC-3.L.1
Standard Description: For a categorical variable, the sampling distribution of the sample proportion, pˆ, will have an approximate normal distribution, provided the sample size is large enough: np ≥10 and n p (1 ) 10

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.5
Cluster Name: Sampling Distributions for Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2530.0
Standard ID: UNC-3.M.1
Standard Description: Probabilities and parameters for a sampling distribution for a sample proportion should be interpreted using appropriate units and within the context of a specific population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.6
Cluster Name: Sampling Distributions for Differences in Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2540.0
Standard ID: UNC-3.N.1
Standard Description: For a categorical variable, when randomly sampling with replacement from two independent populations with population proportions 1 p and 2 p , the sampling distribution of the difference in sample proportions 1 2 pˆ ˆ − p has mean, 1 2 p p ˆ ˆ 1 2 μ p p − = − and standard deviation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.6
Cluster Name: Sampling Distributions for Differences in Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2550.0
Standard ID: UNC-3.N.2
Standard Description: If sampling without replacement, the standard deviation of the difference in sample proportions is smaller than what is given by the formula above. If the sample sizes are less than 10% of the population sizes, the difference is negligible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.6
Cluster Name: Sampling Distributions for Differences in Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2560.0
Standard ID: UNC-3.O.1
Standard Description: The sampling distribution of the difference in sample proportions 1 2 pˆ ˆ − p will have an approximate normal distribution provided the sample sizes are large enough: 11 1 1 22 2 2 np n p np n p ≥ −≥ ≥ −≥ 10, (1 ) 10, 10, (1 ) 10.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.6
Cluster Name: Sampling Distributions for Differences in Sample Proportions
Lesson Name: *None specified*
Lesson Order: 2570.0
Standard ID: UNC-3.P.1
Standard Description: Parameters for a sampling distribution for a difference of proportions should be interpreted using appropriate units and within the context of a specific populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.7
Cluster Name: Sampling Distributions for Sample Means
Lesson Name: *None specified*
Lesson Order: 2580.0
Standard ID: UNC-3.Q.1
Standard Description: For a numerical variable, when random sampling with replacement from a population with mean μ and standard deviation, σ pˆ , the sampling distribution of the sample mean has mean μ μ x = and standard deviation x n

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.7
Cluster Name: Sampling Distributions for Sample Means
Lesson Name: *None specified*
Lesson Order: 2590.0
Standard ID: UNC-3.Q.2
Standard Description: If sampling without replacement, the standard deviation of the sample mean is smaller than what is given by the formula above. If the sample size is less than 10% of the population size, the difference is negligible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.7
Cluster Name: Sampling Distributions for Sample Means
Lesson Name: *None specified*
Lesson Order: 2600.0
Standard ID: UNC-3.R.1
Standard Description: For a numerical variable, if the population distribution can be modeled with a normal distribution, the sampling distribution of the sample mean, x, can be modeled with a normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.7
Cluster Name: Sampling Distributions for Sample Means
Lesson Name: *None specified*
Lesson Order: 2610.0
Standard ID: UNC-3.R.2
Standard Description: For a numerical variable, if the population distribution cannot be modeled with a normal distribution, the sampling distribution of the sample mean, x, can be modeled approximately by a normal distribution, provided the sample size is large enough, e.g., greater than or equal to 30.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.7
Cluster Name: Sampling Distributions for Sample Means
Lesson Name: *None specified*
Lesson Order: 2620.0
Standard ID: UNC-3.S.1
Standard Description: Probabilities and parameters for a sampling distribution for a sample mean should be interpreted using appropriate units and within the context of a specific population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.8
Cluster Name: Sampling Distributions for Differences in Sample Means
Lesson Name: *None specified*
Lesson Order: 2630.0
Standard ID: UNC-3.T.1
Standard Description: For a numerical variable, when randomly sampling with replacement from two independent populations with population means μ1 and μ2 and population standard deviations σ 1 and σ 2, the sampling distribution of the difference in sample means 1 2 x − x has mean ( ) 1 2 1 2 x x− μ = μ − μ and standard deviation,

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.8
Cluster Name: Sampling Distributions for Differences in Sample Means
Lesson Name: *None specified*
Lesson Order: 2640.0
Standard ID: UNC-3.T.2
Standard Description: If sampling without replacement, the standard deviation of the difference in sample means is smaller than what is given by the formula above. If the sample sizes are less than 10% of the population sizes, the difference is negligible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.8
Cluster Name: Sampling Distributions for Differences in Sample Means
Lesson Name: *None specified*
Lesson Order: 2650.0
Standard ID: UNC-3.U.1
Standard Description: The sampling distribution of the difference in sample means 1 2 x − x can be modeled with a normal distribution if the two population distributions can be modeled with a normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.8
Cluster Name: Sampling Distributions for Differences in Sample Means
Lesson Name: *None specified*
Lesson Order: 2660.0
Standard ID: UNC-3.U.2
Standard Description: The sampling distribution of the difference in sample means x 1 2 − x can be modeled approximately by a normal distribution if the two population distributions cannot be modeled with a normal distribution but both sample sizes are greater than or equal to 30.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 5
Unit Name: Sampling Distributions
Cluster ID: AP Stats Topic 5.8
Cluster Name: Sampling Distributions for Differences in Sample Means
Lesson Name: *None specified*
Lesson Order: 2670.0
Standard ID: UNC-3.V.1
Standard Description: Probabilities and parameters for a sampling distribution for a difference of sample means should be interpreted using appropriate units and within the context of a specific populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.1
Cluster Name: Introducing Statistics: Why Be Normal?
Lesson Name: *None specified*
Lesson Order: 2680.0
Standard ID: VAR-1.H.1
Standard Description: Variation in shapes of data distributions may be random or not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.10
Cluster Name: Setting Up a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3240.0
Standard ID: VAR-6.H.1
Standard Description: For a two-sample test for a difference of two proportions, the null hypothesis specifies a value of 0 for the difference in population proportions, indicating no difference or effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.10
Cluster Name: Setting Up a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3250.0
Standard ID: VAR-6.H.2
Standard Description: The null hypothesis for a difference in proportions is: 01 2 Hp p : = , or 01 2 Hp p : 0

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.10
Cluster Name: Setting Up a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3260.0
Standard ID: VAR-6.H.3
Standard Description: A one-sided alternative hypothesis for a difference in proportions is 1 2 : Hp p a < , or, 1 2 : Hp p a > . A two-sided alternative hypothesis for a difference of proportions is 1 2 : Hp p a ≠ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.10
Cluster Name: Setting Up a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3270.0
Standard ID: VAR-6.I.1
Standard Description: For a single categorical variable, the appropriate testing method for the difference of two population proportions is a two-sample z-test for a difference between two population proportions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.10
Cluster Name: Setting Up a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3280.0
Standard ID: VAR-6.J.1
Standard Description: In order to make statistical inferences when testing a difference between population proportions, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using two independent, random samples or a randomized experiment. ii. When sampling without replacement, check that 1 1 n N ≤10% and 2 2 n N ≤10% . b. To check that the sampling distribution of 1 2 pˆ ˆ − p is approximately normal (shape): i. For the combined sample, define the combined (or pooled) proportion, 11 22 1 2 ˆ ˆ ˆ c np np p n n + = + . Assuming that H0 is true ( 1 2 p p − = 0 or =1 2 p p ), check that 1 ˆ c n p , 1   1 ˆ c n p  , 2 ˆc n p , and 2   1 ˆ c n p  are all greater than or equal to some predetermined value, typically either 5 or 10.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.11
Cluster Name: Carrying Out a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: DAT-3.C.1
Standard Description: An interpretation of the p-value of a significance test for a difference of two population proportions should recognize that the p-value is computed by assuming that the null hypothesis is true, i.e., by assuming that the true population proportions are equal to each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.11
Cluster Name: Carrying Out a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: DAT-3.D.1
Standard Description: A formal decision explicitly compares the p-value to the significance . If the p-value ≤ , then reject the null hypothesis, 01 2 Hp p : = , or 01 2 Hp p : 0 − = . If the p-value > , then fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.11
Cluster Name: Carrying Out a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: DAT-3.D.2
Standard Description: The results of a significance test for a difference of two population proportions can serve as the statistical reasoning to support the answer to a research question about the two populations that were sampled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.11
Cluster Name: Carrying Out a Test for the Difference of Two Population Proportions
Lesson Name: *None specified*
Lesson Order: 3290.0
Standard ID: VAR-6.K.1
Standard Description: The test statistic for a difference in proportions is: 1 2 1 2 ( )0 ˆ ˆ = ˆ ˆ 1 1 (1 ) c c p p z p p n n     , where 11 22 1 2 ˆ ˆ ˆ c np np p n n + = + .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2690.0
Standard ID: UNC-4.A.1
Standard Description: The appropriate confidence interval procedure for a one-sample proportion for one categorical variable is a one sample z-interval for a proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2700.0
Standard ID: UNC-4.B.1
Standard Description: In order to make assumptions necessary for inference on population proportions, means, and slopes, we must check for independence in data collection methods and for selection of the appropriate sampling distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2710.0
Standard ID: UNC-4.B.2
Standard Description: In order to calculate a confidence interval to estimate a population proportion, p, we must check for independence and that the sampling distribution is approximately normal. a. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% , where N is the size of the population. b. To check that the sampling distribution of pˆ is approximately normal (shape): i. For categorical variables, check that both the number of successes, npˆ, and the number of failures, n p (1 ) − ˆ are at least 10 so that the sample size is large enough to support an assumption of normality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2720.0
Standard ID: UNC-4.C.1
Standard Description: Based on sample data, the standard error of a statistic is an estimate for the standard deviation for the statistic. The standard error of pˆ is ˆ ˆ ˆ (1 ) p p p SE n

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2730.0
Standard ID: UNC-4.C.2
Standard Description: A margin of error gives how much a value of a sample statistic is likely to vary from the value of the corresponding population parameter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2740.0
Standard ID: UNC-4.C.3
Standard Description: For categorical variables, the margin of error is the critical value (z*) times the standard error (SE) of the relevant statistic, which equals * pˆ ˆ (1 ) p z n − for a one sample proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2750.0
Standard ID: UNC-4.C.4
Standard Description: The formula for margin of error can be rearranged to solve for n, the minimum sample size needed to achieve a given margin of error. For this purpose, use a guess for pˆ or use pˆ = 0.5 in order to find an upper bound for the sample size that will result in a given margin of error.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2760.0
Standard ID: UNC-4.D.1
Standard Description: In general, an interval estimate can be constructed as point estimate ± (margin of error). For a one-sample proportion, the interval estimate is * ˆ ˆ (1 ) ˆ p p p z n

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2770.0
Standard ID: UNC-4.D.2
Standard Description: Critical values represent the boundaries encompassing the middle C% of the standard normal distribution, where C% is an approximate confidence level for a proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.2
Cluster Name: Constructing a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2780.0
Standard ID: UNC-4.E.1
Standard Description: Confidence intervals for population proportions can be used to calculate interval estimates with specified units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2790.0
Standard ID: UNC-4.F.1
Standard Description: A confidence interval for a population proportion either contains the population proportion or it does not, because each interval is based on random sample data, which varies from sample to sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2800.0
Standard ID: UNC-4.F.2
Standard Description: We are C% confident that the confidence interval for a population proportion captures the population proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2810.0
Standard ID: UNC-4.F.3
Standard Description: In repeated random sampling with the same sample size, approximately C% of confidence intervals created will capture the population proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2820.0
Standard ID: UNC-4.F.4
Standard Description: Interpreting a confidence interval for a onesample proportion should include a reference to the sample taken and details about the population it represents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2830.0
Standard ID: UNC-4.G.1
Standard Description: A confidence interval for a population proportion provides an interval of values that may provide sufficient evidence to support a particular claim in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2840.0
Standard ID: UNC-4.H.1
Standard Description: When all other things remain the same, the width of the confidence interval for a population proportion tends to decrease as the sample size increases. For a population proportion, the width of the interval is proportional to 1 n .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2850.0
Standard ID: UNC-4.H.2
Standard Description: For a given sample, the width of the confidence interval for a population proportion increases as the confidence level increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.3
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2860.0
Standard ID: UNC-4.H.3
Standard Description: The width of a confidence interval for a population proportion is exactly twice the margin of error.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2870.0
Standard ID: VAR-6.D.1
Standard Description: The null hypothesis is the situation that is assumed to be correct unless evidence suggests otherwise, and the alternative hypothesis is the situation for which evidence is being collected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2880.0
Standard ID: VAR-6.D.2
Standard Description: For hypotheses about parameters, the null hypothesis contains an equality reference (=, ≥, or ≤), while the alternative hypothesis contains a strict inequality (<, >, or ≠). The type of inequality in the alternative hypothesis is based on the question of interest. Alternative hypotheses with < or > are called one-sided, and alternative hypotheses with ≠ are called twosided. Although the null hypothesis for a onesided test may include an inequality symbol, it is still tested at the boundary of equality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2890.0
Standard ID: VAR-6.D.3
Standard Description: The null hypothesis for a population proportion is: 0 0 Hpp : = , where 0 p is the null hypothesized value for the population proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2900.0
Standard ID: VAR-6.D.4
Standard Description: A one-sided alternative hypothesis for a proportion is either 0 : Hpp a < or 0 : Hpp a > . A two-sided alternate hypothesis is 1 2 : Hp p a ≠ .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2910.0
Standard ID: VAR-6.D.5
Standard Description: For a one-sample z-test for a population proportion, the null hypothesis specifies a value for the population proportion, usually one indicating no difference or effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2920.0
Standard ID: VAR-6.E.1
Standard Description: For a single categorical variable, the appropriate testing method for a population proportion is a one-sample z-test for a population proportion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.4
Cluster Name: Setting Up a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 2930.0
Standard ID: VAR-6.F.1
Standard Description: In order to make statistical inferences when testing a population proportion, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% . b. To check that the sampling distribution of pˆ is approximately normal (shape): i. Assuming that H0 is true 0 ( ) p = p , verify that both the number of successes, 0 np , and the number of failures, 0 n p (1 ) − are at least 10 so that that the sample size is large enough to support an assumption of normality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2980.0
Standard ID: DAT-3.A.1
Standard Description: The p-value is the proportion of values for the null distribution that are as extreme or more extreme than the observed value of the test statistic. This is: a. The proportion at or above the observed value of the test statistic, if the alternative is >. b. The proportion at or below the observed value of the test statistic, if the alternative is <. c. The proportion less than or equal to the negative of the absolute value of the test statistic plus the proportion greater than or equal to the absolute value of the test statistic, if the alternative is ≠.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2990.0
Standard ID: DAT-3.A.2
Standard Description: An interpretation of the p-value of a significance test for a one-sample proportion should recognize that the p-value is computed by assuming that the probability model and null hypothesis are true, i.e., by assuming that the true population proportion is equal to the particular value stated in the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2940.0
Standard ID: VAR-6.G.1
Standard Description: The distribution of the test statistic assuming the null hypothesis is true (null distribution) can be either a randomization distribution or when a probability model is assumed to be true, a theoretical distribution (z).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2950.0
Standard ID: VAR-6.G.2
Standard Description: When using a z-test, the standardized test statistic can be written: sample statistic-null value of the parameter test statistic = standard deviation of the statistic . This is called a z-statistic for proportions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2960.0
Standard ID: VAR-6.G.3
Standard Description: The test statistic for a population proportion is:  0 0 0 (1 ) p p z p p n    .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.5
Cluster Name: Interpreting p- Values
Lesson Name: *None specified*
Lesson Order: 2970.0
Standard ID: VAR-6.G.4
Standard Description: A p-value is the probability of obtaining a test statistic as extreme or more extreme than the observed test statistic when the null hypothesis and probability model are assumed to be true. The significance level may be given or determined by the researcher.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3000.0
Standard ID: DAT-3.B.1
Standard Description: The significance level, , is the predetermined probability of rejecting the null hypothesis given that it is true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3010.0
Standard ID: DAT-3.B.2
Standard Description: A formal decision explicitly compares the p-value to the significance level, . If the p-value ≤ , reject the null hypothesis. If the p-value > , fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3020.0
Standard ID: DAT-3.B.3
Standard Description: Rejecting the null hypothesis means there is sufficient statistical evidence to support the alternative hypothesis. Failing to reject the null means there is insufficient statistical evidence to support the alternative hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3030.0
Standard ID: DAT-3.B.4
Standard Description: The conclusion about the alternative hypothesis must be stated in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3040.0
Standard ID: DAT-3.B.5
Standard Description: A significance test can lead to rejecting or not rejecting the null hypothesis, but can never lead to concluding or proving that the null hypothesis is true. Lack of statistical evidence for the alternative hypothesis is not the same as evidence for the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3050.0
Standard ID: DAT-3.B.6
Standard Description: Small p-values indicate that the observed value of the test statistic would be unusual if the null hypothesis and probability model were true, and so provide evidence for the alternative. The lower the p-value, the more convincing the statistical evidence for the alternative hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3060.0
Standard ID: DAT-3.B.7
Standard Description: p-values that are not small indicate that the observed value of the test statistic would not be unusual if the null hypothesis and probability model were true, so do not provide convincing statistical evidence for the alternative hypothesis nor do they provide evidence that the null hypothesis is true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3070.0
Standard ID: DAT-3.B.8
Standard Description: A formal decision explicitly compares the p-value to the significance . If the p-value ≤ , then reject the null hypothesis, 0 0 Hpp : = . If the p-value > , then fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.6
Cluster Name: Concluding a Test for a Population Proportion
Lesson Name: *None specified*
Lesson Order: 3080.0
Standard ID: DAT-3.B.9
Standard Description: The results of a significance test for a population proportion can serve as the statistical reasoning to support the answer to a research question about the population that was sampled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3090.0
Standard ID: UNC-5.A.1
Standard Description: A Type I error occurs when the null hypothesis is true and is rejected (false positive).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3100.0
Standard ID: UNC-5.A.2
Standard Description: A Type II error occurs when the null hypothesis is false and is not rejected (false negative).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3110.0
Standard ID: UNC-5.B.1
Standard Description: The significance level, , is the probability of making a Type I error, if the null hypothesis is true.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3120.0
Standard ID: UNC-5.B.2
Standard Description: The power of a test is the probability that a test will correctly reject a false null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3130.0
Standard ID: UNC-5.B.3
Standard Description: The probability of making a Type II error = −1 power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3140.0
Standard ID: UNC-5.C.1
Standard Description: The probability of a Type II error decreases when any of the following occurs, provided the others do not change: i. Sample size(s) increases. ii. Significance level () of a test increases. iii. Standard error decreases. iv. True parameter value is farther from the null.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3150.0
Standard ID: UNC-5.D.1
Standard Description: Whether a Type I or a Type II error is more consequential depends upon the situation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.7
Cluster Name: Potential Errors When Performing Tests
Lesson Name: *None specified*
Lesson Order: 3160.0
Standard ID: UNC-5.D.2
Standard Description: Since the significance level, , is the probability of a Type I error, the consequences of a Type I error influence decisions about a significance level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.8
Cluster Name: Confidence Intervals for the Difference of Two Proportions
Lesson Name: *None specified*
Lesson Order: 3170.0
Standard ID: UNC-4.I.1
Standard Description: The appropriate confidence interval procedure for a two-sample comparison of proportions for one categorical variable is a two-sample z-interval for a difference between population proportions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.8
Cluster Name: Confidence Intervals for the Difference of Two Proportions
Lesson Name: *None specified*
Lesson Order: 3180.0
Standard ID: UNC-4.J.1
Standard Description: In order to calculate confidence intervals to estimate a difference between proportions, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using two independent, random samples or a randomized experiment. ii. When sampling without replacement, check that 1 1 n N ≤10% and 2 2 n N ≤10% . b. To check that sampling distribution of 1 2 pˆ ˆ − p is approximately normal (shape). i. For categorical variables, check that 1 1 n pˆ , 1 1 n p (1 ) − ˆ , 2 2 n pˆ , and 2 2   n p 1 ˆ are all greater than or equal to some predetermined value, typically either 5 or 10.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.8
Cluster Name: Confidence Intervals for the Difference of Two Proportions
Lesson Name: *None specified*
Lesson Order: 3190.0
Standard ID: UNC-4.K.1
Standard Description: For a comparison of proportions, the interval estimate is 1 12 2 1 2 1 2 ˆ ˆˆ ˆ (1 ) (1 ) ( ) ˆ ˆ p pp p pp z n n      .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.8
Cluster Name: Confidence Intervals for the Difference of Two Proportions
Lesson Name: *None specified*
Lesson Order: 3200.0
Standard ID: UNC-4.L.1
Standard Description: Confidence intervals for a difference in proportions can be used to calculate interval estimates with specified units.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.9
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Difference of Population Proportions
Lesson Name: *None specified*
Lesson Order: 3210.0
Standard ID: UNC-4.M.1
Standard Description: In repeated random sampling with the same sample size, approximately C% of confidence intervals created will capture the difference in population proportions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.9
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Difference of Population Proportions
Lesson Name: *None specified*
Lesson Order: 3220.0
Standard ID: UNC-4.M.2
Standard Description: Interpreting a confidence interval for difference between population proportions should include a reference to the sample taken and details about the population it represents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 6
Unit Name: Inference for Categorical Data: Proportions
Cluster ID: AP Stats Topic 6.9
Cluster Name: Justifying a Claim Based on a Confidence Interval for a Difference of Population Proportions
Lesson Name: *None specified*
Lesson Order: 3230.0
Standard ID: UNC-4.N.1
Standard Description: A confidence interval for difference in population proportions provides an interval of values that may provide sufficient evidence to support a particular claim in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.1
Cluster Name: Introducing Statistics: Should I Worry About Error?
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: VAR-1.I.1
Standard Description: Random variation may result in errors in statistical inference.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: UNC-4.O.1
Standard Description: Because  is typically not known for distributions of quantitative variables, the appropriate confidence interval procedure for estimating the population mean of one quantitative variable for one sample is a one-sample t-interval for a mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: UNC-4.O.2
Standard Description: For one quantitative variable, X, that is normally distributed, the distribution of ( ) x t s n − μ = is a t-distribution with n −1 degrees of freedom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: UNC-4.O.3
Standard Description: Matched pairs can be thought of as one sample of pairs. Once differences between pairs of values are found, inference for confidence intervals proceeds as for a population mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: UNC-4.P.1
Standard Description: In order to calculate confidence intervals to estimate a population mean, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% , where N is the size of the population. b. To check that the sampling distribution of x is approximately normal (shape): i. If the observed distribution is skewed, n should be greater than 30. ii. If the sample size is less than 30, the distribution of the sample data should be free from strong skewness and outliers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: UNC-4.Q.1
Standard Description: The critical value * t with n −1 degrees of freedom can be found using a table or computer-generated output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: UNC-4.Q.2
Standard Description: The standard error for a sample mean is given by s SE n = , where s is the sample standard deviation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: UNC-4.Q.3
Standard Description: For a one-sample t-interval for a mean, the margin of error is the critical value ( * t ) times the standard error (SE), which equals * s t n  

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: UNC-4.R.1
Standard Description: The point estimate for a population mean is the sample mean, x .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: UNC-4.R.2
Standard Description: For the population mean for one sample with unknown population standard deviation, the confidence interval is * s x t n 

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: VAR-7.A.1
Standard Description: When s is used instead of  to calculate a test statistic, the corresponding distribution, known as the t-distribution, varies from the normal distribution in shape, in that more of the area is allocated to the tails of the density curve than in a normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.2
Cluster Name: Constructing a Confidence Interval for a Population Mean
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: VAR-7.A.2
Standard Description: As the degrees of freedom increase, the area in the tails of a t-distribution decreases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: UNC-4.S.1
Standard Description: A confidence interval for a population mean either contains the population mean or it does not, because each interval is based on data from a random sample, which varies from sample to sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: UNC-4.S.2
Standard Description: We are C% confident that the confidence interval for a population mean captures the population mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: UNC-4.S.3
Standard Description: An interpretation of a confidence interval for a population mean includes a reference to the sample taken and details about the population it represents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: UNC-4.T.1
Standard Description: A confidence interval for a population mean provides an interval of values that may provide sufficient evidence to support a particular claim in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: UNC-4.U.1
Standard Description: When all other things remain the same, the width of a confidence interval for a population mean tends to decrease as the sample size increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: UNC-4.U.2
Standard Description: For a single mean, the width of the interval is proportional to 1 n .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.3
Cluster Name: Justifying a Claim About a Population Mean Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: UNC-4.U.3
Standard Description: For a given sample, the width of the confidence interval for a population mean increases as the confidence level increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.4
Cluster Name: Setting Up a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: VAR-7.B.1
Standard Description: The appropriate test for a population mean with unknown  is a one-sample t-test for a population mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.4
Cluster Name: Setting Up a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: VAR-7.B.2
Standard Description: Matched pairs can be thought of as one sample of pairs. Once differences between pairs of values are found, inference for significance testing proceeds as for a population mean.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.4
Cluster Name: Setting Up a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: VAR-7.C.1
Standard Description: The null hypothesis for a one-sample t-test for a population mean is 0 0 H : μ μ = , where μ0 is the hypothesized value. Depending upon the situation, the alternative hypothesis is 0 : Ha μ μ < , or   0 : Ha , or 0 : Ha    .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.4
Cluster Name: Setting Up a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: VAR-7.C.2
Standard Description: When finding the mean difference, μd , between values in a matched pair, it is important to define the order of subtraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.4
Cluster Name: Setting Up a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: VAR-7.D.1
Standard Description: In order to make statistical inferences when testing a population mean, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% . b. To check that the sampling distribution of x is approximately normal (shape): i. If the observed distribution is skewed, n should be greater than 30. ii. If the sample size is less than 30, the distribution of the sample data should be free from strong skewness and outliers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.5
Cluster Name: Carrying Out a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: DAT-3.E.1
Standard Description: An interpretation of the p-value of a significance test for a population mean should recognize that the p-value is computed by assuming that the null hypothesis is true, i.e., by assuming that the true population mean is equal to the particular value stated in the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.5
Cluster Name: Carrying Out a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: DAT-3.F.1
Standard Description: A formal decision explicitly compares the p-value to the significance . If the p-value ≤ , then reject the null hypothesis, 0 0 H : μ μ = . If the p-value > , then fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.5
Cluster Name: Carrying Out a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: DAT-3.F.2
Standard Description: The results of a significance test for a population mean can serve as the statistical reasoning to support the answer to a research question about the population that was sampled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.5
Cluster Name: Carrying Out a Test for a Population Mean
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: VAR-7.E.1
Standard Description: For a single quantitative variable when random sampling with replacement from a population that can be modeled with a normal distribution with mean  and standard deviation  , the sampling distribution of x t s n − μ = has a t-distribution with n – 1 degrees of freedom

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: UNC-4.V.1
Standard Description: Consider a simple random sample from population 1 of size 1 n , mean μ1 , and standard deviation σ 1 and a second simple random sample from population 2 of size 2 n , mean μ2 , and standard deviation σ 2 . If the distributions of populations 1 and 2 are normal or if both 1 n and 2 n are greater than 30, then the sampling distribution of the difference of means, x 1 2 − x is also normal. The mean for the sampling distribution of x 1 2 − x is μ μ 1 2 − . The standard deviation of x 1 2 − x is 2 2 1 2 1 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: UNC-4.V.2
Standard Description: The appropriate confidence interval procedure for one quantitative variable for two independent samples is a two-sample t-interval for a difference between population means.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: UNC-4.W.1
Standard Description: In order to calculate confidence intervals to estimate a difference of population means, we must check for independence and that the sampling distribution is approximately normal: a. To check for independence: i. Data should be collected using two independent, random samples or a randomized experiment. ii. When sampling without replacement, check that 1 1 n N ≤10% and 2 2 n N ≤10% . b. To check that the sampling distribution of 1 2 ( ) x − x should be approximately normal (shape): i. If the observed distributions are skewed, both 1 n and 2 n should be greater than 30.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: UNC-4.X.1
Standard Description: For the difference of two sample means, the margin of error is the critical value ( * t ) times the standard error (SE) of the difference of two means.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: UNC-4.X.2
Standard Description: The standard error for the difference in two sample means with sample standard deviations, 1s and 2 s , is 2 2 1 2 1 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: UNC-4.Y.1
Standard Description: The point estimate for the difference of two population means is the difference in sample means, x1 2 − x .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.6
Cluster Name: Confidence Intervals for the Difference of Two Means
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: UNC-4.Y.2
Standard Description: For a difference of two population means where the population standard deviations are not known, the confidence interval is   2 2 * 1 2 1 2 1 2 s s xx t n n   where ± * t are the critical values for the central C% of a t-distribution with appropriate degrees of freedom that can be found using technology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.7
Cluster Name: Justifying a Claim About the Difference of Two Means Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: UNC-4.AA.1
Standard Description: A confidence interval for a difference of population means provides an interval of values that may provide sufficient evidence to support a particular claim in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.7
Cluster Name: Justifying a Claim About the Difference of Two Means Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: UNC-4.AB.1
Standard Description: When all other things remain the same, the width of the confidence interval for the difference of two means tends to decrease as the sample sizes increase.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.7
Cluster Name: Justifying a Claim About the Difference of Two Means Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: UNC-4.Z.1
Standard Description: In repeated random sampling with the same sample size, approximately C% of confidence intervals created will capture the difference of population means.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.7
Cluster Name: Justifying a Claim About the Difference of Two Means Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: UNC-4.Z.2
Standard Description: An interpretation for a confidence interval for the difference of two population means should include a reference to the samples taken and details about the populations they represent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.8
Cluster Name: Setting Up a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: VAR-7.F.1
Standard Description: For a quantitative variable, the appropriate test for a difference of two population means is a two-sample t-test for a difference of two population means.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.8
Cluster Name: Setting Up a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: VAR-7.G.1
Standard Description: The null hypothesis for a two-sample t-test for a difference of two population means, μ1 and μ2 , is: 01 2 H : 0 μ μ − = , or 01 2 H : μ μ = . The alternative hypothesis is 1 2 : 0 Ha μ μ − < , or 1 2 : 0 Ha μ μ − > , or 1 2 : 0 Ha μ μ − ≠ , or 1 2 : Ha μ μ > , or 1 2 : Ha μ μ < , or 1 2 : Ha μ μ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.8
Cluster Name: Setting Up a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: VAR-7.H.1
Standard Description: In order to make statistical inferences when testing a difference between population means, we must check for independence and that the sampling distribution is approximately normal: a. Individual observations should be independent: i. Data should be collected using simple random samples or a randomized experiment. ii. When sampling without replacement, check that 1 1 n N ≤10% and 2 2 n N ≤10% . b. The sampling distribution of 1 2 x − x should be approximately normal (shape). i. If the observed distribution is skewed, both 1 n and 2 n should be greater than 30. ii. If the sample size is less than 30, the distribution of the sample data should be free from strong skewness and outliers. This should be checked for BOTH samples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.9
Cluster Name: Carrying Out a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: DAT-3.G.1
Standard Description: An interpretation of the p-value of a significance test for a two-sample difference of population means should recognize that the p-value is computed by assuming that the null hypothesis is true, i.e., by assuming that the true population means are equal to each other.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.9
Cluster Name: Carrying Out a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: DAT-3.H.1
Standard Description: A formal decision explicitly compares the p-value to the significance . If the p-value ≤ , then reject the null hypothesis, 01 2 H : 0 μ μ − = , or 01 2 H : μ μ = . If the p-value > , then fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.9
Cluster Name: Carrying Out a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: DAT-3.H.2
Standard Description: The results of a significance test for a two-sample test for a difference between two population means can serve as the statistical reasoning to support the answer to a research question about the populations that were sampled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 7
Unit Name: Inference for Quantitative Data: Means
Cluster ID: AP Stats Topic 7.9
Cluster Name: Carrying Out a Test for the Difference of Two Population Means
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: VAR-7.I.1
Standard Description: For a single quantitative variable, data collected using independent random samples or a randomized experiment from two populations, each of which can be modeled with a normal distribution, the sampling distribution of 12 12 2 2 1 2 1 2 ( )( ) x x t s s n n −−− μ μ = + is an approximate t-distribution with degrees of freedom that can be found using technology. The degrees of freedom fall between the smaller of 1 n −1 and 2 n −1 and 1 2 n n + − 2.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.1
Cluster Name: Introducing Statistics: Are My Results Unexpected?
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: VAR-1.J.1
Standard Description: Variation between what we find and what we expect to find may be random or not.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: VAR-8.A.1
Standard Description: Expected counts of categorical data are counts consistent with the null hypothesis. In general, an expected count is a sample size times a probability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: VAR-8.A.2
Standard Description: The chi-square statistic measures the distance between observed and expected counts relative to expected counts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: VAR-8.A.3
Standard Description: Chi-square distributions have positive values and are skewed right. Within a family of density curves, the skew becomes less pronounced with increasing degrees of freedom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: VAR-8.B.1
Standard Description: For a chi-square goodness-of-fit test, the null hypothesis specifies null proportions for each category, and the alternative hypothesis is that at least one of these proportions is not as specified in the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: VAR-8.C.1
Standard Description: When considering a distribution of proportions for one categorical variable, the appropriate test is the chi-square test for goodness of fit.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: VAR-8.D.1
Standard Description: Expected counts for a chi-square goodness-of-fit test are (sample size) (null proportion).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.2
Cluster Name: Setting Up a Chi-Square Goodness of Fit Test
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: VAR-8.E.1
Standard Description: In order to make statistical inferences for a chi-square test for goodness of fit we must check the following: a. To check for independence: i. Data should be collected using a random sample or randomized experiment. ii. When sampling without replacement, check that n N ≤10% . b. The chi-square test for goodness of fit becomes more accurate with more observations, so large counts should be used (shape). i. A conservative check for large counts is that all expected counts should be greater than 5.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 3310.0
Standard ID: DAT-3.I.1
Standard Description: An interpretation of the p-value for the chi-square test for goodness of fit is the probability, given the null hypothesis and probability model are true, of obtaining a test statistic as, or more, extreme than the observed value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 3320.0
Standard ID: DAT-3.J.1
Standard Description: A decision to either reject or fail to reject the null hypothesis is based on comparison of the p-value to the significance level, .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 3330.0
Standard ID: DAT-3.J.2
Standard Description: The results of a chi-square test for goodness of fit can serve as the statistical reasoning to support the answer to a research question about the population that was sampled.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: VAR-8.F.1
Standard Description: The test statistic for the chi-square test for goodness of fit is 2 2 ( ) Observed count Expected count Expected count     , with degreesof freedom number of categories = −1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: VAR-8.F.2
Standard Description: The distribution of the test statistic assuming the null hypothesis is true (null distribution) can be either a randomization distribution or, when a probability model is assumed to be true, a theoretical distribution (chi-square).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.3
Cluster Name: Carrying Out a Chi-Square Test for Goodness of Fit
Lesson Name: *None specified*
Lesson Order: 3300.0
Standard ID: VAR-8.G.1
Standard Description: The p-value for a chi-square test for goodness of fit for a number of degrees of freedom is found using the appropriate table or computer generated output.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.4
Cluster Name: Expected Counts in Two-Way Tables
Lesson Name: *None specified*
Lesson Order: 3340.0
Standard ID: VAR-8.H.1
Standard Description: The expected count in a particular cell of a two-way table of categorical data can be calculated using the formula: ( )( ) row total column total expected count table total

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.5
Cluster Name: Setting Up a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3350.0
Standard ID: VAR-8.I.1
Standard Description: The appropriate hypotheses for a chi-square test for homogeneity are: H0: There is no difference in distributions of a categorical variable across populations or treatments. Ha : There is a difference in distributions of a categorical variable across populations or treatments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.5
Cluster Name: Setting Up a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3360.0
Standard ID: VAR-8.I.2
Standard Description: The appropriate hypotheses for a chi-square test for independence are: H0: There is no association between two categorical variables in a given population or the two categorical variables are independent. Ha : Two categorical variables in a population are associated or dependent.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.5
Cluster Name: Setting Up a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3370.0
Standard ID: VAR-8.J.1
Standard Description: When comparing distributions to determine whether proportions in each category for categorical data collected from different populations are the same, the appropriate test is the chi-square test for homogeneity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.5
Cluster Name: Setting Up a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3380.0
Standard ID: VAR-8.J.2
Standard Description: To determine whether row and column variables in a two-way table of categorical data might be associated in the population from which the data were sampled, the appropriate test is the chi-square test for independence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.5
Cluster Name: Setting Up a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3390.0
Standard ID: VAR-8.K.1
Standard Description: In order to make statistical inferences for a chi-square test for two-way tables (homogeneity or independence), we must verify the following: a. To check for independence: i. For a test for independence: Data should be collected using a simple random sample. ii. For a test for homogeneity: Data should be collected using a stratified random sample or randomized experiment. iii. When sampling without replacement, check that n N ≤10% . b. The chi-square tests for independence and homogeneity become more accurate with more observations, so large counts should be used (shape). i. A conservative check for large counts is that all expected counts should be greater than 5.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3430.0
Standard ID: DAT-3.K.1
Standard Description: An interpretation of the p-value for the chi-square test for homogeneity or independence is the probability, given the null hypothesis and probability model are true, of obtaining a test statistic as, or more, extreme than the observed value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3440.0
Standard ID: DAT-3.L.1
Standard Description: A decision to either reject or fail to reject the null hypothesis for a chi-square test for homogeneity or independence is based on comparison of the p-value to the significance level, .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3450.0
Standard ID: DAT-3.L.2
Standard Description: The results of a chi-square test for homogeneity or independence can serve as the statistical reasoning to support the answer to a research question about the population that was sampled (independence) or the populations that were sampled (homogeneity).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3400.0
Standard ID: VAR-8.L.1
Standard Description: The appropriate test statistic for a chi-square test for homogeneity or independence is the chi-square statistic: 2 2 ( ) Observed count Expected count Expected count     , with degrees of freedom equal to: (number of rows number of columns − − 1)( 1).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3410.0
Standard ID: VAR-8.M.1
Standard Description: The p-value for a chi-square test for independence or homogeneity for a number of degrees of freedom is found using the appropriate table or technology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 8
Unit Name: Inference for Categorical Data: Chi-Square
Cluster ID: AP Stats Topic 8.6
Cluster Name: Carrying Out a Chi-Square Test for Homogeneity or Independence
Lesson Name: *None specified*
Lesson Order: 3420.0
Standard ID: VAR-8.M.2
Standard Description: For a test of independence or homogeneity for a two-way table, the p-value is the proportion of values in a chi-square distribution with appropriate degrees of freedom that are equal to or larger than the test statistic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.1
Cluster Name: Introducing Statistics: Do Those Points Align?
Lesson Name: *None specified*
Lesson Order: 3460.0
Standard ID: VAR-1.K.1
Standard Description: Variation in points’ positions relative to a theoretical line may be random or non-random

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3470.0
Standard ID: UNC-4.AC.1
Standard Description: Consider a response variable, y, that is linearly related to an explanatory variable, x. For a simple random sample of n observations, the sample regression line, yˆ =a+bx , is an estimate of the population regression line µ y =α+βx. For a particular observation, (xi , yi ), the residual from the sample regression line, yi − yˆi = yi −(a+bxi), is an estimate of yi −(α+βxi), the deviation of the response variable from the population regression line. For all points (x, y) in the population, the standard deviation of all of the deviations of the response variable from the population regression line, σ, can be estimated by the standard deviation of the residuals from the sample regression line,    2 2 i i y y s n     . (

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3480.0
Standard ID: UNC-4.AC.2
Standard Description: For a simple random sample of n observations, let b represent the slope of a sample regression line. Then the mean of the sampling distribution for b equals the population slope: µ β b = . The standard deviation of the sampling distribution for b is b x n σ σ σ = , where ( )2 i x x x n

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3490.0
Standard ID: UNC-4.AC.3
Standard Description: The appropriate confidence interval for the slope of a regression model is a t-interval for the slope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3500.0
Standard ID: UNC-4.AD.1
Standard Description: In order to calculate a confidence interval to estimate the slope of a regression line, we must check the following: a. The true relationship between x and y is linear. Analysis of residuals may be used to verify linearity. b. The standard deviation for y,  y , does not vary with x. Analysis of residuals may be used to check for approximately equal standard deviations for all x. c. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% . d. For a particular value of x, the responses (y-values) are approximately normally distributed. Analysis of graphical representations of residuals may be used to check for normality. i. If the observed distribution is skewed, n should be greater than 30.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3510.0
Standard ID: UNC-4.AE.1
Standard Description: For the slope of a regression line, the margin of error is the critical value ( * t ) times the standard error (SE) of the slope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3520.0
Standard ID: UNC-4.AE.2
Standard Description: The standard error for the slope of a regression line with sample standard deviation, s, is 1 x s SE s n = − , where s is the estimate of  and x s is the sample standard deviation of the x values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3530.0
Standard ID: UNC-4.AF.1
Standard Description: The point estimate for the slope of a regression model is the slope of the line of best fit, b.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.2
Cluster Name: Confidence Intervals for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3540.0
Standard ID: UNC-4.AF.2
Standard Description: For the slope of a regression model, the interval estimate is   * b b t SE  .

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.3
Cluster Name: Justifying a Claim About the Slope of a Regression Model Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 3550.0
Standard ID: UNC-4.AG.1
Standard Description: In repeated random sampling with the same sample size, approximately C% of confidence intervals created will capture the slope of the regression model, i.e., the true slope of the population regression model.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.3
Cluster Name: Justifying a Claim About the Slope of a Regression Model Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 3560.0
Standard ID: UNC-4.AG.2
Standard Description: An interpretation for a confidence interval for the slope of a regression line should include a reference to the sample taken and details about the population it represents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.3
Cluster Name: Justifying a Claim About the Slope of a Regression Model Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 3570.0
Standard ID: UNC-4.AH.1
Standard Description: A confidence interval for the slope of a regression model provides an interval of values that may provide sufficient evidence to support a particular claim in context.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.3
Cluster Name: Justifying a Claim About the Slope of a Regression Model Based on a Confidence Interval
Lesson Name: *None specified*
Lesson Order: 3580.0
Standard ID: UNC-4.AI.1
Standard Description: When all other things remain the same, the width of the confidence interval for the slope of a regression model tends to decrease as the sample size increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.4
Cluster Name: Setting Up a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3590.0
Standard ID: VAR-7.J.1
Standard Description: The appropriate test for the slope of a regression model is a t-test for a slope.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.4
Cluster Name: Setting Up a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3600.0
Standard ID: VAR-7.K.1
Standard Description: The null hypothesis for a t-test for a slope is: 0 0 H : β β = , where β0 is the hypothesized value from the null hypothesis. The alternative hypothesis is 0 0 H : β β < or 0 0 H : β β > , or 0 0

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.4
Cluster Name: Setting Up a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3610.0
Standard ID: VAR-7.L.1
Standard Description: In order to make statistical inferences when testing for the slope of a regression model, we must check the following: a. The true relationship between x and y is linear. Analysis of residuals may be used to verify linearity. b. The standard deviation for y,  y , does not vary with x. Analysis of residuals may be used to check for approximately equal standard deviations for all x. c. To check for independence: i. Data should be collected using a random sample or a randomized experiment. ii. When sampling without replacement, check that n N ≤10% . d. For a particular value of x, the responses (y-values) are approximately normally distributed. Analysis of graphical representations of residuals may be used to check for normality. i. If the observed distribution is skewed, n should be greater than 30. ii. If the sample size is less than 30, the distribution of the sample data should be free from strong skewness and outliers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.5
Cluster Name: Carrying Out a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3640.0
Standard ID: DAT-3.M.1
Standard Description: An interpretation of the p-value of a significance test for the slope of a regression model should recognize that the p-value is computed by assuming that the null hypothesis is true, i.e., by assuming that the true population slope is equal to the particular value stated in the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.5
Cluster Name: Carrying Out a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3650.0
Standard ID: DAT-3.N.1
Standard Description: A formal decision explicitly compares the p-value to the significance . If the p-value ≤ , then reject the null hypothesis, 0 0 H :    . If the p-value > , then fail to reject the null hypothesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.5
Cluster Name: Carrying Out a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3660.0
Standard ID: DAT-3.N.2
Standard Description: The results of a significance test for the slope of a regression model can serve as the statistical reasoning to support the answer to a research question about that sample.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.5
Cluster Name: Carrying Out a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3620.0
Standard ID: VAR-7.M.1
Standard Description: The distribution of the slope of a regression model assuming all conditions are satisfied and the null hypothesis is true (null distribution) is a t-distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Math
Course: AP Statistics
Unit ID: AP Stats Unit 9
Unit Name: Inference for Quantitative Data: Slopes
Cluster ID: AP Stats Topic 9.5
Cluster Name: Carrying Out a Test for the Slope of a Regression Model
Lesson Name: *None specified*
Lesson Order: 3630.0
Standard ID: VAR-7.M.2
Standard Description: For simple linear regression when random sampling from a population for the response that can be modeled with a normal distribution for each value of the explanatory variable, the sampling distribution of b b t SE − β = has a t-distribution with degrees of freedom equal to n  2. When testing the slope in a simple linear regression model with one parameter, the slope, the test for the slope has df n  1.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: aplit-practice-test-1-202508191150
Unit Name: Practice Test 1
Cluster ID: aplit-practice-test-1-202508191150::fallback
Cluster Name: Practice Test 1
Lesson Name: Practice Test 1
Lesson Order: 0.0
Standard ID: aplit-practice-test-1-202508191150::fallback
Standard Description: Practice Test 1

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: aplit-practice-test-2-202508191155
Unit Name: Practice Test 2
Cluster ID: aplit-practice-test-2-202508191155::fallback
Cluster Name: Practice Test 2
Lesson Name: Practice Test 2
Lesson Order: 0.0
Standard ID: aplit-practice-test-2-202508191155::fallback
Standard Description: Practice Test 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 06cf7998-f83e-46a4-bed5-b506df6c2aa7
Cluster Name: Prose Analysis I
Lesson Name: Prose Analysis I
Lesson Order: 5.0
Standard ID: 06cf7998-f83e-46a4-bed5-b506df6c2aa7
Standard Description: Prose Analysis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 26f20aca-6937-4f7c-90e9-29dc744c5895
Cluster Name: Perspective
Lesson Name: Perspective
Lesson Order: 3.0
Standard ID: 26f20aca-6937-4f7c-90e9-29dc744c5895
Standard Description: Perspective

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 4a448d2b-4ed5-4468-b555-086159581e8a
Cluster Name: Unit 1 Review
Lesson Name: Unit 1 Review
Lesson Order: 11.0
Standard ID: 4a448d2b-4ed5-4468-b555-086159581e8a
Standard Description: Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 7577f34d-e21d-4440-8f94-a570b9b7876a
Cluster Name: Time and Place
Lesson Name: Time and Place
Lesson Order: 4.0
Standard ID: 7577f34d-e21d-4440-8f94-a570b9b7876a
Standard Description: Time and Place

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 8a2a9879-c276-4b20-b22d-2846d3c8fc31
Cluster Name: The Details that Create Characters
Lesson Name: The Details that Create Characters
Lesson Order: 2.0
Standard ID: 8a2a9879-c276-4b20-b22d-2846d3c8fc31
Standard Description: The Details that Create Characters

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 95d63406-ae50-424b-948e-b1e3a85f7774
Cluster Name: Prose Analysis II
Lesson Name: Prose Analysis II
Lesson Order: 9.0
Standard ID: 95d63406-ae50-424b-948e-b1e3a85f7774
Standard Description: Prose Analysis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: 9dd0ba43-30e4-4c4a-b23b-e52aea93953c
Cluster Name: Plot, Exposition, and Sequence
Lesson Name: Plot, Exposition, and Sequence
Lesson Order: 7.0
Standard ID: 9dd0ba43-30e4-4c4a-b23b-e52aea93953c
Standard Description: Plot, Exposition, and Sequence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: a56cb514-3472-4ace-a86c-fec1b5cc8ad5
Cluster Name: Narrators and Their Perspectives
Lesson Name: Narrators and Their Perspectives
Lesson Order: 8.0
Standard ID: a56cb514-3472-4ace-a86c-fec1b5cc8ad5
Standard Description: Narrators and Their Perspectives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: a70853a1-c2dd-4b2e-baeb-d6d6d2f738fa
Cluster Name: Introduction
Lesson Name: Introduction
Lesson Order: 1.0
Standard ID: a70853a1-c2dd-4b2e-baeb-d6d6d2f738fa
Standard Description: Introduction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: dfd298da-b08a-4d36-a8fe-d3ba4f516687
Cluster Name: Narrators and Point of View
Lesson Name: Narrators and Point of View
Lesson Order: 10.0
Standard ID: dfd298da-b08a-4d36-a8fe-d3ba4f516687
Standard Description: Narrators and Point of View

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-1-4d661acb-1ec4-4109-ab8e-ed0c1eaa006b
Unit Name: Elements of Fiction
Cluster ID: f512151a-58f6-4863-853b-8d202b6ea1f0
Cluster Name: An Artful Arrangement of Incidents
Lesson Name: An Artful Arrangement of Incidents
Lesson Order: 6.0
Standard ID: f512151a-58f6-4863-853b-8d202b6ea1f0
Standard Description: An Artful Arrangement of Incidents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 0026c825-36c3-4891-94c0-b2cea9b56845
Cluster Name: Structure
Lesson Name: Structure
Lesson Order: 3.0
Standard ID: 0026c825-36c3-4891-94c0-b2cea9b56845
Standard Description: Structure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 3f3365a6-69ef-40ce-bab2-c865362a6878
Cluster Name: Details that Reveal Character, Perspectives, and Biases
Lesson Name: Details that Reveal Character, Perspectives, and Biases
Lesson Order: 2.0
Standard ID: 3f3365a6-69ef-40ce-bab2-c865362a6878
Standard Description: Details that Reveal Character, Perspectives, and Biases

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 4c4e2a6d-06a9-4b28-a58a-013174f2c078
Cluster Name: Contrasts and Shifts
Lesson Name: Contrasts and Shifts
Lesson Order: 4.0
Standard ID: 4c4e2a6d-06a9-4b28-a58a-013174f2c078
Standard Description: Contrasts and Shifts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 5fc4b511-f8a7-4ed5-91a6-adeb4d560e74
Cluster Name: Repetition and Alliteration
Lesson Name: Repetition and Alliteration
Lesson Order: 7.0
Standard ID: 5fc4b511-f8a7-4ed5-91a6-adeb4d560e74
Standard Description: Repetition and Alliteration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 66349f03-49ae-463a-a3e9-69e09bd88eb1
Cluster Name: Antecedents and Referents
Lesson Name: Antecedents and Referents
Lesson Order: 6.0
Standard ID: 66349f03-49ae-463a-a3e9-69e09bd88eb1
Standard Description: Antecedents and Referents

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 94f7ba80-25fb-4f3d-8a46-2d7a0ff21e06
Cluster Name: Unit 2 Review
Lesson Name: Unit 2 Review
Lesson Order: 11.0
Standard ID: 94f7ba80-25fb-4f3d-8a46-2d7a0ff21e06
Standard Description: Unit 2 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: 9c17de29-5a4b-411d-a38c-6a6f58659aee
Cluster Name: Similes
Lesson Name: Similes
Lesson Order: 8.0
Standard ID: 9c17de29-5a4b-411d-a38c-6a6f58659aee
Standard Description: Similes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: adcc8773-1308-40a8-b2ba-3fa5279dab3f
Cluster Name: Poetry Analysis II
Lesson Name: Poetry Analysis II
Lesson Order: 9.0
Standard ID: adcc8773-1308-40a8-b2ba-3fa5279dab3f
Standard Description: Poetry Analysis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: c9ce0947-0f6a-43fe-9b4d-5fb20a4da4da
Cluster Name: Poetry Analysis I
Lesson Name: Poetry Analysis I
Lesson Order: 5.0
Standard ID: c9ce0947-0f6a-43fe-9b4d-5fb20a4da4da
Standard Description: Poetry Analysis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-2-9670f8c4-b5f1-4ecd-ac23-898b2a6f2bed
Unit Name: Poetry and the Shift
Cluster ID: d2a67a3b-05e9-47f2-966d-3af08855685a
Cluster Name: Metaphors
Lesson Name: Metaphors
Lesson Order: 10.0
Standard ID: d2a67a3b-05e9-47f2-966d-3af08855685a
Standard Description: Metaphors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 127eb070-8489-456b-bf82-71204740cea9
Cluster Name: Components of Literary Analysis
Lesson Name: Components of Literary Analysis
Lesson Order: 9.0
Standard ID: 127eb070-8489-456b-bf82-71204740cea9
Standard Description: Components of Literary Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 181c8f7d-e257-4823-b9fe-3c04449cd961
Cluster Name: Plot and the Significance of Events
Lesson Name: Plot and the Significance of Events
Lesson Order: 6.0
Standard ID: 181c8f7d-e257-4823-b9fe-3c04449cd961
Standard Description: Plot and the Significance of Events

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 45e2db14-b6d7-4185-a07c-939cdc7c621a
Cluster Name: Literary Argument II
Lesson Name: Literary Argument II
Lesson Order: 7.0
Standard ID: 45e2db14-b6d7-4185-a07c-939cdc7c621a
Standard Description: Literary Argument II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 5a649721-4f48-4d9a-ac2a-07e3c8cb6159
Cluster Name: Social, Cultural, and Historical Details in Setting
Lesson Name: Social, Cultural, and Historical Details in Setting
Lesson Order: 5.0
Standard ID: 5a649721-4f48-4d9a-ac2a-07e3c8cb6159
Standard Description: Social, Cultural, and Historical Details in Setting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 76cb046b-6044-4c46-9c26-117fb8df372e
Cluster Name: Conflict, Tension, and Contrasts
Lesson Name: Conflict, Tension, and Contrasts
Lesson Order: 8.0
Standard ID: 76cb046b-6044-4c46-9c26-117fb8df372e
Standard Description: Conflict, Tension, and Contrasts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 869d99dc-aec9-44fc-b965-a585e85b5ed9
Cluster Name: Literary Argument III
Lesson Name: Literary Argument III
Lesson Order: 10.0
Standard ID: 869d99dc-aec9-44fc-b965-a585e85b5ed9
Standard Description: Literary Argument III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: 91bab888-0621-46b5-a756-327aecb54380
Cluster Name: Dynamic and Static Characters
Lesson Name: Dynamic and Static Characters
Lesson Order: 3.0
Standard ID: 91bab888-0621-46b5-a756-327aecb54380
Standard Description: Dynamic and Static Characters

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: ade96515-b1aa-422b-bf1a-a1a5e5950ea1
Cluster Name: How Readers Get to Know Characters
Lesson Name: How Readers Get to Know Characters
Lesson Order: 2.0
Standard ID: ade96515-b1aa-422b-bf1a-a1a5e5950ea1
Standard Description: How Readers Get to Know Characters

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: d0771e96-fde7-4c5d-9547-87ede001382f
Cluster Name: Unit 3 Review
Lesson Name: Unit 3 Review
Lesson Order: 11.0
Standard ID: d0771e96-fde7-4c5d-9547-87ede001382f
Standard Description: Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-3-22771ced-f6ec-4a4e-b028-ea1ade7ea46b
Unit Name: Extending the Scope
Cluster ID: f9881cc6-db1a-4fe0-80bb-61cdab5998d9
Cluster Name: Literary Argument I
Lesson Name: Literary Argument I
Lesson Order: 4.0
Standard ID: f9881cc6-db1a-4fe0-80bb-61cdab5998d9
Standard Description: Literary Argument I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 1dcb6279-5ec5-4f2f-8e75-0b05da73bf8d
Cluster Name: Narrators as Characters or Observers
Lesson Name: Narrators as Characters or Observers
Lesson Order: 9.0
Standard ID: 1dcb6279-5ec5-4f2f-8e75-0b05da73bf8d
Standard Description: Narrators as Characters or Observers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 1fdfe1b0-2f61-4c1a-ac82-5283b194685d
Cluster Name: Archetypes and Expectations
Lesson Name: Archetypes and Expectations
Lesson Order: 5.0
Standard ID: 1fdfe1b0-2f61-4c1a-ac82-5283b194685d
Standard Description: Archetypes and Expectations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 37a49271-7b9b-4ce6-84dd-6d973ce33381
Cluster Name: Essay Writing - Prose Analysis I
Lesson Name: Essay Writing - Prose Analysis I
Lesson Order: 3.0
Standard ID: 37a49271-7b9b-4ce6-84dd-6d973ce33381
Standard Description: Essay Writing - Prose Analysis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 453befdf-bedd-401a-b36c-ad8ab00ec621
Cluster Name: Essay Writing - Prose Analysis IV
Lesson Name: Essay Writing - Prose Analysis IV
Lesson Order: 11.0
Standard ID: 453befdf-bedd-401a-b36c-ad8ab00ec621
Standard Description: Essay Writing - Prose Analysis IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 4babdc4e-80e0-4661-b1e9-fca63326b925
Cluster Name: Protagonists, Antagonists, and Contrasting Values
Lesson Name: Protagonists, Antagonists, and Contrasting Values
Lesson Order: 2.0
Standard ID: 4babdc4e-80e0-4661-b1e9-fca63326b925
Standard Description: Protagonists, Antagonists, and Contrasting Values

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 61b52774-bb80-4da3-a3e9-634180fe6f19
Cluster Name: Contrasts and Conflicts of Values
Lesson Name: Contrasts and Conflicts of Values
Lesson Order: 7.0
Standard ID: 61b52774-bb80-4da3-a3e9-634180fe6f19
Standard Description: Contrasts and Conflicts of Values

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 62366d67-951b-4184-88f1-ddb720610dba
Cluster Name: Character Agency and Nuance
Lesson Name: Character Agency and Nuance
Lesson Order: 1.0
Standard ID: 62366d67-951b-4184-88f1-ddb720610dba
Standard Description: Character Agency and Nuance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 68dcbc5d-550b-4f23-82ce-7ea0e894f185
Cluster Name: Unit 4 Review
Lesson Name: Unit 4 Review
Lesson Order: 13.0
Standard ID: 68dcbc5d-550b-4f23-82ce-7ea0e894f185
Standard Description: Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 8f9630af-8502-4a2e-a1d5-b20e9f0a3b02
Cluster Name: Essay Writing - Prose Analysis II
Lesson Name: Essay Writing - Prose Analysis II
Lesson Order: 6.0
Standard ID: 8f9630af-8502-4a2e-a1d5-b20e9f0a3b02
Standard Description: Essay Writing - Prose Analysis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: 975f3c10-da93-4771-9be2-dab5a90413d3
Cluster Name: Narrative Distance
Lesson Name: Narrative Distance
Lesson Order: 10.0
Standard ID: 975f3c10-da93-4771-9be2-dab5a90413d3
Standard Description: Narrative Distance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: c6aedf93-2358-4f6f-b0d2-aa73e4b3e136
Cluster Name: Essay Writing - Prose Analysis III
Lesson Name: Essay Writing - Prose Analysis III
Lesson Order: 8.0
Standard ID: c6aedf93-2358-4f6f-b0d2-aa73e4b3e136
Standard Description: Essay Writing - Prose Analysis III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: c8b0b0da-2722-4b19-a30d-8b7683c013b9
Cluster Name: Perspective, Description, and Tone
Lesson Name: Perspective, Description, and Tone
Lesson Order: 12.0
Standard ID: c8b0b0da-2722-4b19-a30d-8b7683c013b9
Standard Description: Perspective, Description, and Tone

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-4-b722bd27-fcde-474c-acad-6031069dafb0
Unit Name: Nuance and Complexity
Cluster ID: fb7b9392-482d-4d21-a76a-deea219087fa
Cluster Name: Atmosphere and Mood
Lesson Name: Atmosphere and Mood
Lesson Order: 4.0
Standard ID: fb7b9392-482d-4d21-a76a-deea219087fa
Standard Description: Atmosphere and Mood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 04cafd1c-b945-43f8-98ef-e4ac3b05fb40
Cluster Name: Words with Multiple Meanings
Lesson Name: Words with Multiple Meanings
Lesson Order: 4.0
Standard ID: 04cafd1c-b945-43f8-98ef-e4ac3b05fb40
Standard Description: Words with Multiple Meanings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 0b25ce0d-ab06-4bc8-a599-640645720950
Cluster Name: Essay Writing - Poetry Analysis I
Lesson Name: Essay Writing - Poetry Analysis I
Lesson Order: 5.0
Standard ID: 0b25ce0d-ab06-4bc8-a599-640645720950
Standard Description: Essay Writing - Poetry Analysis I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 1643c1c6-14c8-4886-af96-8298a8b75c39
Cluster Name: Essay Writing - Poetry Analysis II
Lesson Name: Essay Writing - Poetry Analysis II
Lesson Order: 9.0
Standard ID: 1643c1c6-14c8-4886-af96-8298a8b75c39
Standard Description: Essay Writing - Poetry Analysis II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 27091906-2f51-4ab0-828d-9235b9fb9fcc
Cluster Name: Personification
Lesson Name: Personification
Lesson Order: 10.0
Standard ID: 27091906-2f51-4ab0-828d-9235b9fb9fcc
Standard Description: Personification

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 2bfb9bfd-f128-4979-b2c1-a08ec982ff02
Cluster Name: Allusion
Lesson Name: Allusion
Lesson Order: 11.0
Standard ID: 2bfb9bfd-f128-4979-b2c1-a08ec982ff02
Standard Description: Allusion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 43ef1098-e0aa-4b46-871b-48ce03b15d76
Cluster Name: Descriptive Words, Exaggerations, and Understatement
Lesson Name: Descriptive Words, Exaggerations, and Understatement
Lesson Order: 6.0
Standard ID: 43ef1098-e0aa-4b46-871b-48ce03b15d76
Standard Description: Descriptive Words, Exaggerations, and Understatement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 43ef6319-6650-448d-9eb0-6caa180e924b
Cluster Name: Images and Imagery
Lesson Name: Images and Imagery
Lesson Order: 7.0
Standard ID: 43ef6319-6650-448d-9eb0-6caa180e924b
Standard Description: Images and Imagery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 4b329a52-84e6-4918-a05a-e02b81a2e0e5
Cluster Name: Open Forms and Emphasis
Lesson Name: Open Forms and Emphasis
Lesson Order: 3.0
Standard ID: 4b329a52-84e6-4918-a05a-e02b81a2e0e5
Standard Description: Open Forms and Emphasis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 900ddd79-f48f-4c1a-8401-de6e0b7f902c
Cluster Name: Unit 5 Review
Lesson Name: Unit 5 Review
Lesson Order: 13.0
Standard ID: 900ddd79-f48f-4c1a-8401-de6e0b7f902c
Standard Description: Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: 90d38605-3b5d-491e-bd34-512ca12543bf
Cluster Name: Essay Writing - Poetry Analysis III
Lesson Name: Essay Writing - Poetry Analysis III
Lesson Order: 12.0
Standard ID: 90d38605-3b5d-491e-bd34-512ca12543bf
Standard Description: Essay Writing - Poetry Analysis III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: ceedf8c1-dd04-4c70-987f-2e0fa3e39d6a
Cluster Name: Metaphors
Lesson Name: Metaphors
Lesson Order: 8.0
Standard ID: ceedf8c1-dd04-4c70-987f-2e0fa3e39d6a
Standard Description: Metaphors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-5-bb66a383-c5c5-485b-b611-dae5ee96e1a6
Unit Name: Multiple Meanings
Cluster ID: d19340d1-a80b-4a91-9409-e7dbcbdf35bd
Cluster Name: Closed Forms
Lesson Name: Closed Forms
Lesson Order: 2.0
Standard ID: d19340d1-a80b-4a91-9409-e7dbcbdf35bd
Standard Description: Closed Forms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 03df45cf-b4a0-478e-aa11-234d6b77110e
Cluster Name: Syntax, Diction, Tone, and Details
Lesson Name: Syntax, Diction, Tone, and Details
Lesson Order: 9.0
Standard ID: 03df45cf-b4a0-478e-aa11-234d6b77110e
Standard Description: Syntax, Diction, Tone, and Details

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 1d5edb3d-5d21-4c6c-a5b0-bede3fa75670
Cluster Name: Interruptions in Chronology
Lesson Name: Interruptions in Chronology
Lesson Order: 6.0
Standard ID: 1d5edb3d-5d21-4c6c-a5b0-bede3fa75670
Standard Description: Interruptions in Chronology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 35172314-7005-4b24-8766-c03cba7ca43d
Cluster Name: Contrast and Complexity
Lesson Name: Contrast and Complexity
Lesson Order: 8.0
Standard ID: 35172314-7005-4b24-8766-c03cba7ca43d
Standard Description: Contrast and Complexity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 4a22e613-18e5-48de-9e82-97725ed8aafc
Cluster Name: Essay Writing - Literary Argument II
Lesson Name: Essay Writing - Literary Argument II
Lesson Order: 7.0
Standard ID: 4a22e613-18e5-48de-9e82-97725ed8aafc
Standard Description: Essay Writing - Literary Argument II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 4eda67b5-c0a4-41e3-b99b-eebe50498496
Cluster Name: Perspectives and Literary Interpretation
Lesson Name: Perspectives and Literary Interpretation
Lesson Order: 2.0
Standard ID: 4eda67b5-c0a4-41e3-b99b-eebe50498496
Standard Description: Perspectives and Literary Interpretation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 55244dc0-85dc-4a38-9a34-752e3c2cd722
Cluster Name: Essay Writing - Literary Argument I
Lesson Name: Essay Writing - Literary Argument I
Lesson Order: 4.0
Standard ID: 55244dc0-85dc-4a38-9a34-752e3c2cd722
Standard Description: Essay Writing - Literary Argument I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: 8e9e0928-650c-4b8c-9ccb-82d66f2cff4b
Cluster Name: Unit 6 Review
Lesson Name: Unit 6 Review
Lesson Order: 13.0
Standard ID: 8e9e0928-650c-4b8c-9ccb-82d66f2cff4b
Standard Description: Unit 6 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: b514a2ee-3174-4de0-b6f3-78fe9fba14e1
Cluster Name: Understanding Symbols
Lesson Name: Understanding Symbols
Lesson Order: 12.0
Standard ID: b514a2ee-3174-4de0-b6f3-78fe9fba14e1
Standard Description: Understanding Symbols

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: da2ecc85-61a0-4974-9a1f-34646d4a269c
Cluster Name: The Function of Foils
Lesson Name: The Function of Foils
Lesson Order: 3.0
Standard ID: da2ecc85-61a0-4974-9a1f-34646d4a269c
Standard Description: The Function of Foils

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: de4ceccd-ef1e-4580-8b18-26ce3b9606b8
Cluster Name: Essay Writing - Literary Argument III
Lesson Name: Essay Writing - Literary Argument III
Lesson Order: 11.0
Standard ID: de4ceccd-ef1e-4580-8b18-26ce3b9606b8
Standard Description: Essay Writing - Literary Argument III

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: f292ea10-61dd-4275-b4e8-73fb9444b3c9
Cluster Name: Narrative Bias and Reliability
Lesson Name: Narrative Bias and Reliability
Lesson Order: 10.0
Standard ID: f292ea10-61dd-4275-b4e8-73fb9444b3c9
Standard Description: Narrative Bias and Reliability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-6-6769cdf7-425f-4c53-8dbc-49311fb8827b
Unit Name: Disruption and Disparity
Cluster ID: f8c66602-d90c-45cd-9b10-055d1f9fe47c
Cluster Name: Inconsistencies
Lesson Name: Inconsistencies
Lesson Order: 5.0
Standard ID: f8c66602-d90c-45cd-9b10-055d1f9fe47c
Standard Description: Inconsistencies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 04921128-7524-4c54-b621-21aa05c8bb5f
Cluster Name: Setting as Symbol
Lesson Name: Setting as Symbol
Lesson Order: 11.0
Standard ID: 04921128-7524-4c54-b621-21aa05c8bb5f
Standard Description: Setting as Symbol

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 07692a08-c311-464b-bc01-a216870f7eb0
Cluster Name: Limitations of Narrators
Lesson Name: Limitations of Narrators
Lesson Order: 10.0
Standard ID: 07692a08-c311-464b-bc01-a216870f7eb0
Standard Description: Limitations of Narrators

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 17ee1349-75c1-43a5-8f02-11b81b81c259
Cluster Name: Narrative Pacing
Lesson Name: Narrative Pacing
Lesson Order: 7.0
Standard ID: 17ee1349-75c1-43a5-8f02-11b81b81c259
Standard Description: Narrative Pacing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 36ab6420-bc53-47b5-9498-154163e3ac97
Cluster Name: Essay Writing - Prose Analysis VII
Lesson Name: Essay Writing - Prose Analysis VII
Lesson Order: 13.0
Standard ID: 36ab6420-bc53-47b5-9498-154163e3ac97
Standard Description: Essay Writing - Prose Analysis VII

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 3df83ad4-9569-4e8e-a328-514d67e44d2e
Cluster Name: Character Change: Values, Circumstances, and Epiphanies
Lesson Name: Character Change: Values, Circumstances, and Epiphanies
Lesson Order: 2.0
Standard ID: 3df83ad4-9569-4e8e-a328-514d67e44d2e
Standard Description: Character Change: Values, Circumstances, and Epiphanies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 3dfa9403-d7cd-4131-8a70-1744a5f60676
Cluster Name: Characters and Groups
Lesson Name: Characters and Groups
Lesson Order: 3.0
Standard ID: 3dfa9403-d7cd-4131-8a70-1744a5f60676
Standard Description: Characters and Groups

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: 762c7645-5bf0-4e55-96de-83907c1d85a7
Cluster Name: Unit 7 Review
Lesson Name: Unit 7 Review
Lesson Order: 15.0
Standard ID: 762c7645-5bf0-4e55-96de-83907c1d85a7
Standard Description: Unit 7 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: acb5c25a-d325-48ea-98b6-32c2d31af731
Cluster Name: Motifs
Lesson Name: Motifs
Lesson Order: 12.0
Standard ID: acb5c25a-d325-48ea-98b6-32c2d31af731
Standard Description: Motifs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: be4a53fb-dc42-4728-85c5-edfcb297b504
Cluster Name: Essay Writing - Prose Analysis VI
Lesson Name: Essay Writing - Prose Analysis VI
Lesson Order: 8.0
Standard ID: be4a53fb-dc42-4728-85c5-edfcb297b504
Standard Description: Essay Writing - Prose Analysis VI

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: d2d07d47-53da-42da-b13e-8d870b1d0a96
Cluster Name: Changing and Contrasting Settings
Lesson Name: Changing and Contrasting Settings
Lesson Order: 5.0
Standard ID: d2d07d47-53da-42da-b13e-8d870b1d0a96
Standard Description: Changing and Contrasting Settings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: db9efbae-68f5-4ecb-b05d-40184450deab
Cluster Name: Insights from Interactions of Characters with Their Setting
Lesson Name: Insights from Interactions of Characters with Their Setting
Lesson Order: 6.0
Standard ID: db9efbae-68f5-4ecb-b05d-40184450deab
Standard Description: Insights from Interactions of Characters with Their Setting

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: e27f333e-284a-44c1-80eb-3a62f03e7eaa
Cluster Name: Emotional Impact of Pacing
Lesson Name: Emotional Impact of Pacing
Lesson Order: 9.0
Standard ID: e27f333e-284a-44c1-80eb-3a62f03e7eaa
Standard Description: Emotional Impact of Pacing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: e569ce69-a40b-4cbe-ac07-9806ba98766e
Cluster Name: Similes and Personification
Lesson Name: Similes and Personification
Lesson Order: 14.0
Standard ID: e569ce69-a40b-4cbe-ac07-9806ba98766e
Standard Description: Similes and Personification

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-7-ddc10086-ccc4-409c-98df-adb8736fb859
Unit Name: Deepening Complexity
Cluster ID: fe53b79c-eb1b-4bcb-8962-1d84518fecc6
Cluster Name: Essay Writing - Prose Analysis V
Lesson Name: Essay Writing - Prose Analysis V
Lesson Order: 4.0
Standard ID: fe53b79c-eb1b-4bcb-8962-1d84518fecc6
Standard Description: Essay Writing - Prose Analysis V

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 1f9c4668-b7b4-43a3-b503-d4f5a38a3475
Cluster Name: Juxtaposition, Irony, and Paradox
Lesson Name: Juxtaposition, Irony, and Paradox
Lesson Order: 4.0
Standard ID: 1f9c4668-b7b4-43a3-b503-d4f5a38a3475
Standard Description: Juxtaposition, Irony, and Paradox

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 482cf5f3-dc82-40b9-9236-5e14f55a1aa0
Cluster Name: Conceits
Lesson Name: Conceits
Lesson Order: 8.0
Standard ID: 482cf5f3-dc82-40b9-9236-5e14f55a1aa0
Standard Description: Conceits

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 6e39e0bf-aa94-4379-a597-f635956a5fee
Cluster Name: Symbols and Perspective
Lesson Name: Symbols and Perspective
Lesson Order: 7.0
Standard ID: 6e39e0bf-aa94-4379-a597-f635956a5fee
Standard Description: Symbols and Perspective

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 709e913f-f608-4e60-9b67-1619b00b27a4
Cluster Name: Ambiguity
Lesson Name: Ambiguity
Lesson Order: 5.0
Standard ID: 709e913f-f608-4e60-9b67-1619b00b27a4
Standard Description: Ambiguity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 76fadd98-1cb4-4af3-aecb-987dde864f01
Cluster Name: Unit 8 Review
Lesson Name: Unit 8 Review
Lesson Order: 11.0
Standard ID: 76fadd98-1cb4-4af3-aecb-987dde864f01
Standard Description: Unit 8 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: 7a514f45-f3b8-45f7-aa4f-620917e414ac
Cluster Name: Essay Writing - Poetry Analysis IV
Lesson Name: Essay Writing - Poetry Analysis IV
Lesson Order: 3.0
Standard ID: 7a514f45-f3b8-45f7-aa4f-620917e414ac
Standard Description: Essay Writing - Poetry Analysis IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: a425e7d1-8db0-4ec6-924e-ecccfada7924
Cluster Name: Allusions
Lesson Name: Allusions
Lesson Order: 10.0
Standard ID: a425e7d1-8db0-4ec6-924e-ecccfada7924
Standard Description: Allusions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: ab641d86-9af9-45fb-b330-bf65845e9bb2
Cluster Name: Essay Writing - Poetry Analysis V
Lesson Name: Essay Writing - Poetry Analysis V
Lesson Order: 6.0
Standard ID: ab641d86-9af9-45fb-b330-bf65845e9bb2
Standard Description: Essay Writing - Poetry Analysis V

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: cf084a8d-6e28-4cdd-ab54-5ea4c40ad94f
Cluster Name: Essay Writing - Poetry Analysis VI
Lesson Name: Essay Writing - Poetry Analysis VI
Lesson Order: 9.0
Standard ID: cf084a8d-6e28-4cdd-ab54-5ea4c40ad94f
Standard Description: Essay Writing - Poetry Analysis VI

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-8-148ed9fb-3c44-4641-91cb-de00a3c26bae
Unit Name: Language and Ambiguity
Cluster ID: cfd5ad2a-0762-4cc2-828f-22f95d7de58f
Cluster Name: Ideas, Punctuation, and Interruptions of Patterns
Lesson Name: Ideas, Punctuation, and Interruptions of Patterns
Lesson Order: 2.0
Standard ID: cfd5ad2a-0762-4cc2-828f-22f95d7de58f
Standard Description: Ideas, Punctuation, and Interruptions of Patterns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: 028ccb9d-9610-4049-a6ab-2909082a8571
Cluster Name: Interpreting Choices
Lesson Name: Interpreting Choices
Lesson Order: 3.0
Standard ID: 028ccb9d-9610-4049-a6ab-2909082a8571
Standard Description: Interpreting Choices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: 07842316-4ef5-4775-9b93-98a768fc71f1
Cluster Name: Essay Writing - Literary Argument IV
Lesson Name: Essay Writing - Literary Argument IV
Lesson Order: 4.0
Standard ID: 07842316-4ef5-4775-9b93-98a768fc71f1
Standard Description: Essay Writing - Literary Argument IV

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: 3db0c4d8-da9a-4ebe-820a-fe0863677f74
Cluster Name: Multiple Perspectives of Narrators or Speakers
Lesson Name: Multiple Perspectives of Narrators or Speakers
Lesson Order: 8.0
Standard ID: 3db0c4d8-da9a-4ebe-820a-fe0863677f74
Standard Description: Multiple Perspectives of Narrators or Speakers

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: 4c7a5e20-6fd4-445b-b221-c50963ca2446
Cluster Name: Unit 9 Review
Lesson Name: Unit 9 Review
Lesson Order: 9.0
Standard ID: 4c7a5e20-6fd4-445b-b221-c50963ca2446
Standard Description: Unit 9 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: a12c82d0-5d9a-4a00-8afa-7a2963d7806d
Cluster Name: Unseen Characters and Unresolved Endings
Lesson Name: Unseen Characters and Unresolved Endings
Lesson Order: 6.0
Standard ID: a12c82d0-5d9a-4a00-8afa-7a2963d7806d
Standard Description: Unseen Characters and Unresolved Endings

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: a2fe44a3-0668-428c-bb9c-68eea970b0e0
Cluster Name: Essay Writing - Literary Argument V
Lesson Name: Essay Writing - Literary Argument V
Lesson Order: 7.0
Standard ID: a2fe44a3-0668-428c-bb9c-68eea970b0e0
Standard Description: Essay Writing - Literary Argument V

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: caaaaba9-3aca-4c9e-9853-f97996340583
Cluster Name: Interpreting Changes
Lesson Name: Interpreting Changes
Lesson Order: 2.0
Standard ID: caaaaba9-3aca-4c9e-9853-f97996340583
Standard Description: Interpreting Changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Reading
Course: AP Literature and Composition
Unit ID: unit-9-79e0fcfb-aea1-4fe6-9d30-427c5264f033
Unit Name: Interactions of Elements
Cluster ID: fb4e2420-a6a3-4c24-9631-b39058dbeb80
Cluster Name: Competing Values, Suspense, and Catharsis
Lesson Name: Competing Values, Suspense, and Catharsis
Lesson Order: 5.0
Standard ID: fb4e2420-a6a3-4c24-9631-b39058dbeb80
Standard Description: Competing Values, Suspense, and Catharsis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.1
Cluster Name: Introduction to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.A.1
Standard Description: In a predator-prey relationship, the predator is an organism that eats another organism (the prey).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.1
Cluster Name: Introduction to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.A.2
Standard Description: Symbiosis is a close and long-term interaction between two species in an ecosystem. Types of symbiosis include mutualism, commensalism, and parasitism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.1
Cluster Name: Introduction to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.A.3
Standard Description: Competition can occur within or between species in an ecosystem where there are limited resources. Resource partitioning— using the resources in different ways, places, or at different times—can reduce the negative impact of competition on survival.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.10
Cluster Name: Energy Flow and the 10% Rule
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.C.1
Standard Description: The 10% rule approximates that in the transfer of energy from one trophic level to the next, only about 10% of the energy is passed on.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.10
Cluster Name: Energy Flow and the 10% Rule
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.C.2
Standard Description: The loss of energy that occurs when energy moves from lower to higher trophic levels can be explained through the laws of thermodynamics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.11
Cluster Name: Food Chains and Food Webs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.D.1
Standard Description: A food web is a model of an interlocking pattern of food chains that depicts the flow of energy and nutrients in two or more food chains.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.11
Cluster Name: Food Chains and Food Webs
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.D.2
Standard Description: Positive and negative feedback loops can each play a role in food webs. When one species is removed from or added to a specific food web, the rest of the food web can be affected.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.2
Cluster Name: Terrestrial Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.B.1
Standard Description: A biome contains characteristic communities of plants and animals that result from, and are adapted to, its climate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.2
Cluster Name: Terrestrial Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.B.2
Standard Description: Major terrestrial biomes include taiga, temperate rainforests, temperate seasonal forests, tropical rainforests, shrubland, temperate grassland, savanna, desert, and tundra.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.2
Cluster Name: Terrestrial Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.B.3
Standard Description: The global distribution of nonmineral terrestrial natural resources, such as water and trees for lumber, varies because of some combination of climate, geography, latitude and altitude, nutrient availability, and soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.2
Cluster Name: Terrestrial Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.B.4
Standard Description: The worldwide distribution of biomes is dynamic; the distribution has changed in the past and may again shift as a result of global climate changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.3
Cluster Name: Aquatic Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.C.1
Standard Description: Freshwater biomes include streams, rivers, ponds, and lakes. These freshwater biomes are a vital resource for drinking water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.3
Cluster Name: Aquatic Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.C.2
Standard Description: Marine biomes include oceans, coral reefs, marshland, and estuaries. Algae in marine biomes supply a large portion of the Earth's oxygen, and also take in carbon dioxide from the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.3
Cluster Name: Aquatic Biomes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.C.3
Standard Description: The global distribution of nonmineral marine natural resources, such as different types of fish, varies because of some combination of salinity, depth, turbidity, nutrient availability, and temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.4
Cluster Name: The Carbon Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.D.1
Standard Description: The carbon cycle is the movement of atoms and molecules containing the element carbon between sources and sinks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.4
Cluster Name: The Carbon Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.D.2
Standard Description: Some of the reservoirs in which carbon compounds occur in the carbon cycle hold those compounds for long periods of time, while some hold them for relatively short periods of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.4
Cluster Name: The Carbon Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.D.3
Standard Description: Carbon cycles between photosynthesis and cellular respiration in living things.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.4
Cluster Name: The Carbon Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.D.4
Standard Description: Plant and animal decomposition have led to the storage of carbon over millions of years. The burning of fossil fuels quickly moves that stored carbon into atmospheric carbon, in the form of carbon dioxide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.5
Cluster Name: The Nitrogen Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.E.1
Standard Description: The nitrogen cycle is the movement of atoms and molecules containing the element nitrogen between sources and sinks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.5
Cluster Name: The Nitrogen Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.E.2
Standard Description: Most of the reservoirs in which nitrogen compounds occur in the nitrogen cycle hold those compounds for relatively short periods of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.5
Cluster Name: The Nitrogen Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.E.3
Standard Description: Nitrogen fixation is the process in which atmospheric nitrogen is converted into a form of nitrogen (primarily ammonia) that is available for uptake by plants and that can be synthesized into plant tissue.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.5
Cluster Name: The Nitrogen Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.E.4
Standard Description: The atmosphere is the major reservoir of nitrogen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.6
Cluster Name: The Phosphorus Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.F.1
Standard Description: The phosphorus cycle is the movement of atoms and molecules containing the element phosphorus between sources and sinks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.6
Cluster Name: The Phosphorus Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.F.2
Standard Description: The major reservoirs of phosphorus in the phosphorus cycle are rock and sediments that contain phosphorus-bearing minerals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.6
Cluster Name: The Phosphorus Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.F.3
Standard Description: There is no atmospheric component in the phosphorus cycle, and the limitations this imposes on the return of phosphorus from the ocean to land make phosphorus naturally scarce in aquatic and many terrestrial ecosystems. In undisturbed ecosystems, phosphorus is the limiting factor in biological systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.7
Cluster Name: The Hydrologic (Water) Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.G.1
Standard Description: The hydrologic cycle, which is powered by the sun, is the movement of water in its various solid, liquid, and gaseous phases between sources and sinks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.7
Cluster Name: The Hydrologic (Water) Cycle
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-1.G.2
Standard Description: The oceans are the primary reservoir of water at the Earth's surface, with ice caps and groundwater acting as much smaller reservoirs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.8
Cluster Name: Primary Productivity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.A.1
Standard Description: Primary productivity is the rate at which solar energy (sunlight) is converted into organic compounds via photosynthesis over a unit of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.8
Cluster Name: Primary Productivity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.A.2
Standard Description: Gross primary productivity is the total rate of photosynthesis in a given area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.8
Cluster Name: Primary Productivity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.A.3
Standard Description: Net primary productivity is the rate of energy storage by photosynthesizers in a given area, after subtracting the energy lost to respiration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.8
Cluster Name: Primary Productivity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.A.4
Standard Description: Productivity is measured in units of energy per unit area per unit time (e.g., kcal/m2/yr).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.8
Cluster Name: Primary Productivity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.A.5
Standard Description: Most red light is absorbed in the upper 1m of water, and blue light only penetrates deeper than 100m in the clearest water. This affects photosynthesis in aquatic ecosystems, whose photosynthesizers have adapted mechanisms to address the lack of visible light.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.9
Cluster Name: Trophic Levels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.B.1
Standard Description: All ecosystems depend on a continuous inflow of high-quality energy in order to maintain their structure and function of transferring matter between the environment and organisms via biogeochemical cycles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.9
Cluster Name: Trophic Levels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.B.2
Standard Description: Biogeochemical cycles are essential for life and each cycle demonstrates the conservation of matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 1
Unit Name: The Living World: Ecosystems
Cluster ID: AP EnvScience Topic 1.9
Cluster Name: Trophic Levels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-1.B.3
Standard Description: In terrestrial and near-surface marine communities, energy flows from the sun to producers in the lowest trophic levels and then upward to higher trophic levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.1
Cluster Name: Introduction to Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.A.1
Standard Description: Biodiversity in an ecosystem includes genetic, species, and habitat diversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.1
Cluster Name: Introduction to Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.A.2
Standard Description: The more genetically diverse a population is, the better it can respond to environmental stressors. Additionally, a population bottleneck can lead to a loss of genetic diversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.1
Cluster Name: Introduction to Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.A.3
Standard Description: Ecosystems that have a larger number of species are more likely to recover from disruptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.1
Cluster Name: Introduction to Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.A.4
Standard Description: Loss of habitat leads to a loss of specialist species, followed by a loss of generalist species. It also leads to reduced numbers of species that have large territorial requirements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.1
Cluster Name: Introduction to Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.A.5
Standard Description: Species richness refers to the number of different species found in an ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.2
Cluster Name: Ecosystem Services
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.B.1
Standard Description: There are four categories of ecosystem services: provisioning, regulating, cultural, and supporting.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.2
Cluster Name: Ecosystem Services
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.C.1
Standard Description: Anthropogenic activities can disrupt ecosystem services, potentially resulting in economic and ecological consequences.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.3
Cluster Name: Island Biogeography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.D.1
Standard Description: Island biogeography is the study of the ecological relationships and distribution of organisms on islands, and of these organisms' community structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.3
Cluster Name: Island Biogeography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.D.2
Standard Description: Islands have been colonized in the past by new species arriving from elsewhere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.3
Cluster Name: Island Biogeography
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.E.1
Standard Description: Many island species have evolved to be specialists versus generalists because of the limited resources, such as food and territory, on most islands. The long-term survival of specialists may be jeopardized if and when invasive species, typically generalists, are introduced and outcompete the specialists.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.4
Cluster Name: Ecological Tolerance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.F.1
Standard Description: Ecological tolerance refers to the range of conditions, such as temperature, salinity, flow rate, and sunlight that an organism can endure before injury or death results.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.4
Cluster Name: Ecological Tolerance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.F.2
Standard Description: Ecological tolerance can apply to individuals and to species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.1
Standard Description: Natural disruptions to ecosystems have environmental consequences that may, for a given occurrence, be as great as, or greater than, many human-made disruptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.2
Standard Description: Earth system processes operate on a range of scales in terms of time. Processes can be periodic, episodic, or random.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.3
Standard Description: Earth's climate has changed over geological time for many reasons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.4
Standard Description: Sea level has varied significantly as a result of changes in the amount of glacial ice on Earth over geological time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.5
Standard Description: Major environmental change or upheaval commonly results in large swathes of habitat changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.5
Cluster Name: Natural Disruptions to Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.G.6
Standard Description: Wildlife engages in both short- and long-term migration for a variety of reasons, including natural disruptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.6
Cluster Name: Adaptations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.H.1
Standard Description: Organisms adapt to their environment over time, both in short- and long-term scales, via incremental changes at the genetic level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.6
Cluster Name: Adaptations
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.H.2
Standard Description: Environmental changes, either sudden or gradual, may threaten a species' survival, requiring individuals to alter behaviors, move, or perish.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.7
Cluster Name: Ecological Succession
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.I.1
Standard Description: There are two main types of ecological succession: primary and secondary succession.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.7
Cluster Name: Ecological Succession
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.I.2
Standard Description: A keystone species in an ecosystem is a species whose activities have a particularly significant role in determining community structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.7
Cluster Name: Ecological Succession
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.I.3
Standard Description: An indicator species is a plant or animal that, by its presence, abundance, scarcity, or chemical composition, demonstrates that some distinctive aspect of the character or quality of an ecosystem is present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.7
Cluster Name: Ecological Succession
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.J.1
Standard Description: Pioneer members of an early successional species commonly move into unoccupied habitat and over time adapt to its particular conditions, which may result in the origin of new species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 2
Unit Name: The Living World: Biodiversity
Cluster ID: AP EnvScience Topic 2.7
Cluster Name: Ecological Succession
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-2.J.2
Standard Description: Succession in a disturbed ecosystem will affect the total biomass, species richness, and net productivity over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.1
Cluster Name: Generalist and Specialist Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.A.1
Standard Description: Specialist species tend to be advantaged in habitats that remain constant, while generalist species tend to be advantaged in habitats that are changing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.2
Cluster Name: K-Selected r-Selected Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.B.1
Standard Description: K-selected species tend to be large, have few offspring per reproduction event, live in stable environments, expend significant energy for each offspring, mature after many years of extended youth and parental care, have long life spans/life expectancy, and reproduce more than once in their lifetime. Competition for resources in K-selected species' habitats is usually relatively high.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.2
Cluster Name: K-Selected r-Selected Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.B.2
Standard Description: r-selected species tend to be small, have many offspring, expend or invest minimal energy for each offspring, mature early, have short life spans, and may reproduce only once in their lifetime. Competition for resources in r-selected species' habitats is typically relatively low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.2
Cluster Name: K-Selected r-Selected Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.B.3
Standard Description: Biotic potential refers to the maximum reproductive rate of a population in ideal conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.2
Cluster Name: K-Selected r-Selected Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.B.4
Standard Description: Many species have reproductive strategies that are not uniquely r-selected or K-selected, or they change in different conditions at different times.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.2
Cluster Name: K-Selected r-Selected Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.B.5
Standard Description: K-selected species are typically more adversely affected by invasive species than r-selected species, which are minimally affected by invasive species. Most invasive species are r-selected species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.3
Cluster Name: Survivorship Curves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.C.1
Standard Description: A survivorship curve is a line that displays the relative survival rates of a cohort—a group of individuals of the same age—in a population, from birth to the maximum age reached by any one cohort member. There are Type I, Type II, and Type III curves.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.3
Cluster Name: Survivorship Curves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.C.2
Standard Description: Survivorship curves differ for K-selected and r-selected species, with K-selected species typically following a Type I or Type II curve and r-selected species following a Type III curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.4
Cluster Name: Carrying Capacity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.D.1
Standard Description: When a population exceeds its carrying capacity (carrying capacity can be denoted as K), overshoot occurs. There are environmental impacts of population overshoot, including resource depletion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.4
Cluster Name: Carrying Capacity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.E.1
Standard Description: A major ecological effect of population overshoot is dieback of the population (often severe to catastrophic) because the lack of available resources leads to famine, disease, and/or conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.5
Cluster Name: Population Growth and Resource Availability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.F.1
Standard Description: Population growth is limited by environmental factors, especially by the available resources and space.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.5
Cluster Name: Population Growth and Resource Availability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.F.2
Standard Description: Resource availability and the total resource base are limited and finite over all scales of time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.5
Cluster Name: Population Growth and Resource Availability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.F.3
Standard Description: When the resources needed by a population for growth are abundant, population growth usually accelerates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.5
Cluster Name: Population Growth and Resource Availability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-3.F.4
Standard Description: When the resource base of a population shrinks, the increased potential for unequal distribution of resources will ultimately result in increased mortality, decreased fecundity, or both, resulting in population growth declining to, or below, carrying capacity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.6
Cluster Name: Age Structure Diagrams
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.A.1
Standard Description: Population growth rates can be interpreted from age structure diagrams by the shape of the structure.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.6
Cluster Name: Age Structure Diagrams
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.A.2
Standard Description: A rapidly growing population will, as a rule, have a higher proportion of younger people compared to stable or declining populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.7
Cluster Name: Total Fertility Rate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.B.1
Standard Description: Total fertility rate (TFR) is affected by the age at which females have their first child, educational opportunities for females, access to family planning, and government acts and policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.7
Cluster Name: Total Fertility Rate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.B.2
Standard Description: If fertility rate is at replacement levels, a population is considered relatively stable.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.7
Cluster Name: Total Fertility Rate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.B.3
Standard Description: Factors associated with infant mortality rates include whether mothers have access to good healthcare and nutrition. Changes in these factors can lead to changes in infant mortality rates over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.8
Cluster Name: Human Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.C.1
Standard Description: Birth rates, infant mortality rates, and overall death rates, access to family planning, access to good nutrition, access to education, and postponement of marriage all affect whether a human population is growing or declining.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.8
Cluster Name: Human Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.C.2
Standard Description: Factors limiting global human population include the Earth's carrying capacity and the basic factors that limit human population growth as set forth by Malthusian theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.8
Cluster Name: Human Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.C.3
Standard Description: Population growth can be affected by both density-independent factors, such as major storms, fires, heat waves, or droughts, and density-dependent factors, such as access to clean water and air, food availability, disease transmission, or territory size.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.8
Cluster Name: Human Population Dynamics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.C.4
Standard Description: The rule of 70 states that dividing the number 70 by the percentage population growth rate approximates the population's doubling time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.9
Cluster Name: Demographic Transition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.D.1
Standard Description: The demographic transition refers to the transition from high to lower birth and death rates in a country or region as development occurs and that country moves from a pre- industrial to an industrialized economic system. This transition is typically demonstrated through a four-stage demographic transition model (DTM).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 3
Unit Name: Populations
Cluster ID: AP EnvScience Topic 3.9
Cluster Name: Demographic Transition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-1.D.2
Standard Description: Characteristics of developing countries include higher infant mortality rates and more children in the workforce than developed countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.1
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.A.1
Standard Description: Convergent boundaries can result in the creation of mountains, island arcs, earthquakes, and volcanoes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.1
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.A.2
Standard Description: Divergent boundaries can result in seafloor spreading, rift valleys, volcanoes, and earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.1
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.A.3
Standard Description: Transform boundaries can result in earthquakes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.1
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.A.4
Standard Description: Maps that show the global distribution of plate boundaries can be used to determine the location of volcanoes, island arcs, earthquakes, hot spots, and faults.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.1
Cluster Name: Plate Tectonics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.A.5
Standard Description: An earthquake occurs when stress overcomes a locked fault, releasing stored energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.2
Cluster Name: Soil Formation and Erosion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.B.1
Standard Description: Soils are formed when parent material is weathered, transported, and deposited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.2
Cluster Name: Soil Formation and Erosion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.B.2
Standard Description: Soils are generally categorized by horizons based on their composition and organic material.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.2
Cluster Name: Soil Formation and Erosion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.B.3
Standard Description: Soils can be eroded by winds or water. Protecting soils can protect water quality as soils effectively filter and clean water that moves through them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.3
Cluster Name: Soil Composition and Properties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.C.1
Standard Description: Water holding capacity—the total amount of water soil can hold—varies with different soil types. Water retention contributes to land productivity and fertility of soils.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.3
Cluster Name: Soil Composition and Properties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.C.2
Standard Description: The particle size and composition of each soil horizon can affect the porosity, permeability, and fertility of the soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.3
Cluster Name: Soil Composition and Properties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.C.3
Standard Description: There are a variety of methods to test the chemical, physical, and biological properties of soil that can aid in a variety of decisions, such as irrigation and fertilizer requirements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.3
Cluster Name: Soil Composition and Properties
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.C.4
Standard Description: A soil texture triangle is a diagram that allows for the identification and comparison of soil types based on their percentage of clay, silt, and sand.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.4
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.D.1
Standard Description: The atmosphere is made up of major gases, each with its own relative abundance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.4
Cluster Name: Earth's Atmosphere
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.D.2
Standard Description: The layers of the atmosphere are based on temperature gradients and include the troposphere, stratosphere, mesosphere, thermosphere, and exosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.5
Cluster Name: Global Wind Patterns
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.E.1
Standard Description: Global wind patterns primarily result from the most intense solar radiation arriving at the equator, resulting in density differences and the Coriolis effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.6
Cluster Name: Watersheds
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ERT-4.F.1
Standard Description: Characteristics of a given watershed include its area, length, slope, soil, vegetation types, and divides with adjoining watersheds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.7
Cluster Name: Solar Radiation and Earth's Seasons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.A.1
Standard Description: Incoming solar radiation (insolation) is the Earth's main source of energy and is dependent on season and latitude.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.7
Cluster Name: Solar Radiation and Earth's Seasons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.A.2
Standard Description: The angle of the sun's rays determines the intensity of the solar radiation. Due to the shape of the Earth, the latitude that is directly horizontal to the solar radiation receives the most intensity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.7
Cluster Name: Solar Radiation and Earth's Seasons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.A.3
Standard Description: The highest solar radiation per unit area is received at the equator and decreases toward the poles.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.7
Cluster Name: Solar Radiation and Earth's Seasons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.A.4
Standard Description: The solar radiation received at a location on the Earth's surface varies seasonally, with the most radiation received during the location's longest summer day and the least on the shortest winter day.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.7
Cluster Name: Solar Radiation and Earth's Seasons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.A.5
Standard Description: The tilt of Earth's axis of rotation causes the Earth's seasons and the number of hours of daylight in a particular location on the Earth's surface.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.8
Cluster Name: Earth's Geography and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.B.1
Standard Description: Weather and climate are affected not only by the sun's energy but by geologic and geographic factors, such as mountains and ocean temperature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.8
Cluster Name: Earth's Geography and Climate
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.B.2
Standard Description: A rain shadow is a region of land that has become drier because a higher elevation area blocks precipitation from reaching the land.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.9
Cluster Name: El Niño and La Niña
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.C.1
Standard Description: El Niño and La Niña are phenomena associated with changing ocean surface temperatures in the Pacific Ocean. These phenomena can cause global changes to rainfall, wind, and ocean circulation patterns.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 4
Unit Name: Earth Systems and Resources
Cluster ID: AP EnvScience Topic 4.9
Cluster Name: El Niño and La Niña
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-2.C.2
Standard Description: El Niño and La Niña are influenced by geological and geographic factors and can affect different locations in different ways.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.1
Cluster Name: The Tragedy of the Commons
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.A.1
Standard Description: The tragedy of the commons suggests that individuals will use shared resources in their own self-interest rather than in keeping with the common good, thereby depleting the resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.10
Cluster Name: Impacts of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.M.1
Standard Description: Urbanization can lead to depletion of resources and saltwater intrusion in the hydrologic cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.10
Cluster Name: Impacts of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.M.2
Standard Description: Urbanization, through the burning of fossil fuels and landfills, affects the carbon cycle by increasing the amount of carbon dioxide in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.10
Cluster Name: Impacts of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.M.3
Standard Description: Impervious surfaces are human-made structures—such as roads, buildings, sidewalks, and parking lots—that do not allow water to reach the soil, leading to flooding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.10
Cluster Name: Impacts of Urbanization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.M.4
Standard Description: Urban sprawl is the change in population distribution from high population density areas to low density suburbs that spread into rural lands, leading to potential environmental problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.11
Cluster Name: Ecological Footprints
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.N.1
Standard Description: Ecological footprints compare resource demands and waste production required for an individual or a society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.12
Cluster Name: Introduction to Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.A.1
Standard Description: Sustainability refers to humans living on Earth and their use of resources without depletion of the resources for future generations. Environmental indicators that can guide humans to sustainability include biological diversity, food production, average global surface temperatures and CO2 concentrations, human population, and resource depletion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.12
Cluster Name: Introduction to Sustainability
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.A.2
Standard Description: Sustainable yield is the amount of a renewable resource that can be taken without reducing the available supply.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.13
Cluster Name: Methods to Reduce Urban Runoff
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.B.1
Standard Description: Methods to increase water infiltration include replacing traditional pavement with permeable pavement, planting trees, increased use of public transportation, and building up, not out.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.14
Cluster Name: Integrated Pest Management
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.C.1
Standard Description: Integrated pest management (IPM) is a combination of methods used to effectively control pest species while minimizing the disruption to the environment. These methods include biological, physical, and limited chemical methods such as biocontrol, intercropping, crop rotation, and natural predators of the pests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.14
Cluster Name: Integrated Pest Management
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.D.1
Standard Description: The use of integrated pest management (IPM) reduces the risk that pesticides pose to wildlife, water supplies, and human health.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.14
Cluster Name: Integrated Pest Management
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.D.2
Standard Description: Integrated pest management (IPM) minimizes disruptions to the environment and threats to human health but can be complex and expensive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.15
Cluster Name: Sustainable Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.E.1
Standard Description: The goal of soil conservation is to prevent soil erosion. Different methods of soil conservation include contour plowing, windbreaks, perennial crops, terracing, no-till agriculture, and strip cropping.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.15
Cluster Name: Sustainable Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.E.2
Standard Description: Strategies to improve soil fertility include crop rotation and the addition of green manure and limestone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.15
Cluster Name: Sustainable Agriculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.E.3
Standard Description: Rotational grazing is the regular rotation of livestock between different pastures in order to avoid overgrazing in a particular area.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.16
Cluster Name: Aquaculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.F.1
Standard Description: Aquaculture has expanded because it is highly efficient, requires only small areas of water, and requires little fuel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.16
Cluster Name: Aquaculture
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.F.2
Standard Description: Aquaculture can contaminate wastewater, and fish that escape may compete or breed with wild fish. The density of fish in aquaculture can lead to increases in disease incidences, which can be transmitted to wild fish.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.17
Cluster Name: Sustainable Forestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.G.1
Standard Description: Some of the methods for mitigating deforestation include reforestation, using and buying wood harvested by ecologically sustainable forestry techniques, and reusing wood.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.17
Cluster Name: Sustainable Forestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.G.2
Standard Description: Methods to protect forests from pathogens and insects include integrated pest management (IPM) and the removal of affected trees.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.17
Cluster Name: Sustainable Forestry
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-1.G.3
Standard Description: Prescribed burn is a method by which forests are set on fire under controlled conditions in order to reduce the occurrence of natural fires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.2
Cluster Name: Clearcutting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.B.1
Standard Description: Clearcutting can be economically advantageous but leads to soil erosion, increased soil and stream temperatures, and flooding.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.2
Cluster Name: Clearcutting
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.B.2
Standard Description: Forests contain trees that absorb pollutants and store carbon dioxide. The cutting and burning of trees releases carbon dioxide and contributes to climate change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.3
Cluster Name: The Green Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.C.1
Standard Description: The Green Revolution started a shift to new agricultural strategies and practices in order to increase food production, with both positive and negative results. Some of these strategies and methods are mechanization, genetically modified organisms (GMOs), fertilization, irrigation, and the use of pesticides.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.3
Cluster Name: The Green Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.C.2
Standard Description: Mechanization of farming can increase profits and efficiency for farms. It can also increase reliance on fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.4
Cluster Name: Impact of Agricultural Practices
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.D.1
Standard Description: Agricultural practices that can cause environmental damage include tilling, slash- and-burn farming, and the use of fertilizers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.E.1
Standard Description: The largest human use of freshwater is for irrigation (70%).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.E.2
Standard Description: Types of irrigation include drip irrigation, flood irrigation, furrow irrigation, drip irrigation, and spray irrigation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.1
Standard Description: Waterlogging occurs when too much water is left to sit in the soil, which raises the water table of groundwater and inhibits plants' ability to absorb oxygen through their roots.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.2
Standard Description: Furrow irrigation involves cutting furrows between crop rows and filling them with water. This system is inexpensive, but about 1/3 of the water is lost to evaporation and runoff.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.3
Standard Description: Flood irrigation involves flooding an agricultural field with water. This system sees about 20% of the water lost to evaporation and runoff. This can also lead to waterlogging of the soil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.4
Standard Description: Spray irrigation involves pumping ground water into spray nozzles across an agricultural field. This system is more efficient than flood and furrow irrigation, with only 1/4 or less of the water lost to evaporation or runoff. However, spray systems are more expensive than flood and furrow irrigation, and also requires energy to run.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.5
Standard Description: Drip irrigation uses perforated hoses to release small amounts of water to plant roots. This system is the most efficient, with only about 5% of water lost to evaporation and runoff. However, this system is expensive and so is not often used.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.6
Standard Description: Salinization occurs when the salts in groundwater remain in the soil after the water evaporates. Over time, salinization can make soil toxic to plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.5
Cluster Name: Irrigation Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.F.7
Standard Description: Aquifers can be severely depleted if overused for agricultural irrigation, as has happened to the Ogallala Aquifer in the central United States.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.6
Cluster Name: Pest Control Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.G.1
Standard Description: One consequence of using common pest-control methods such as pesticides, herbicides, fungicides, rodenticides, and insecticides is that organisms can become resistant to them through artificial selection. Pest control decreases crop damage by pest and increases crop yields.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.6
Cluster Name: Pest Control Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.G.2
Standard Description: Crops can be genetically engineered to increase their resistance to pests and diseases. However, using genetically engineered crops in planting or other ways can lead to loss of genetic diversity of that particular crop.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.H.1
Standard Description: Methods of meat production include concentrated animal feeding operations (CAFOs), also called feedlots, and free-range grazing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.1
Standard Description: Meat production is less efficient than agriculture; it takes approximately 20 times more land to produce the same amount of calories from meat as from plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.2
Standard Description: Concentrated animal feeding operation (CAFOs) are used as a way to quickly get livestock ready for slaughter. They tend to be crowded, and animals are fed grains or feed that are not as suitable as grass. Additionally, feedlots generate a large amount of organic waste, which can contaminate ground and surface water. The use of feedlots are less expensive than other methods, which can keep costs to consumers down.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.3
Standard Description: Free range grazing allows animals to graze on grass during their entire lifecycle. Meat from free range animals tends to be free from antibiotics and other chemicals used in feedlots. Organic waste from these animals acts as fertilizer. Free range grazing requires large areas of land and the meat produced is more expensive for consumers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.4
Standard Description: Overgrazing occurs when too many animals feed on a particular area of land. Overgrazing causes loss of vegetation, which leads to soil erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.5
Standard Description: Overgrazing can cause desertification. Desertification is the degradation of low precipitation regions toward being increasingly arid until they become deserts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.7
Cluster Name: Meat Production Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.I.6
Standard Description: Less consumption of meat could reduce CO2, methane, and N2O emissions; conserve water; reduce the use of antibiotics and growth hormones; and improve topsoil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.8
Cluster Name: Impacts of Overfishing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.J.1
Standard Description: Overfishing has led to the extreme scarcity of some fish species, which can lessen biodiversity in aquatic systems and harm people who depend on fishing for food and commerce.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.9
Cluster Name: Impacts of Mining
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.K.1
Standard Description: As the more accessible ores are mined to depletion, mining operations are forced to access lower grade ores. Accessing these ores requires increased use of resources that can cause increased waste and pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.9
Cluster Name: Impacts of Mining
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.K.2
Standard Description: Surface mining is the removal of large portions of soil and rock, called overburden, in order to access the ore underneath. An example is strip mining, which removes the vegetation from an area, making the area more susceptible to erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.9
Cluster Name: Impacts of Mining
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.L.1
Standard Description: Mining wastes include the soil and rocks that are moved to gain access to the ore and the waste, called slag and tailings that remain when the minerals have been removed from the ore. Mining helps to provide low cost energy and material necessary to make products. The mining of coal can destroy habitats, contaminate ground water, and release dust particles and methane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 5
Unit Name: Land and Water Use
Cluster ID: AP EnvScience Topic 5.9
Cluster Name: Impacts of Mining
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-2.L.2
Standard Description: As coal reserves get smaller, due to a lack of easily accessible reserves, it becomes necessary to access coal through subsurface mining, which is very expensive.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.1
Cluster Name: Renewable and Nonrenewable Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.A.1
Standard Description: Nonrenewable energy sources are those that exist in a fixed amount and involve energy transformation that cannot be easily replaced.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.1
Cluster Name: Renewable and Nonrenewable Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.A.2
Standard Description: Renewable energy sources are those that can be replenished naturally, at or near the rate of consumption, and reused.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.10
Cluster Name: Geothermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.N.1
Standard Description: Geothermal energy is obtained by using the heat stored in the Earth's interior to heat up water, which is brought back to the surface as steam. The steam is used to drive an electric generator.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.10
Cluster Name: Geothermal Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.O.1
Standard Description: The cost of accessing geothermal energy can be prohibitively expensive, as is not easily accessible in many parts of the world. In addition, it can cause the release of hydrogen sulfide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.11
Cluster Name: Hydrogen Fuel Cell
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.P.1
Standard Description: Hydrogen fuel cells are an alternate to nonrenewable fuel sources. They use hydrogen as fuel, combining the hydrogen and oxygen in the air to form water and release energy (electricity) in the process. Water is the product (emission) of a fuel cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.11
Cluster Name: Hydrogen Fuel Cell
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.Q.1
Standard Description: Hydrogen fuel cells have low environmental impact and produce no carbon dioxide when the hydrogen is produced from water. However, the technology is expensive and energy is still needed to create the hydrogen gas used in the fuel cell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.12
Cluster Name: Wind Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.R.1
Standard Description: Wind turbines use the kinetic energy of moving air to spin a turbine, which in turn converts the mechanical energy of the turbine into electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.12
Cluster Name: Wind Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.S.1
Standard Description: Wind energy is a renewable, clean source of energy. However, birds and bats may be killed if they fly into the spinning turbine blades.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.13
Cluster Name: Energy Conservation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.T.1
Standard Description: Some of the methods for conserving energy around a home include adjusting the thermostat to reduce the use of heat and air conditioning, conserving water, use of energy-efficient appliances, and conservation landscaping.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.13
Cluster Name: Energy Conservation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.T.2
Standard Description: Methods for conserving energy on a large scale include improving fuel economy for vehicles, using BEVs (battery electric vehicles) and hybrid vehicles, using public transportation, and implementing green building design features.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.2
Cluster Name: Global Energy Consumption
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.B.1
Standard Description: The use of energy resources is not evenly distributed between developed and developing countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.2
Cluster Name: Global Energy Consumption
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.B.2
Standard Description: The most widely used sources of energy globally are fossil fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.2
Cluster Name: Global Energy Consumption
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.B.3
Standard Description: As developing countries become more developed, their reliance on fossil fuels for energy increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.2
Cluster Name: Global Energy Consumption
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.B.4
Standard Description: As the world becomes more industrialized, the demand for energy increases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.2
Cluster Name: Global Energy Consumption
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.B.5
Standard Description: Availability, price, and governmental regulations influence which energy sources people use and how they use them.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.1
Standard Description: Wood is commonly used as fuel in the forms of firewood and charcoal. It is often used in developing countries because it is easily accessible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.2
Standard Description: Peat is partially decomposed organic material that can be burned for fuel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.3
Standard Description: Three types of coal used for fuel are lignite, bituminous, and anthracite. Heat, pressure, and depth of burial contribute to the development of various coal types and their qualities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.4
Standard Description: Natural gas, the cleanest of the fossil fuels, is mostly methane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.5
Standard Description: Crude oil can be recovered from tar sands, which are a combination of clay, sand, water, and bitumen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.6
Standard Description: Fossil fuels can be made into specific fuel types for specialized uses (e.g., in motor vehicles).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.3
Cluster Name: Fuel Types and Uses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.C.7
Standard Description: Cogeneration occurs when a fuel source is used to generate both useful heat and electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.4
Cluster Name: Distribution of Natural Energy Resources
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.D.1
Standard Description: The global distribution of natural energy resources, such as ores, coal, crude oil, and gas, is not uniform and depends on regions' geologic history.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.5
Cluster Name: Fossil Fuels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.E.1
Standard Description: The combustion of fossil fuels is a chemical reaction between the fuel and oxygen that yields carbon dioxide and water and releases energy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.5
Cluster Name: Fossil Fuels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.E.2
Standard Description: Energy from fossil fuels is produced by burning those fuels to generate heat, which then turns water into steam. That steam turns a turbine, which generates electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.5
Cluster Name: Fossil Fuels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.E.3
Standard Description: Humans use a variety of methods to extract fossil fuels from the earth for energy generation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.5
Cluster Name: Fossil Fuels
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.F.1
Standard Description: Hydrologic fracturing (fracking) can cause groundwater contamination and the release of volatile organic compounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.G.1
Standard Description: Nuclear power is generated through fission, where atoms of Uranium-235, which are stored in fuel rods, are split into smaller parts after being struck by a neutron. Nuclear fission releases a large amount of heat, which is used to generate steam, which powers a turbine and generates electricity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.G.2
Standard Description: Radioactivity occurs when the nucleus of a radioactive isotope loses energy by emitting radiation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.G.3
Standard Description: Uranium-235 remains radioactive for a long time, which leads to the problems associated with the disposal of nuclear waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.G.4
Standard Description: Nuclear power generation is a nonrenewable energy source. Nuclear power is considered a cleaner energy source because it does not produce air pollutants, but it does release thermal pollution and hazardous solid waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.H.1
Standard Description: Three Mile Island, Chernobyl, and Fukushima are three cases where accidents or natural disasters led to the release of radiation. These releases have had short- and long-term impacts on the environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.6
Cluster Name: Nuclear Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.H.2
Standard Description: A radioactive element's half-life can be used to calculate a variety of things, including the rate of decay and the radioactivity level at specific points in time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.7
Cluster Name: Energy from Biomass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.I.1
Standard Description: Burning of biomass produces heat for energy at a relatively low cost, but it also produces carbon dioxide, carbon monoxide, nitrogen oxides, particulates, and volatile organic compounds. The overharvesting of trees for fuel also causes deforestation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.7
Cluster Name: Energy from Biomass
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.I.2
Standard Description: Ethanol can be used as a substitute for gasoline. Burning ethanol does not introduce additional carbon into the atmosphere via combustion, but the energy return on energy investment for ethanol is low.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.8
Cluster Name: Solar Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.J.1
Standard Description: Photovoltaic solar cells capture light energy from the sun and transform it directly into electrical energy. Their use is limited by the availability of sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.8
Cluster Name: Solar Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.J.2
Standard Description: Active solar energy systems use solar energy to heat a liquid through mechanical and electric equipment to collect and store the energy captured from the sun.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.8
Cluster Name: Solar Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.J.3
Standard Description: Passive solar energy systems absorb heat directly from the sun without the use of mechanical and electric equipment, and energy cannot be collected or stored.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.8
Cluster Name: Solar Energy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.K.1
Standard Description: Solar energy systems have low environmental impact and produce clean energy, but they can be expensive. Large solar energy farms may negatively impact desert ecosystems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.9
Cluster Name: Hydroelectric Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.L.1
Standard Description: Hydroelectric power can be generated in several ways. Dams built across rivers collect water in reservoirs. The moving water can be used to spin a turbine. Turbines can also be placed in small rivers, where the flowing water spins the turbine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.9
Cluster Name: Hydroelectric Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.L.2
Standard Description: Tidal energy uses the energy produced by tidal flows to turn a turbine.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 6
Unit Name: Energy Resources and Consumption
Cluster ID: AP EnvScience Topic 6.9
Cluster Name: Hydroelectric Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: ENG-3.M.1
Standard Description: Hydroelectric power does not generate air pollution or waste, but construction of the power plants can be expensive, and there may be a loss of or change in habitats following the construction of dams.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.1
Cluster Name: Introduction to Air Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.A.1
Standard Description: Coal combustion releases air pollutants including carbon dioxide, sulfur dioxide, toxic metals, and particulates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.1
Cluster Name: Introduction to Air Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.A.2
Standard Description: The combustion of fossil fuels releases nitrogen oxides into the atmosphere. They lead to the production of ozone, formation of photochemical smog, and convert to nitric acid in the atmosphere, causing acid rain. Other pollutants produced by fossil fuel combustion include carbon monoxide, hydrocarbons, and particulate matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.1
Cluster Name: Introduction to Air Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.A.3
Standard Description: Air quality can be affected through the release of sulfur dioxide during the burning of fossil fuels, mainly diesel fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.1
Cluster Name: Introduction to Air Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.A.4
Standard Description: Through the Clean Air Act, the Environmental Protection Agency (EPA) regulated the use of lead, particularly in fuels, which dramatically decreased the amount of lead in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.1
Cluster Name: Introduction to Air Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.A.5
Standard Description: Air pollutants can be primary or secondary pollutants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.1
Standard Description: Photochemical smog is formed when nitrogen oxides and volatile organic hydrocarbons react with heat and sunlight to produce a variety of pollutants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.2
Standard Description: Many environmental factors affect the formation of photochemical smog.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.3
Standard Description: Nitrogen oxide is produced early in the day. Ozone concentrations peak in the afternoon and are higher in the summer because ozone is produced by chemical reactions between oxygen and sunlight.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.4
Standard Description: Volatile Organic Compounds (VOCs), such as formaldehyde and gasoline, evaporate or sublimate at room temperature. Trees are a natural source of VOCs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.5
Standard Description: Photochemical smog often forms in urban areas because of the large number of motor vehicles there.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.6
Standard Description: Photochemical smog can be reduced through the reduction of nitrogen oxide and VOCs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.2
Cluster Name: Photochemical Smog
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.B.7
Standard Description: Photochemical smog can harm human health in several ways, including causing respiratory problems and eye irritation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.3
Cluster Name: Thermal Inversion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.C.1
Standard Description: During a thermal inversion, the normal temperature gradient in the atmosphere is altered as the air temperature at the Earth's surface is cooler than the air at higher altitudes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.3
Cluster Name: Thermal Inversion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.C.2
Standard Description: Thermal inversion traps pollution close to the ground, especially smog and particulates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.4
Cluster Name: Atmospheric CO2 and Particulates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.D.1
Standard Description: CO2 appears naturally in the atmosphere from sources such as respiration, decomposition, and volcanic eruptions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.4
Cluster Name: Atmospheric CO2 and Particulates
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.D.2
Standard Description: There are a variety of natural sources of particulate matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.1
Standard Description: Carbon monoxide is an indoor air pollutant that is classified as an asphyxiant.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.2
Standard Description: Indoor air pollutants that are classified as particulates include asbestos, dust, and smoke.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.3
Standard Description: Indoor air pollutants can come from natural sources, human-made sources, and combustion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.4
Standard Description: Common natural source indoor air pollutants include radon, mold, and dust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.5
Standard Description: Common human-made indoor air pollutants include insulation, Volatile Organic Compounds (VOCs) from furniture, paneling and carpets; formaldehyde from building materials, furniture, upholstery, and carpeting; and lead from paints.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.6
Standard Description: Common combustion air pollutants include carbon monoxide, nitrogen oxides, sulfur dioxide, particulates, and tobacco smoke.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.E.7
Standard Description: Radon-222 is a naturally occurring radioactive gas that is produced by the decay of uranium found in some rocks and soils.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.F.1
Standard Description: Radon gas can infiltrate homes as it moves up through the soil and enters homes via the basement or cracks in the walls or foundation. It is also dissolved in groundwater that enters homes through a well.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.5
Cluster Name: Indoor Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.F.2
Standard Description: Exposure to radon gas can lead to radon-induced lung cancer, which is the second leading cause of lung cancer in America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.6
Cluster Name: Reduction of Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.G.1
Standard Description: Methods to reduce air pollutants include regulatory practices, conservation practices, and alternative fuels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.6
Cluster Name: Reduction of Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.G.2
Standard Description: A vapor recovery nozzle is an air pollution control device on a gasoline pump that prevents fumes from escaping into the atmosphere when fueling a motor vehicle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.6
Cluster Name: Reduction of Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.G.3
Standard Description: A catalytic converter is an air pollution control device for internal combustion engines that converts pollutants (CO, NOx, and hydrocarbons) in exhaust into less harmful molecules (CO2, N2, O2, and H2O).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.6
Cluster Name: Reduction of Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.G.4
Standard Description: Wet and dry scrubbers are air pollution control devices that remove particulates and/or gases from industrial exhaust streams.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.6
Cluster Name: Reduction of Air Pollutants
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.G.5
Standard Description: Methods to reduce air pollution from coal- burning power plants include scrubbers and electrostatic precipitators.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.7
Cluster Name: Acid Rain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.H.1
Standard Description: Acid rain and deposition is due to nitrogen oxides and sulfur oxides from anthropogenic and natural sources in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.7
Cluster Name: Acid Rain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.H.2
Standard Description: Nitric oxides that cause acid deposition come from motor vehicles and coal-burning power plants. Sulfur dioxides that cause acid deposition come from coal-burning power plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.7
Cluster Name: Acid Rain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.I.1
Standard Description: Acid deposition mainly affects communities that are downwind from coal-burning power plants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.7
Cluster Name: Acid Rain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.I.2
Standard Description: Acid rain and deposition can lead to the acidification of soils and bodies of water and corrosion of human-made structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.7
Cluster Name: Acid Rain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.I.3
Standard Description: Regional differences in soils and bedrock affect the impact that acid deposition has on the region—such as limestone bedrock's ability to neutralize the effect of acid rain on lakes and ponds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.8
Cluster Name: Noise Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.J.1
Standard Description: Noise pollution is sound at levels high enough to cause physiological stress and hearing loss.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.8
Cluster Name: Noise Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.J.2
Standard Description: Sources of noise pollution in urban areas include transportation, construction, and domestic and industrial activity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 7
Unit Name: Atmospheric Pollution
Cluster ID: AP EnvScience Topic 7.8
Cluster Name: Noise Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-2.J.3
Standard Description: Some effects of noise pollution on animals in ecological systems include stress, the masking of sounds used to communicate or hunt, damaged hearing, and causing changes to migratory routes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.1
Cluster Name: Sources of Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.A.1
Standard Description: A point source refers to a single, identifiable source of a pollutant, such as a smokestack or waste discharge pipe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.1
Cluster Name: Sources of Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.A.2
Standard Description: Nonpoint sources of pollution are diffused and can therefore be difficult to identify, such as pesticide spraying or urban runoff.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.1
Standard Description: Recycling is a process by which certain solid waste materials are processed and converted into new products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.2
Standard Description: Recycling is one way to reduce the current global demand on minerals, but this process is energy-intensive and can be costly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.3
Standard Description: Composting is the process of organic matter such as food scraps, paper, and yard waste decomposing. The product of this decomposition can be used as fertilizer. Drawbacks to composting include odor and rodents.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.4
Standard Description: E-waste can be reduced by recycling and reuse. E-wastes may contain hazardous chemicals, including heavy metals such as lead and mercury, which can leach from landfills into groundwater if they are not disposed of properly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.5
Standard Description: Landfill mitigation strategies range from burning waste for energy to restoring habitat on former landfills for use as parks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.10
Cluster Name: Waste Reduction Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.M.6
Standard Description: The combustion of gases produced from decomposition of organic material in landfills can be used to turn turbines and generate electricity. This process reduces landfill volume.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.11
Cluster Name: Sewage Treatment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.N.1
Standard Description: Primary treatment of sewage is the physical removal of large objects, often through the use of screens and grates, followed by the settling of solid waste in the bottom of a tank.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.11
Cluster Name: Sewage Treatment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.N.2
Standard Description: Secondary treatment is a biological process in which bacteria break down organic matter into carbon dioxide and inorganic sludge, which settles in the bottom of a tank. The tank is aerated to increase the rate at which the bacteria break down the organic matter.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.11
Cluster Name: Sewage Treatment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.N.3
Standard Description: Tertiary treatment is the use of ecological or chemical processes to remove any pollutants left in the water after primary and secondary treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.11
Cluster Name: Sewage Treatment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.N.4
Standard Description: Prior to discharge, the treated water is exposed to one or more disinfectants (usually, chlorine, ozone, or UV light) to kill bacteria.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.12
Cluster Name: Lethal Dose 50% (LD50)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.A.1
Standard Description: Lethal dose 50% (LD50) is the dose of a chemical that is lethal to 50% of the population of a particular species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.13
Cluster Name: Dose Response Curve
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.B.1
Standard Description: A dose response curve describes the effect on an organism or mortality rate in a population based on the dose of a particular toxin or drug.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.14
Cluster Name: Pollution and Human Health
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.C.1
Standard Description: It can be difficult to establish a cause and effect between pollutants and human health issues because humans experience exposure to a variety of chemicals and pollutants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.14
Cluster Name: Pollution and Human Health
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.C.2
Standard Description: Dysentery is caused by untreated sewage in streams and rivers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.14
Cluster Name: Pollution and Human Health
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.C.3
Standard Description: Mesothelioma is a type of cancer caused mainly by exposure to asbestos.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.14
Cluster Name: Pollution and Human Health
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.C.4
Standard Description: Respiratory problems and overall lung function can be impacted by elevated levels of tropospheric ozone.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.1
Standard Description: Pathogens adapt to take advantage of new opportunities to infect and spread through human populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.10
Standard Description: Middle East Respiratory Syndrome (MERS) is a viral respiratory illness that is transferred from animals to humans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.11
Standard Description: Zika is a virus caused by bites from infected mosquitoes. It can be transmitted through sexual contact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.12
Standard Description: Cholera is a bacterial disease that is contracted from infected water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.2
Standard Description: Specific pathogens can occur in many environments regardless of the appearance of sanitary conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.3
Standard Description: As equatorial-type climate zones spread north and south in to what are currently subtropical and temperate climate zones, pathogens, infectious diseases, and any associated vectors are spreading into these areas where the disease has not previously been known to occur.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.4
Standard Description: Poverty-stricken, low-income areas often lack sanitary waste disposal and have contaminated drinking water supplies, leading to havens and opportunities for the spread of infectious diseases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.5
Standard Description: Plague is a disease carried by organisms infected with the plague bacteria. It is transferred to humans via the bite of an infected organism or through contact with contaminated fluids or tissues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.6
Standard Description: Tuberculosis is a bacterial infection that typically attacks the lungs. It is spread by breathing in the bacteria from the bodily fluids of an infected person.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.7
Standard Description: Malaria is a parasitic disease caused by bites from infected mosquitoes. It is most often found in sub-Saharan Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.8
Standard Description: West Nile virus is transmitted to humans via bites from infected mosquitoes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.15
Cluster Name: Pathogens and Infectious Diseases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-3.D.9
Standard Description: Severe acute respiratory syndrome (SARS) is a form of pneumonia. It is transferred by inhaling or touching infected fluids.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.1
Standard Description: Organisms have a range of tolerance for various pollutants. Organisms have an optimum range for each factor where they can maintain homeostasis. Outside of this range, organisms may experience physiological stress, limited growth, reduced reproduction, and in extreme cases, death.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.10
Standard Description: When elemental sources of mercury enter aquatic environments, bacteria in the water convert it to highly toxic methylmercury.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.2
Standard Description: Coral reefs have been suffering damage due to a variety of factors, including increasing ocean temperature, sediment runoff, and destructive fishing practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.3
Standard Description: Oil spills in marine waters cause organisms to die from the hydrocarbons in oil. Oil that floats on the surface of water can coat the feathers of birds and fur of marine mammals. Some components of oil sink to the ocean floor, killing some bottom-dwelling organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.4
Standard Description: Oil that washes up on the beach can have economic consequences on the fishing and tourism industries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.5
Standard Description: Oceanic dead zones are areas of low oxygen in the world's oceans caused by increased nutrient pollution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.6
Standard Description: An oxygen sag curve is a plot of dissolved oxygen levels versus the distance from a source of pollution, usually excess nutrients and biological refuse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.7
Standard Description: Heavy metals used for industry, especially mining and burning of fossil fuels, can reach the groundwater, impacting the drinking water supply.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.8
Standard Description: Litter that reaches aquatic ecosystems, besides being unsightly, can create intestinal blockage and choking hazards for wildlife and introduce toxic substances to the food chain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.2
Cluster Name: Human Impacts on Ecosystems
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.B.9
Standard Description: Increased sediment in waterways can reduce light infiltration, which can affect primary producers and visual predators. Sediment can also settle, disrupting habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.3
Cluster Name: Endocrine Disruptors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.C.1
Standard Description: Endocrine disruptors are chemicals that can interfere with the endocrine system of animals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.3
Cluster Name: Endocrine Disruptors
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.D.1
Standard Description: Endocrine disruptors can lead to birth defects, developmental disorders, and gender imbalances in fish and other species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.4
Cluster Name: Human Impacts on Wetlands and Mangroves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.E.1
Standard Description: Wetlands are areas where water covers the soil, either part or all of the time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.4
Cluster Name: Human Impacts on Wetlands and Mangroves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.E.2
Standard Description: Wetlands provide a variety of ecological services, including water purification, flood protection, water filtration, and habitat.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.4
Cluster Name: Human Impacts on Wetlands and Mangroves
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.E.3
Standard Description: Threats to wetlands and mangroves include commercial development, dam construction, overfishing, and pollutants from agriculture and industrial waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.5
Cluster Name: Eutrophication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.F.1
Standard Description: Eutrophication occurs when a body of water is enriched in nutrients.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.5
Cluster Name: Eutrophication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.F.2
Standard Description: The increase in nutrients in eutrophic aquatic environments causes an algal bloom. When the algal bloom dies, microbes digest the algae, along with the oxygen in the water, leading to a decrease in the dissolved oxygen levels in the water. The lack of dissolved oxygen can result in large die-offs of fish and other aquatic organisms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.5
Cluster Name: Eutrophication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.F.3
Standard Description: Hypoxic waterways are those bodies of water that are low in dissolved oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.5
Cluster Name: Eutrophication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.F.4
Standard Description: Compared to eutrophic waterways, oligotrophic waterways have very low amounts of nutrients, stable algae populations, and high dissolved oxygen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.5
Cluster Name: Eutrophication
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.F.5
Standard Description: Anthropogenic causes of eutrophication are agricultural runoff and wastewater release.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.6
Cluster Name: Thermal Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.G.1
Standard Description: Thermal pollution occurs when heat released into the water produces negative effects to the organisms in that ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.6
Cluster Name: Thermal Pollution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.G.2
Standard Description: Variations in water temperature affect the concentration of dissolved oxygen because warm water does not contain as much oxygen as cold water.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.7
Cluster Name: Persistent Organic Pollutants (POPs)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.H.1
Standard Description: Persistent organic pollutants (POPs) do not easily break down in the environment because they are synthetic, carbon-based molecules (such as DDT and PCBs).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.7
Cluster Name: Persistent Organic Pollutants (POPs)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.H.2
Standard Description: Persistent organic pollutants (POPs) can be toxic to organisms because they are soluble in fat, which allows them to accumulate in organisms' fatty tissues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.7
Cluster Name: Persistent Organic Pollutants (POPs)
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.H.3
Standard Description: Persistent organic pollutants (POPs) can travel over long distances via wind and water before being redeposited.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.8
Cluster Name: Bioaccumulation and Biomagnification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.I.1
Standard Description: Bioaccumulation is the selective absorption and concentration of elements or compounds by cells in a living organism, most commonly fat-soluble compounds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.8
Cluster Name: Bioaccumulation and Biomagnification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.I.2
Standard Description: Biomagnification is the increase in concentration of substances per unit of body tissue that occurs in successively higher trophic levels of a food chain or in a food web.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.8
Cluster Name: Bioaccumulation and Biomagnification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.J.1
Standard Description: Some effects that can occur in an ecosystem when a persistent substance is biomagnified in a food chain include eggshell thinning and developmental deformities in top carnivores of the higher trophic levels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.8
Cluster Name: Bioaccumulation and Biomagnification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.J.2
Standard Description: Humans also experience harmful effects from biomagnification, including issues with the reproductive, nervous, and circulatory systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.8
Cluster Name: Bioaccumulation and Biomagnification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.J.3
Standard Description: DDT, mercury, and PCBs are substances that bioaccumulate and have significant environmental impacts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.K.1
Standard Description: Solid waste is any discarded material that is not a liquid or gas. It is generated in domestic, industrial, business, and agricultural sectors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.K.2
Standard Description: Solid waste is most often disposed of in landfills. Landfills can contaminate groundwater and release harmful gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.K.3
Standard Description: Electronic waste, or e-waste, is composed of discarded electronic devices including televisions, cell phones, and computers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.K.4
Standard Description: A sanitary municipal landfill consists of a bottom liner (plastic or clay), a storm water collection system, a leachate collection system, a cap, and a methane collection system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.L.1
Standard Description: Factors in landfill decomposition include the composition of the trash and conditions needed for microbial decomposition of the waste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.L.2
Standard Description: Solid waste can also be disposed of through incineration, where waste is burned at high temperatures. This method significantly reduces the volume of solid waste but releases air pollutants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.L.3
Standard Description: Some items are not accepted in sanitary landfills and may be disposed of illegally, leading to environmental problems. One example is used rubber tires, which when left in piles can become breeding grounds for mosquitoes that can spread disease.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 8
Unit Name: Aquatic and Terrestrial Pollution
Cluster ID: AP EnvScience Topic 8.9
Cluster Name: Solid Waste Disposal
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-3.L.4
Standard Description: Some countries dispose of their waste by dumping it in the ocean. This practice, along with other sources of plastic, has led to large floating islands of trash in the oceans. Additionally, wildlife can become entangled in the waste, as well as ingest it.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.1
Cluster Name: Stratospheric Ozone Depletion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.A.1
Standard Description: The stratospheric ozone layer is important to the evolution of life on Earth and the continued health and survival of life on Earth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.1
Cluster Name: Stratospheric Ozone Depletion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.A.2
Standard Description: Stratospheric ozone depletion is caused by anthropogenic factors, such as chlorofluorocarbons (CFCs), and natural factors, such as the melting of ice crystals in the atmosphere at the beginning of the Antarctic spring.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.1
Cluster Name: Stratospheric Ozone Depletion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.A.3
Standard Description: A decrease in stratospheric ozone increases the UV rays that reach the Earth's surface. Exposure to UV rays can lead to skin cancer and cataracts in humans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.1
Standard Description: HIPPCO (habitat destruction, invasive species, population growth, pollution, climate change, and over exploitation) describes the main factors leading to a decrease in biodiversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.2
Standard Description: Habitat fragmentation occurs when large habitats are broken into smaller, isolated areas. Causes of habitat fragmentation include the construction of roads and pipelines, clearing for agriculture or development, and logging.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.3
Standard Description: The scale of habitat fragmentation that has an adverse effect on the inhabitants of a given ecosystem will vary from species to species within that ecosystem.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.4
Standard Description: Global climate change can cause habitat loss via changes in temperature, precipitation, and sea level rise.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.5
Standard Description: Some organisms have been somewhat or completely domesticated and are now managed for economic returns, such as honeybee colonies and domestic livestock. This domestication can have a negative impact on the biodiversity of that organism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.10
Cluster Name: Human Impacts on Biodiversity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.C.6
Standard Description: Some ways humans can mitigate the impact of loss of biodiversity include creating protected areas, use of habitat corridors, promoting sustainable land use practices, and restoring lost habitats.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.2
Cluster Name: Reducing Ozone Depletion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.B.1
Standard Description: Ozone depletion can be mitigated by replacing ozone-depleting chemicals with substitutes that do not deplete the ozone layer. Hydrofluorocarbons (HFCs) are one such replacement, but some are strong greenhouse gases.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.3
Cluster Name: The Greenhouse Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.C.1
Standard Description: The principal greenhouse gases are carbon dioxide, methane, water vapor, nitrous oxide, and chlorofluorocarbons (CFCs).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.3
Cluster Name: The Greenhouse Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.C.2
Standard Description: While water vapor is a greenhouse gas, it doesn't contribute significantly to global climate change because it has a short residence time in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.3
Cluster Name: The Greenhouse Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.C.3
Standard Description: The greenhouse effect results in the surface temperature necessary for life on Earth to exist.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.3
Cluster Name: The Greenhouse Effect
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.D.1
Standard Description: Carbon dioxide, which has a global warming potential (GWP) of 1, is used as a reference point for the comparison of different greenhouse gases and their impacts on global climate change. Chlorofluorocarbons (CFCs) have the highest GWP, followed by nitrous oxide, then methane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.4
Cluster Name: Increases in the Greenhouse Gases
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.E.1
Standard Description: Global climate change, caused by excess greenhouse gases in the atmosphere, can lead to a variety of environmental problems including rising sea levels resulting from melting ice sheets and ocean water expansion, and disease vectors spreading from the tropics toward the poles. These problems can lead to changes in population dynamics and population movements in response.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.1
Standard Description: The Earth has undergone climate change throughout geologic time, with major shifts in global temperatures causing periods of warming and cooling as recorded with CO2 data and ice cores.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.10
Standard Description: One consequence of the loss of ice and snow in polar regions is the effect on species that depend on the ice for habitat and food.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.2
Standard Description: Effects of climate change include rising temperatures, melting permafrost and sea ice, rising sea levels, and displacement of coastal populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.3
Standard Description: Marine ecosystems are affected by changes in sea level, some positively, such as in newly created habitats on now-flooded continental shelves, and some negatively, such as deeper communities that may no longer be in the photic zone of seawater.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.4
Standard Description: Winds generated by atmospheric circulation help transport heat throughout the Earth. Climate change may change circulation patterns, as temperature changes may impact Hadley cells and the jet stream.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.5
Standard Description: Oceanic currents, or the ocean conveyor belt, carry heat throughout the world. When these currents change, it can have a big impact on global climate, especially in coastal regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.6
Standard Description: Climate change can affect soil through changes in temperature and rainfall, which can impact soil's viability and potentially increase erosion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.7
Standard Description: Earth's polar regions are showing faster response times to global climate change because ice and snow in these regions reflect the most energy back out to space, leading to a positive feedback loop.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.8
Standard Description: As the Earth warms, this ice and snow melts, meaning less solar energy is radiated back into space and instead is absorbed by the Earth's surface. This in turn causes more warming of the polar regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.5
Cluster Name: Global Climate Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.F.9
Standard Description: Global climate change response time in the Arctic is due to positive feedback loops involving melting sea ice and thawing tundra, and the subsequent release of greenhouse gases like methane.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.6
Cluster Name: Ocean Warming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.G.1
Standard Description: Ocean warming is caused by the increase in greenhouse gases in the atmosphere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.6
Cluster Name: Ocean Warming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.G.2
Standard Description: Ocean warming can affect marine species in a variety of ways, including loss of habitat, and metabolic and reproductive changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.6
Cluster Name: Ocean Warming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.G.3
Standard Description: Ocean warming is causing coral bleaching, which occurs when the loss of algae within corals cause the corals to bleach white. Some corals recover and some die.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.7
Cluster Name: Ocean Acidification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.H.1
Standard Description: Ocean acidification is the decrease in pH of the oceans, primarily due to increased CO2 concentrations in the atmosphere, and can be expressed as chemical equations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.7
Cluster Name: Ocean Acidification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.H.2
Standard Description: As more CO2 is released into the atmosphere, the oceans, which absorb a large part of that CO2, become more acidic.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.7
Cluster Name: Ocean Acidification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.H.3
Standard Description: Anthropogenic activities that contribute to ocean acidification are those that lead to increased CO2 concentrations in the atmosphere: burning of fossil fuels, vehicle emissions, and deforestation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.7
Cluster Name: Ocean Acidification
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: STB-4.H.4
Standard Description: Ocean acidification damages coral because acidification makes it difficult for them to form shells, due to the loss of calcium carbonate.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.8
Cluster Name: Invasive Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.A.1
Standard Description: Invasive species are species that can live, and sometimes thrive, outside of their normal habitat. Invasive species can sometimes be beneficial, but they are considered invasive when they threaten native species.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.8
Cluster Name: Invasive Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.A.2
Standard Description: Invasive species are often generalist, r-selected species and therefore may outcompete native species for resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.8
Cluster Name: Invasive Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.A.3
Standard Description: Invasive species can be controlled through a variety of human interventions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.9
Cluster Name: Endangered Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.B.1
Standard Description: A variety of factors can lead to a species becoming threatened with extinction, such as being extensively hunted, having limited diet, being outcompeted by invasive species, or having specific and limited habitat requirements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.9
Cluster Name: Endangered Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.B.2
Standard Description: Not all species will be in danger of extinction when exposed to the same changes in their ecosystem. Species that are able to adapt to changes in their environment or that are able to move to a new environment are less likely to face extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.9
Cluster Name: Endangered Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.B.3
Standard Description: Selective pressures are any factors that change the behaviors and fitness of organisms within an environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.9
Cluster Name: Endangered Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.B.4
Standard Description: Species in a given ecosystem compete for resources like territory, food, mates, and habitat, and this competition may lead to endangerment or extinction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Environmental Science
Unit ID: AP EnvScience Unit 9
Unit Name: Global Change
Cluster ID: AP EnvScience Topic 9.9
Cluster Name: Endangered Species
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: EIN-4.B.5
Standard Description: Strategies to protect animal populations include criminalizing poaching, protecting animal habitats, and legislation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.A+1
Standard Description: Recognize how philosophical perspectives shaped the development of psychological thought.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.A+2
Standard Description: Recognize how physiological perspectives shaped the development of psychological thought.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.1
Standard Description: Mary Whiton Calkins, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.10
Standard Description: B. F. Skinner, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.11
Standard Description: Margaret Floy Washburn, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.12
Standard Description: John B. Watson, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.13
Standard Description: Wilhelm Wundt, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.2
Standard Description: Charles Darwin, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.3
Standard Description: Dorothea Dix, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.4
Standard Description: Sigmund Freud, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.5
Standard Description: G. Stanley Hall, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.6
Standard Description: William James, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.7
Standard Description: Ivan Pavlov, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.8
Standard Description: Jean Piaget, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.B.9
Standard Description: Carl Rogers, major historical figure in psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.1
Standard Description: Structuralism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.10
Standard Description: Biopsychosocial approaches

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.11
Standard Description: Sociocultural

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.2
Standard Description: Functionalism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.3
Standard Description: Early Behaviorism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.4
Standard Description: Gestalt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.5+1
Standard Description: Describe the Psychoanalytic theoretical approach in explaining behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.5+2
Standard Description: Describe the Psychodynamic theoretical approach in explaining behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.6
Standard Description: Humanistic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.7
Standard Description: Evolutionary approach

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.8
Standard Description: Biological approach

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.C.9
Standard Description: Cognitive approach

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.D+1
Standard Description: Recognize the strengths of applying theories to explain behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.D+2
Standard Description: Recognize the limitations of applying theories to explain behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.1
Standard Description: Biological domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.10
Standard Description: Psychometric domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.11
Standard Description: Social domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.12
Standard Description: Positive domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.2
Standard Description: Clinical domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.3
Standard Description: Cognitive domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.4
Standard Description: Counseling domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.5
Standard Description: Developmental domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.6
Standard Description: Educational domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.7
Standard Description: Experimental domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.8
Standard Description: Industrial–organizational domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.1
Cluster Name: Introducing Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.E.9
Standard Description: Personality domain

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.1+1
Standard Description: Describe experiments as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.1+2
Standard Description: Explain the purpose of experiments as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.1+3
Standard Description: Identify the strengths of experiments as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.1+4
Standard Description: Identify the weaknesses of experiments as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.2+1
Standard Description: Describe correlational studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.2+2
Standard Description: Explain the purpose of correlational studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.2+3
Standard Description: Identify the strengths of correlational studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.2+4
Standard Description: Identify the weaknesses of correlational studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.3+1
Standard Description: Describe survey research as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.3+2
Standard Description: Explain the purpose of survey research as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.3+3
Standard Description: Identify the strengths of survey research as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.3+4
Standard Description: Identify the weaknesses of survey research as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.4+1
Standard Description: Describe naturalistic observations as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.4+2
Standard Description: Explain the purpose of naturalistic observations as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.4+3
Standard Description: Identify the strengths of naturalistic observations as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.4+4
Standard Description: Identify the weaknesses of naturalistic observations as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.5+1
Standard Description: Describe case studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.5+2
Standard Description: Explain the purpose of case studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.5+3
Standard Description: Identify the strengths of case studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.5+4
Standard Description: Identify the weaknesses of case studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.6+1
Standard Description: Describe longitudinal studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.6+2
Standard Description: Explain the purpose of longitudinal studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.6+3
Standard Description: Identify the strengths of longitudinal studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.6+4
Standard Description: Identify the weaknesses of longitudinal studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.7+1
Standard Description: Describe cross-sectional studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.7+2
Standard Description: Explain the purpose of cross-sectional studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.7+3
Standard Description: Identify the strengths of cross-sectional studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.F.7+4
Standard Description: Identify the weaknesses of cross-sectional studies as a type of research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.G+1
Standard Description: Discuss the value of reliance on operational definitions in behavioral research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.2
Cluster Name: Research Methods in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.G+2
Standard Description: Discuss the value of reliance on measurement in behavioral research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.H+1
Standard Description: Identify independent, dependent, confounding, and control variables in experimental designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.H+2
Standard Description: Identify independent variables in experimental designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.H+3
Standard Description: Identify dependent variables in experimental designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.H+4
Standard Description: Identify confounding variables in experimental designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.H+5
Standard Description: Identify control variables in experimental designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.1
Standard Description: Experiments are useful for determining cause and effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.2
Standard Description: The use of experimental controls reduces alternative explanations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.3
Standard Description: Random assignment is needed to demonstrate cause and effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.4+1
Standard Description: Describe how correlational research can indicate if there is a relationship between two variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.4+2
Standard Description: Describe how correlational research can indicate if there is an association between two variables.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.I.4+3
Standard Description: Explain why correlational research cannot demonstrate cause and effect.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.J+1
Standard Description: Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.J+2
Standard Description: Identify random assignment of participants to conditions in experiments, primarily in correlational studies and surveys.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.3
Cluster Name: Defining Psychological Science: The Experimental Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.J+3
Standard Description: Identify random selection of participants, primarily in correlational studies and surveys.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.4
Cluster Name: Selecting a Research Method
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.K.1
Standard Description: Confounding variables limit confidence in research conclusions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.1+1
Standard Description: Interpret graphs using measures of central tendency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.1+2
Standard Description: Calculate measures of central tendency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.1+3
Standard Description: Construct graphs using measures of central tendency.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+1
Standard Description: Interpret graphs using range as a measure of variation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+2
Standard Description: Calculate range as a measure of variation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+3
Standard Description: Construct graphs using range.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+4
Standard Description: Interpret graphs using standard deviation as a measure of variation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+5
Standard Description: Calculate standard deviation as a measure of variation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.2+6
Standard Description: Construct graphs using standard deviation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.3+1
Standard Description: Interpret graphs using the correlation coefficient.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.3+2
Standard Description: Calculate the correlation coefficient on a graph.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.3+3
Standard Description: Construct graphs using the correlation coefficient.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+1
Standard Description: Interpret graphs with normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+2
Standard Description: Construct graphs using data with normal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+3
Standard Description: Interpret graphs with bimodal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+4
Standard Description: Construct graphs using data with bimodal distribution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+5
Standard Description: Interpret graphs with positive skew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+6
Standard Description: Construct graphs using data with positive skew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+7
Standard Description: Interpret graphs with negative skew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.L.4+8
Standard Description: Construct graphs using data with negative skew.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.M+1
Standard Description: Distinguish the purposes of descriptive statistics and inferential statistics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.M+2
Standard Description: Explain the purpose of descriptive statistics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.5
Cluster Name: Statistical Analysis in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.M+3
Standard Description: Explain the purpose of inferential statistics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.N+1
Standard Description: Identify how ethical issues inform and constrain research practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.N+2
Standard Description: Identify how ethical issues inform research practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.N+3
Standard Description: Identify how ethical issues constrain research practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.1+1
Standard Description: Describe how ethical guidelines provided by the American Psychological Association protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.1+2
Standard Description: Describe how legal guidelines provided by the American Psychological Association protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.1+3
Standard Description: Describe how ethical guidelines provided by the American Psychological Association promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.1+4
Standard Description: Describe how legal guidelines provided by the American Psychological Association promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.2+1
Standard Description: Describe how federal regulations protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.2+2
Standard Description: Describe how federal regulations promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.3+1
Standard Description: Describe how ethical guidelines provided by the Local Institutional Review Board (IRB) protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.3+2
Standard Description: Describe how legal guidelines provided by the Local Institutional Review Board (IRB) protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.3+3
Standard Description: Describe how ethical guidelines provided by the Local Institutional Review Board (IRB) promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.3+4
Standard Description: Describe how legal guidelines provided by the Local Institutional Review Board (IRB) promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.4+1
Standard Description: Describe how ethical guidelines provided by the Institutional Animal Care and Use Committee (IACUC) protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.4+2
Standard Description: Describe how legal guidelines provided by the Institutional Animal Care and Use Committee (IACUC) protect research participants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.4+3
Standard Description: Describe how ethical guidelines provided by the Institutional Animal Care and Use Committee (IACUC) promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 1
Unit Name: Scientific Foundations of Psychology
Cluster ID: AP PSYCH Topic 1.6
Cluster Name: Ethical Guidelines in Psychology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 1.O.4+4
Standard Description: Describe how legal guidelines provided by the Institutional Animal Care and Use Committee (IACUC) promote sound ethical practice.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.1
Cluster Name: Interaction of Heredity and Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.A
Standard Description: Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.1
Cluster Name: Interaction of Heredity and Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.B.1
Standard Description: Contributions of Charles Darwin, a key scientist in the area of heredity and environment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.1
Cluster Name: Interaction of Heredity and Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.C+1
Standard Description: Predict how traits can be selected for their adaptive value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.1
Cluster Name: Interaction of Heredity and Environment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.C+2
Standard Description: Predict how behavior can be selected for its adaptive value.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.2
Cluster Name: The Endocrine System
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.D
Standard Description: Discuss the effect of the endocrine system on behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.E.1+1
Standard Description: Explain the division of the nervous system into the central and peripheral systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.E.1+2
Standard Description: Describe the central nervous system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.E.1+3
Standard Description: Describe the function of the central nervous system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.E.1+4
Standard Description: Describe the peripheral nervous system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.E.1+5
Standard Description: Describe the function of the peripheral nervous system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.F+1
Standard Description: Identify basic processes in the biological bases of behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.F+2
Standard Description: Identify basic systems in the biological bases of behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.3
Cluster Name: Overview of the Nervous System and the Neuron
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.F+3
Standard Description: Identify parts of the neuron.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.4
Cluster Name: Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.G
Standard Description: Identify basic process of transmission of a signal between neurons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.5
Cluster Name: Influence of Drugs on Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.H.1
Standard Description: Reuptake mechanisms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.5
Cluster Name: Influence of Drugs on Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.H.2+1
Standard Description: Identify agonist drugs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.5
Cluster Name: Influence of Drugs on Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.H.2+2
Standard Description: Discuss the influence of agonist drugs on neurotransmitters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.5
Cluster Name: Influence of Drugs on Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.H.3+1
Standard Description: Identify antagonist drugs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.5
Cluster Name: Influence of Drugs on Neural Firing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.H.3+2
Standard Description: Discuss the influence of antagonist drugs on neurotransmitters.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.1+1
Standard Description: Describe the major brain regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.1+2
Standard Description: Describe the functions of the major brain regions in the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.2+1
Standard Description: Describe the cranial lobes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.2+2
Standard Description: Describe the functions of the cranial lobes in the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.3+1
Standard Description: Describe the cortical areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.3+2
Standard Description: Describe the functions of the cortical areas in the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.4+1
Standard Description: Describe brain lateralization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.4+2
Standard Description: Describe the functions of brain lateralization in the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.4+3
Standard Description: Describe hemispheric specialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.I.4+4
Standard Description: Describe the functions of hemispheric specialization in the brain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.J.1
Standard Description: Contributions of Paul Broca

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.6
Cluster Name: The Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.J.2
Standard Description: Contributions of Carl Wernicke

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.1+1
Standard Description: Describe case studies in the context of historic research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.1+2
Standard Description: Describe case studies in the context of contemporary research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.2+1
Standard Description: Describe split-brain research in the context of historic research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.2+2
Standard Description: Describe split-brain research in the context of contemporary research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.3+1
Standard Description: Describe imaging techniques in the context of historic technologies that support research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.3+2
Standard Description: Describe imaging techniques in the context of contemporary technologies that support research.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.4+1
Standard Description: Describe lesioning in the context of historic research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.4+2
Standard Description: Describe lesioning in the context of contemporary research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.5+1
Standard Description: Describe autopsy in the context of historic research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.K.5+2
Standard Description: Describe autopsy in the context of contemporary research strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.7
Cluster Name: Tools for Examining Brain Structure and Function
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.L.1
Standard Description: Contributions of Roger Sperry

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.M+1
Standard Description: Discuss the role of neuroplasticity in traumatic brain injury.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.M+2
Standard Description: Understand the concept of neuroplasticity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.M+3
Standard Description: Understand the concept of traumatic brain injury.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.N.1
Standard Description: Contributions of Michael Gazzaniga

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.O+1
Standard Description: Describe various states of consciousness and their impact on behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.O+2
Standard Description: Describe various states of consciousness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.O+3
Standard Description: Describe the impact of various states of consciousness on behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.1+1
Standard Description: Identify depressants as one of the major psychoactive drug categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.1+2
Standard Description: Classify specific drugs as depressants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.1+3
Standard Description: Describe the psychological effects of depressants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.1+4
Standard Description: Describe the physiological effects of depressants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.2+1
Standard Description: Identify stimulants as one of the major psychoactive drug categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.2+2
Standard Description: Classify specific drugs as stimulants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.2+3
Standard Description: Describe the psychological effects of stimulants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.2+4
Standard Description: Describe the physiological effects of stimulants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.3+1
Standard Description: Identify hallucinogens as one of the major psychoactive drug categories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.3+2
Standard Description: Classify specific drugs as hallucinogens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.3+3
Standard Description: Describe the psychological effects of hallucinogens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.P.3+4
Standard Description: Describe the physiological effects of hallucinogens.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.Q+1
Standard Description: Discuss drug dependence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.Q+2
Standard Description: Discuss drug addiction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.Q+3
Standard Description: Discuss drug tolerance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.Q+4
Standard Description: Discuss drug withdrawal.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.R.1
Standard Description: Contributions of William James, major figure in consciousness research

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.8
Cluster Name: The Adaptable Brain
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.R.2
Standard Description: Contributions of Sigmund Freud, major figure in consciousness research

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.1+1
Standard Description: Discuss neural and behavioral characteristics of the stages of the sleep cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.1+2
Standard Description: Discuss neural characteristics of the stages of the sleep cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.1+3
Standard Description: Discuss behavioral characteristics of the stages of the sleep cycle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.2+1
Standard Description: Discuss theories of sleep.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.2+2
Standard Description: Discuss theories of dreaming.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.4+1
Standard Description: Discuss symptoms of sleep disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 2
Unit Name: Biological Bases of Behavior
Cluster ID: AP PSYCH Topic 2.9
Cluster Name: Sleep and Dreaming
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 2.S.4+2
Standard Description: Discuss treatments of sleep disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.1
Standard Description: Gestalt principles

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.2+1
Standard Description: Describe depth perception within the context of organizing sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.2+2
Standard Description: Describe depth perception within the context of integrating sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.3+1
Standard Description: Describe top-down processing within the context of organizing sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.3+2
Standard Description: Describe top-down processing within the context of integrating sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.4+1
Standard Description: Describe bottom-up processing within the context of organizing sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.A.4+2
Standard Description: Describe bottom-up processing within the context of integrating sensation to promote stable awareness of the external world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.B+1
Standard Description: Discuss absolute threshold as a basic principle of sensory transduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.B+2
Standard Description: Discuss difference threshold as a basic principle of sensory transduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.B+3
Standard Description: Discuss signal detection as a basic principle of sensory transduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.B+4
Standard Description: Discuss sensory adaptation as a basic principle of sensory transduction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.C.1
Standard Description: Contributions of Gustav Fechner

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.C.2
Standard Description: Contributions of David Hubel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.C.3
Standard Description: Contributions of Ernst Weber

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.1
Cluster Name: Principles of Sensation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.C.4
Standard Description: Contributions of Torsten Wiesel

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.D.1+1
Standard Description: Discuss how experience can influence perceptual processes through perceptual set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.D.1+2
Standard Description: Discuss how culture can influence perceptual processes through perceptual set.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.D.2
Standard Description: Context effects

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.D.3+1
Standard Description: Discuss how schemas related to experience can influence perceptual processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.D.3+2
Standard Description: Discuss how schemas related to culture can influence perceptual processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.2
Cluster Name: Principles of Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.E
Standard Description: Discuss the role of attention in behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.1+1
Standard Description: Describe the vision process, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.1+2
Standard Description: Describe the specific nature of energy transduction in vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.1+3
Standard Description: Describe the relevant anatomical structures for vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.1+4
Standard Description: Describe the specialized pathways in the brain for vision.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.2
Standard Description: Concepts related to visual perception

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.F.3
Standard Description: Theories of color vision

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.G.1+1
Standard Description: Explain visual impairments as a common sensory condition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.G.1+2
Standard Description: Explain hearing impairments as a common sensory condition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.3
Cluster Name: Visual Anatomy
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.G.2
Standard Description: Synesthesia

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.4
Cluster Name: Visual Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.H
Standard Description: Explain the role of top-down processing in producing vulnerability to illusion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.5
Cluster Name: Auditory Sensation and Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.I.1+1
Standard Description: Describe the hearing process, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.5
Cluster Name: Auditory Sensation and Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.I.1+2
Standard Description: Describe the specific nature of energy transduction in hearing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.5
Cluster Name: Auditory Sensation and Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.I.1+3
Standard Description: Describe the relevant anatomical structures for hearing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.5
Cluster Name: Auditory Sensation and Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.I.1+4
Standard Description: Describe the specialized pathways in the brain for hearing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.1+1
Standard Description: Describe the taste process, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.1+2
Standard Description: Describe the specific nature of energy transduction in taste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.1+3
Standard Description: Describe the relevant anatomical structures for taste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.1+4
Standard Description: Describe the specialized pathways in the brain for taste.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.2+1
Standard Description: Describe the smell process, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.2+2
Standard Description: Describe the specific nature of energy transduction in smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.2+3
Standard Description: Describe the relevant anatomical structures for smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.6
Cluster Name: Chemical Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.J.2+4
Standard Description: Describe the specialized pathways in the brain for smell.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.1+1
Standard Description: Describe the process by which the body senses touch, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the body senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.1+2
Standard Description: Describe the specific nature of energy transduction in the body sense of touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.1+3
Standard Description: Describe the relevant anatomical structures for the body sense of touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.1+4
Standard Description: Describe the specialized pathways in the brain for the body sense of touch.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.2+1
Standard Description: Describe the process by which the body senses pain, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the body senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.2+2
Standard Description: Describe the specific nature of energy transduction in the body sense of pain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.2+3
Standard Description: Describe the relevant anatomical structures for the body sense of pain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.2+4
Standard Description: Describe the specialized pathways in the brain for the body sense of pain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.3+1
Standard Description: Describe the process of the vestibular sense in the body, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the body senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.3+2
Standard Description: Describe the specific nature of energy transduction in the vestibular sense in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.3+3
Standard Description: Describe the relevant anatomical structures for the vestibular sense in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.3+4
Standard Description: Describe the specialized pathways in the brain for the vestibular sense in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.4+1
Standard Description: Describe the process of kinesthetic sensing in the body, including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the body senses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.4+2
Standard Description: Describe the specific nature of energy transduction in kinesthetic sensing in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.4+3
Standard Description: Describe the relevant anatomical structures for kinesthetic sensing in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 3
Unit Name: Sensation and Perception
Cluster ID: AP PSYCH Topic 3.7
Cluster Name: Body Senses
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 3.K.4+4
Standard Description: Describe the specialized pathways in the brain for kinesthetic sensing in the body.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.1
Standard Description: Contributions of Albert Bandura, key researcher to the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.2
Standard Description: Contributions of Ivan Pavlov, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.3
Standard Description: Contributions of Robert Rescorla, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.4
Standard Description: Contributions of B. F. Skinner, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.5
Standard Description: Contributions of Edward Thorndike, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.6
Standard Description: Contributions of Edward Tolman, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.7
Standard Description: Contributions of John B. Watson, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.A.8
Standard Description: Contributions of John Garcia, key researcher in the psychology of learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.B
Standard Description: Interpret graphs that exhibit the results of learning experiments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.C+1
Standard Description: Describe the essential characteristics of insight learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.C+2
Standard Description: Describe the essential characteristics of latent learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.C+3
Standard Description: Describe the essential characteristics of social learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.D+1
Standard Description: Apply learning principles to explain emotional learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.D+2
Standard Description: Apply learning principles to explain taste aversion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.D+3
Standard Description: Apply learning principles to explain superstitious behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.D+4
Standard Description: Apply learning principles to explain learned helplessness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.1
Cluster Name: Introduction to Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.E
Standard Description: Provide examples of how biological constraints create learning predispositions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.1
Standard Description: Acquisition

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.10
Standard Description: Conditioned response

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.2
Standard Description: Extinction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.3
Standard Description: Spontaneous recovery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.4
Standard Description: Generalization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.5
Standard Description: Stimulus discrimination

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.6
Standard Description: Higher-order learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.7
Standard Description: Unconditioned stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.8
Standard Description: Unconditioned response

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.9+1
Standard Description: Describe the basic classical conditioning phenomenon neutral stimulus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.F.9+2
Standard Description: Describe the basic classical conditioning phenomenon conditioned stimulus.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.G.1+1
Standard Description: Distinguish general differences in contingencies between principles of classical conditioning and operant conditioning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.G.1+2
Standard Description: Distinguish general differences in contingencies between principles of classical conditioning and observational learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.2
Cluster Name: Classical Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.G.1+3
Standard Description: Distinguish general differences in contingencies between principles of operant conditioning and observational learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.H.1
Standard Description: Positive reinforcement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.H.2
Standard Description: Negative reinforcement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.H.3
Standard Description: Positive punishment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.H.4
Standard Description: Negative punishment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.I+1
Standard Description: Predict how practice will influence quality of learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.I+2
Standard Description: Predict how schedules of reinforcement will influence quality of learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.I+3
Standard Description: Predict how other aspects of reinforcement will influence quality of learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.3
Cluster Name: Operant Conditioning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.I+4
Standard Description: Predict how motivation will influence quality of learning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.4
Cluster Name: Social and Cognitive Factors in Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.J+1
Standard Description: Suggest how behavior modification can be used to address behavioral problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.4
Cluster Name: Social and Cognitive Factors in Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.J+2
Standard Description: Suggest how biofeedback can be used to address behavioral problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.4
Cluster Name: Social and Cognitive Factors in Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.J+3
Standard Description: Suggest how coping strategies can be used to address behavioral problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 4
Unit Name: Learning
Cluster ID: AP PSYCH Topic 4.4
Cluster Name: Social and Cognitive Factors in Learning
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 4.J+4
Standard Description: Suggest how self-control can be used to address behavioral problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.1+1
Standard Description: Describe effortful cognitive processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.1+2
Standard Description: Describe automatic cognitive processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.1+3
Standard Description: Compare and contrast effortful versus automatic processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.2+1
Standard Description: Describe deep cognitive processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.2+2
Standard Description: Describe shallow cognitive processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.2+3
Standard Description: Compare and contrast deep versus shallow processing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.3+1
Standard Description: Describe selective attention.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.3+2
Standard Description: Describe divided attention.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.3+3
Standard Description: Compare and contrast selective versus divided attention.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.4+1
Standard Description: Describe metacognition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.A.4+2
Standard Description: Compare and contrast metacognition with other cognitive processes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.1
Standard Description: Short-term memory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.2
Standard Description: Implicit memory (procedural)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.3
Standard Description: Long-term memory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.4+1
Standard Description: Describe sensory memory as a psychological system of memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.4+2
Standard Description: Describe echoic memory as auditory sensory memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.4+3
Standard Description: Describe iconic memory as visual sensory memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.5
Standard Description: Prospective memory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.6+1
Standard Description: Describe explicit memory as a psychological system of memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.6+2
Standard Description: Describe semantic memory as a type of explicit memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.6+3
Standard Description: Describe episodic memory as a type of explicit memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.7+1
Standard Description: Describe physiological systems of memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.B.7+2
Standard Description: Differentiate psychological and physiological systems of memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.C.1
Standard Description: Contributions of Noam Chomsky

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.C.2
Standard Description: Contributions of Hermann Ebbinghaus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.C.3
Standard Description: Contributions of Wolfgang Köhler

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.C.4
Standard Description: Contributions of Elizabeth Loftus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.1
Cluster Name: Introduction to Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.C.5
Standard Description: Contributions of George A. Miller

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.P+1
Standard Description: Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.P+2
Standard Description: Explain how psychologists design tests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.P+3
Standard Description: Explain how psychologists use standardization strategies and other techniques to establish reliability.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.P+4
Standard Description: Explain how psychologists use standardization strategies and other techniques to establish validity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.Q
Standard Description: Interpret the meaning of scores in terms of the normal curve.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.R.1
Standard Description: Gifted

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.10
Cluster Name: Psychometric Principles and Intelligence Testing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.R.2
Standard Description: Intellectual disability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.11
Cluster Name: Components of Language and Language Acquisition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.S+1
Standard Description: Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.11
Cluster Name: Components of Language and Language Acquisition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.S+2
Standard Description: Explain how biological factors converge to facilitate acquisition, development, and use of language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.11
Cluster Name: Components of Language and Language Acquisition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.S+3
Standard Description: Explain how cognitive factors converge to facilitate acquisition, development, and use of language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.11
Cluster Name: Components of Language and Language Acquisition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.S+4
Standard Description: Explain how cultural factors converge to facilitate acquisition, development, and use of language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.11
Cluster Name: Components of Language and Language Acquisition
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.T
Standard Description: Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.2
Cluster Name: Encoding
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.D+1
Standard Description: Outline the principles that underlie the construction of memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.2
Cluster Name: Encoding
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.D+2
Standard Description: Outline the principles that underlie the encoding of memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.3
Cluster Name: Storing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.E
Standard Description: Outline the principles that underlie effective storage of memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.4
Cluster Name: Retrieving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.F
Standard Description: Describe strategies for retrieving memories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.5
Cluster Name: Forgetting and Memory Distortion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.G+1
Standard Description: Describe strategies for memory improvement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.5
Cluster Name: Forgetting and Memory Distortion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.G+2
Standard Description: Describe typical memory errors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+1
Standard Description: Differentiate psychological and physiological systems of short- and long-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+2
Standard Description: Describe the psychological systems of short-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+3
Standard Description: Describe the physiological systems of short-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+4
Standard Description: Describe the psychological systems of long-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+5
Standard Description: Describe the physiological systems of long-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+6
Standard Description: Differentiate the psychological systems of short- and long-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.6
Cluster Name: Biological Bases of Memory
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.H+7
Standard Description: Differentiate the physiological systems of short- and long-term memory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.7
Cluster Name: Introduction to Thinking and Problem Solving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.I+1
Standard Description: Identify problem-solving strategies as well as factors that influence each strategy's effectiveness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.7
Cluster Name: Introduction to Thinking and Problem Solving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.I+2
Standard Description: Identify problem-solving strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.7
Cluster Name: Introduction to Thinking and Problem Solving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.I+3
Standard Description: Identify factors that influence the effectiveness of problem-solving strategies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.7
Cluster Name: Introduction to Thinking and Problem Solving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.J+1
Standard Description: List the characteristics of creative thought.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.7
Cluster Name: Introduction to Thinking and Problem Solving
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.J+2
Standard Description: List the characteristics of creative thinkers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.8
Cluster Name: Biases and Errors in Thinking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.K+1
Standard Description: Identify problem-solving strategies as well as factors that influence each strategy's effectiveness.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.8
Cluster Name: Biases and Errors in Thinking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.K+2
Standard Description: Identify problem-solving strategies in thinking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.8
Cluster Name: Biases and Errors in Thinking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.K+3
Standard Description: Identify factors that create bias in thinking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.8
Cluster Name: Biases and Errors in Thinking
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.K+4
Standard Description: Identify factors that create errors in thinking.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.1+1
Standard Description: Define intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.1+2
Standard Description: List the characteristics of the abstract assessment methods psychologists use to measure intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.1+3
Standard Description: List the characteristics of the verbal assessment methods psychologists use to measure intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.2+1
Standard Description: Define speed of processing as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.2+2
Standard Description: List the characteristics psychologists use to measure speed of processing as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.3+1
Standard Description: Define fluid intelligence as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.3+2
Standard Description: List the characteristics psychologists use to measure fluid intelligence as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.4+1
Standard Description: Define crystallized intelligence as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.4+2
Standard Description: List the characteristics psychologists use to measure crystallized intelligence as a component of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.5
Standard Description: Flynn effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.6
Standard Description: Stereotype threat

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.L.7
Standard Description: Savant syndrome

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.M
Standard Description: Discuss how culture influences the definition of intelligence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.N.1
Standard Description: Charles Spearman, intelligence theorist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.N.2
Standard Description: Howard Gardner, intelligence theorist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.N.3
Standard Description: Robert Sternberg, intelligence theorist

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.1
Standard Description: Contributions of Alfred Binet, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.2
Standard Description: Contributions of Francis Galton, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.3
Standard Description: Contributions of Howard Gardner, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.4
Standard Description: Contributions of Charles Spearman, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.5
Standard Description: Contributions of Robert Sternberg, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.6
Standard Description: Contributions of Lewis Terman, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 5
Unit Name: Cognitive Psychology
Cluster ID: AP PSYCH Topic 5.9
Cluster Name: Introduction to Intelligence
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 5.O.7
Standard Description: Contributions of David Wechsler, key researcher in intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.1+1
Standard Description: Explain the process of conception.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.1+2
Standard Description: Explain the process of gestation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.1+3
Standard Description: Explain how nutrition influences successful pre-natal development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.2
Standard Description: Illness

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.3
Standard Description: Substance abuse

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.A.4
Standard Description: Teratogens

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.B
Standard Description: Discuss the interaction of nature and nurture (including cultural variations), specifically physical development, in the determination of behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.C+1
Standard Description: Describe motor skills.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.1
Cluster Name: The Lifespan and Physical Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.C+2
Standard Description: Discuss maturation of motor skills.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.D+1
Standard Description: Describe the influence of temperament on attachment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.D+2
Standard Description: Describe the influence of temperament on appropriate socialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.D+3
Standard Description: Describe the influence of other social factors on attachment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.D+4
Standard Description: Describe the influence of other social factors on appropriate socialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.1
Standard Description: Contributions of Albert Bandura, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.2
Standard Description: Contributions of Diana Baumrind, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.3
Standard Description: Contributions of Konrad Lorenz, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.4
Standard Description: Contributions of Harry Harlow, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.5
Standard Description: Contributions of Mary Ainsworth, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.E.6
Standard Description: Contributions of Sigmund Freud, key researcher in the area of social development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.F
Standard Description: Discuss the interaction of nature and nurture (including cultural variations), specifically social development, in the determination of behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.2
Cluster Name: Social Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.G
Standard Description: Explain how parenting styles influence development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.3
Cluster Name: Cognitive Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.H+1
Standard Description: Explain the maturation of cognitive abilities through Piaget’s Theory of Cognitive Development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.3
Cluster Name: Cognitive Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.H+2
Standard Description: Explain the maturation of cognitive abilities through the Information Processing Theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.3
Cluster Name: Cognitive Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.I.1
Standard Description: Contributions of Lev Vygotsky, key researcher in the area of cognitive development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.3
Cluster Name: Cognitive Development in Childhood
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.I.2
Standard Description: Contributions of Jean Piaget, key researcher in the area of cognitive development in childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.4
Cluster Name: Adolescent Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.J
Standard Description: Discuss maturational challenges in adolescence, including related family conflicts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.5
Cluster Name: Adulthood and Aging
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.K
Standard Description: Characterize the development of decisions related to intimacy as people mature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.5
Cluster Name: Adulthood and Aging
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.L+1
Standard Description: Predict the physical changes that emerge through the lifespan, including steps that can be taken to maximize function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.5
Cluster Name: Adulthood and Aging
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.L+2
Standard Description: Predict the cognitive changes that emerge through the lifespan, including steps that can be taken to maximize function.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.5
Cluster Name: Adulthood and Aging
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.M.1
Standard Description: Contributions of Erik Erikson, key researcher in the area of lifespan development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.6
Cluster Name: Moral Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.N.1
Standard Description: Contributions of Carol Gilligan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.6
Cluster Name: Moral Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.N.2
Standard Description: Contributions of Lawrence Kohlberg

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.6
Cluster Name: Moral Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.O
Standard Description: Compare and contrast models of moral development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.7
Cluster Name: Gender and Sexual Orientation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.P+1
Standard Description: Describe how sex influences socialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.7
Cluster Name: Gender and Sexual Orientation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.P+2
Standard Description: Describe how gender influences socialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.7
Cluster Name: Gender and Sexual Orientation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.P+3
Standard Description: Describe how sex influences other aspects of development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 6
Unit Name: Developmental Psychology
Cluster ID: AP PSYCH Topic 6.7
Cluster Name: Gender and Sexual Orientation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 6.P+4
Standard Description: Describe how gender influences other aspects of development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.1+1
Standard Description: Identify instincts within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.1+2
Standard Description: Identify instincts within the context of animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.1+3
Standard Description: Apply the concept of instincts to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.1+4
Standard Description: Apply the concept of instincts to understand animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.2+1
Standard Description: Identify incentives within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.2+2
Standard Description: Identify incentives within the context of animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.2+3
Standard Description: Apply the concept of incentives to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.2+4
Standard Description: Apply the concept of incentives to understand animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+1
Standard Description: Identify intrinsic motivation within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+2
Standard Description: Identify intrinsic motivation within the context of animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+3
Standard Description: Apply the concept of intrinsic motivation to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+4
Standard Description: Apply the concept of intrinsic motivation to understand animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+5
Standard Description: Identify extrinsic motivation within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+6
Standard Description: Identify extrinsic motivation within the context of animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+7
Standard Description: Apply the concept of extrinsic motivation to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+8
Standard Description: Apply the concept of extrinsic motivation to understand animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.3+9
Standard Description: Understand the difference between intrinsic and extrinsic motivation as concepts used to explain behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.4+1
Standard Description: Identify the overjustification effect within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.4+2
Standard Description: Apply the overjustification effect to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.5+1
Standard Description: Identify self-efficacy within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.5+2
Standard Description: Apply the concept of self-efficacy to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.6+1
Standard Description: Identify achievement motivation within the context of human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.6+2
Standard Description: Identify achievment motivation within the context of animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.6+3
Standard Description: Apply the concept of achievement motivation to understand human behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.A.6+4
Standard Description: Apply the concept of achievement motivation to understand animal behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.1+1
Standard Description: Understand drive reduction theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.1+2
Standard Description: Explain the strengths of drive reduction theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.1+3
Standard Description: Explain the weaknesses of drive reduction theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.2+1
Standard Description: Understand arousal theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.2+2
Standard Description: Understand the Yerkes-Dodson law.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.2+3
Standard Description: Explain the strengths of arousal theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.2+4
Standard Description: Explain the weaknesses of arousal theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.3+1
Standard Description: Understand the evolutionary theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.3+2
Standard Description: Explain the strengths of the evolutionary theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.3+3
Standard Description: Explain the weaknesses of the evolutionary theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.4+1
Standard Description: Understand Maslow's theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.4+2
Standard Description: Explain the strengths of Maslow's theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.4+3
Standard Description: Explain the weaknesses of Maslow's theory of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.5+1
Standard Description: Understand cognitive dissonance theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.5+2
Standard Description: Explain the strengths of cognitive dissonance theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.B.5+3
Standard Description: Explain the weaknesses of cognitive dissonance theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.C.1
Standard Description: Motivation system: eating

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.C.2
Standard Description: Motivation system: sex

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.C.3
Standard Description: Motivation system: social

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.D.1
Standard Description: Contributions of William James, key researcher in the psychology of motivation and emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.D.2
Standard Description: Contributions of Alfred Kinsey, key researcher in the psychology of motivation and emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.D.3
Standard Description: Contributions of Abraham Maslow, key researcher in the psychology of motivation and emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.D.4
Standard Description: Contributions of Stanley Schachter, key researcher in the psychology of motivation and emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.1
Cluster Name: Theories of Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.D.5
Standard Description: Contributions of Hans Selye, key researcher in the psychology of motivation and emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.1+1
Standard Description: Identify personality inventory as a frequently used assessment strategy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.1+2
Standard Description: Evaluate the relative test quality of personality inventories based on the reliability of the instruments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.1+3
Standard Description: Evaluate the relative test quality of personality inventories based on the validity of the instruments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.2+1
Standard Description: Identify projective tests as a frequently used assessment strategy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.2+2
Standard Description: Evaluate the relative test quality of projective tests based on the reliability of the instruments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.10
Cluster Name: Measuring Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.P.2+3
Standard Description: Evaluate the relative test quality of projective tests based on the validity of the instruments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.2
Cluster Name: Specific Topics in Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.E+1
Standard Description: Discuss needs as a biological underpinning of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.2
Cluster Name: Specific Topics in Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.E+2
Standard Description: Discuss drives as a biological underpinning of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.2
Cluster Name: Specific Topics in Motivation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.E+3
Standard Description: Discuss homeostasis as a biological underpinning of motivation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.1
Standard Description: James–Lange Theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.2
Standard Description: Cannon–Bard Theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.3
Standard Description: Schachter two-factor theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.4
Standard Description: Evolutionary theories (primary emotions)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.5
Standard Description: Richard Lazarus’s appraisal theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.6
Standard Description: Joseph LeDoux’s theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.7
Standard Description: Paul Ekman’s research on cross-cultural displays of emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.F.8
Standard Description: Facial feedback hypothesis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.G+1
Standard Description: Describe how cultural influences shape variations in body language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.3
Cluster Name: Theories of Emotion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.G+2
Standard Description: Describe how cultural influences shape emotional expressions other than body language.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.1+1
Standard Description: Describe the general adaptation theory as a theory of stress.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.1+2
Standard Description: Discuss the effects of stress on psychological well-being within the context of the general adaptation theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.1+3
Standard Description: Discuss the effects of stress on physical well-being within the context of the general adaptation theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.2+1
Standard Description: Discuss stress-related illnesses within the context of psychological well-being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.2+2
Standard Description: Discuss stress-related illnesses within the context of physical well-being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.3+1
Standard Description: Describe Lewin's motivational conflicts theory as a theory of stress.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.3+2
Standard Description: Discuss the effects of stress on psychological well-being within the context of Lewin's motivational conflicts theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.3+3
Standard Description: Discuss the effects of stress on physical well-being within the context of Lewin's motivational conflicts theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.4+1
Standard Description: Discuss unhealthy behaviors within the context of psychological well-being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.4
Cluster Name: Stress and Coping
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.H.4+2
Standard Description: Discuss unhealthy behaviors within the context of physical well-being.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.1+1
Standard Description: Describe case studies as a research method used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.1+2
Standard Description: Compare case studies with other research methods used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.2+1
Standard Description: Describe surveys as a research method used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.2+2
Standard Description: Compare surveys with other research methods used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.3+1
Standard Description: Describe personality inventories as a research method used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.I.3+2
Standard Description: Compare personality inventories with other research methods used to investigate personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.1
Standard Description: Contributions of Alfred Adler, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.2
Standard Description: Contributions of Albert Bandura, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.3+1
Standard Description: Identify the contributions of Paul Costa in personality theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.3+2
Standard Description: Identify the contributions of Robert McCrae in personality theory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.4
Standard Description: Contributions of Sigmund Freud, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.5
Standard Description: Contributions of Carl Jung, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.6
Standard Description: Contributions of Abraham Maslow, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.5
Cluster Name: Introduction to Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.J.7
Standard Description: Contributions of Carl Rogers, key researcher in personality theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.6
Cluster Name: Psychoanalytic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.K+1
Standard Description: Identify psychoanalytic theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.6
Cluster Name: Psychoanalytic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.K+2
Standard Description: Compare psychoanalytic theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.6
Cluster Name: Psychoanalytic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.K+3
Standard Description: Contrast psychoanalytic theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+1
Standard Description: Compare and contrast the behaviorist and social cognitive theories of personality with other theories of personality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+2
Standard Description: Identify behaviorist theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+3
Standard Description: Identify social cognitive theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+4
Standard Description: Compare behaviorist theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+5
Standard Description: Contrast behaviorist theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+6
Standard Description: Compare social cognitive theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.7
Cluster Name: Behaviorism and Social Cognitive Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.L+7
Standard Description: Contrast social cognitive theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.8
Cluster Name: Humanistic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.M+1
Standard Description: Identify humanistic theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.8
Cluster Name: Humanistic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.M+2
Standard Description: Compare humanistic theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.8
Cluster Name: Humanistic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.M+3
Standard Description: Contrast humanistic theories of personality with other theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.8
Cluster Name: Humanistic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.N.2+1
Standard Description: Speculate how cultural context can facilitate and constrain personality development in collectivistic cultures, especially as it relates to self-concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.8
Cluster Name: Humanistic Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.N.2+2
Standard Description: Speculate how cultural context can facilitate and constrain personality development in individualistic cultures, especially as it relates to self-concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.9
Cluster Name: Trait Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.O+1
Standard Description: Identify and understand trait theories of personality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 7
Unit Name: Motivation, Emotion, and Personality
Cluster ID: AP PSYCH Topic 7.9
Cluster Name: Trait Theories of Personality
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 7.O+2
Standard Description: Compare and contrast trait theories of personality with other theories of personality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.A
Standard Description: Recognize the use of the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.B+1
Standard Description: Describe contemporary and historical conceptions of what constitutes psychological disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.B+2
Standard Description: Describe contemporary conceptions of what constitutes psychological disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.B+3
Standard Description: Describe historical conceptions of what constitutes psychological disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.C.1
Standard Description: Confidentiality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.1
Cluster Name: Introduction to Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.C.2
Standard Description: Insanity defense

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.1
Standard Description: Individual

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.10
Standard Description: Cognitive-behavioral method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.2
Standard Description: Group

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.3
Standard Description: Rational-emotive method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.4+1
Standard Description: Describe psychoanalytic treatment as a method of treating disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.4+2
Standard Description: Describe psychodynamic treatment as a method of treating disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.5
Standard Description: Client-centered method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.6
Standard Description: Cognitive method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.7
Standard Description: Behavioral method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.8
Standard Description: Sociocultural method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.10
Cluster Name: Evaluating Strengths, Weaknesses, and Empirical Support for Treatments of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.Q.9
Standard Description: Biopsychosocial method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.2
Cluster Name: Psychological Perspectives and Etiology of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.D+1
Standard Description: Evaluate the strengths of various approaches to explaining psychological disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.2
Cluster Name: Psychological Perspectives and Etiology of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.D+2
Standard Description: Evaluate the limitations of various approaches to explaining psychological disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.2
Cluster Name: Psychological Perspectives and Etiology of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.E.1+1
Standard Description: Identify the positive consequences of diagnostic labels in the context of the Rosenhan Study.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.2
Cluster Name: Psychological Perspectives and Etiology of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.E.1+2
Standard Description: Identify the negative consequences of diagnostic labels in the context of the Rosenhan Study,

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+1
Standard Description: Discuss neurodevelopmental disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+2
Standard Description: Discuss the symptoms associated with neurodevelopment disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+3
Standard Description: Discuss neurocognitive disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+4
Standard Description: Discuss the symptoms associated with neurocognitive disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+5
Standard Description: Discuss the schizophrenia spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+6
Standard Description: Discuss the symptoms associated with the schizophrenia spectrum.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+7
Standard Description: Discuss other psychotic disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.3
Cluster Name: Neurodevelopmental and Schizophrenic Spectrum Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.F+8
Standard Description: Discuss the symptoms associated with other psychotic disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+1
Standard Description: Discuss anxiety disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+2
Standard Description: Discuss the symptoms associated with anxiety disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+3
Standard Description: Discuss bipolar and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+4
Standard Description: Discuss the symptoms associated with bipolar and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+5
Standard Description: Discuss depressive disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+6
Standard Description: Discuss the symptoms associated with depressive disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+7
Standard Description: Discuss obsessive-compulsive and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.4
Cluster Name: Bipolar, Depressive, Anxiety, and Obsessive-Compulsive and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.G+8
Standard Description: Discuss the symptoms associated with obsessive-compulsive and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+1
Standard Description: Discuss dissociative disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+2
Standard Description: Discuss the symptoms associated with dissociative disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+3
Standard Description: Discuss somatic symptom and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+4
Standard Description: Discuss the symptoms associated with somatic symptom and related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+5
Standard Description: Discuss trauma- and stressor-related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.5
Cluster Name: Trauma and Stressor-Related, Dissociative, and Somatic Symptom and Related Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.H+6
Standard Description: Discuss the symptoms associated with trauma- and stressor-related disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.6
Cluster Name: Feeding and Eating, Substance and Addictive, and Personality Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.I+1
Standard Description: Discuss feeding and eating disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.6
Cluster Name: Feeding and Eating, Substance and Addictive, and Personality Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.I+2
Standard Description: Discuss the symptoms associated with feeding and eating disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.6
Cluster Name: Feeding and Eating, Substance and Addictive, and Personality Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.I+3
Standard Description: Discuss personality disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.6
Cluster Name: Feeding and Eating, Substance and Addictive, and Personality Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.I+4
Standard Description: Discuss the symptoms associated with personality disorders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.J
Standard Description: Describe the central characteristics of psychotherapeutic intervention.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.1
Standard Description: Contributions of Aaron Beck, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.2
Standard Description: Contributions of Albert Ellis, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.3
Standard Description: Contributions of Sigmund Freud, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.4
Standard Description: Contributions of Mary Cover Jones, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.5
Standard Description: Contributions of Carl Rogers, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.6
Standard Description: Contributions of B. F. Skinner, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.7
Cluster Name: Introduction to Treatment of Psychological Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.K.7
Standard Description: Contributions of Joseph Wolpe, major figure in psychological treatment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.1+1
Standard Description: Describe the behavioral treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.1+2
Standard Description: Describe how a behavioral treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.2+1
Standard Description: Describe the cognitive treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.2+2
Standard Description: Describe how a cognitive treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.3+1
Standard Description: Describe the humanistic treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.3+2
Standard Description: Describe how a humanistic treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.4+1
Standard Description: Describe the psychodynamic treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.4+2
Standard Description: Describe how a psychodynamic treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.5+1
Standard Description: Describe the cognitive-behavioral treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.5+2
Standard Description: Describe how a cognitive-behavioral treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.6+1
Standard Description: Describe the sociocultural treatment orientation as used in therapy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.L.6+2
Standard Description: Describe how a sociocultural treatment orientation influences therapeutic planning.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.M
Standard Description: Summarize effectiveness of specific treatments used to address specific problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.N+1
Standard Description: Discuss how cultural context influences choice of treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.N+2
Standard Description: Discuss how cultural context influences success of treatment, including factors that lead to premature termination of treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.N+3
Standard Description: Discuss how ethnic context influences choice of treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.N+4
Standard Description: Discuss how ethnic context influences success of treatment, including factors that lead to the premature termination of treatment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.O+1
Standard Description: Describe prevention strategies that build resilience.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.8
Cluster Name: Psychological Perspectives and Treatment of Disorders
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.O+2
Standard Description: Describe prevention strategies that promote competence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 8
Unit Name: Clinical Psychology
Cluster ID: AP PSYCH Topic 8.9
Cluster Name: Treatment of Disorders from the Biological Perspective
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 8.P
Standard Description: Summarize effectiveness of specific treatments used to address specific problems from a biological perspective.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.1
Standard Description: Fundamental attribution error

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.2
Standard Description: Self-serving bias

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.3
Standard Description: False consensus effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.4
Standard Description: Confirmation bias

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.5
Standard Description: Just-world hypothesis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.A.6
Standard Description: Halo effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.1+1
Standard Description: Articulate the impact of the social and cultural categoriy of gender on self-concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.1+2
Standard Description: Articulate the impact of the social and cultural categoriy of gender on relations with others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.2+1
Standard Description: Articulate the impact of the social and cultural categoriy of race on self-concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.2+2
Standard Description: Articulate the impact of the social and cultural categoriy of race on relations with others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.3+1
Standard Description: Articulate the impact of the social and cultural categoriy of ethnicity on self-concept.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.B.3+2
Standard Description: Articulate the impact of the social and cultural categoriy of ethnicity on relations with others.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.C+1
Standard Description: Understand the concept of self-fulfilling prophecy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.C+2
Standard Description: Anticipate the impact of self-fulfilling prophecy on behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.D.1
Standard Description: Leon Festinger

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.1+1
Standard Description: Discuss attitude formation in the context of the central route to persuasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.1+2
Standard Description: Discuss attitude change in the context of the central route to persuasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.2+1
Standard Description: Discuss attitude formation in the context of the peripheral route to persuasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.2+2
Standard Description: Discuss attitude change in the context of the peripheral route to persuasion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.3+1
Standard Description: Discuss attitude formation in the context of cognitive dissonance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.3+2
Standard Description: Discuss attitude change in the context of cognitive dissonance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.4+1
Standard Description: Discuss attitude formation in the context of the elaboration likelihood model.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.2
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.E.4+2
Standard Description: Discuss attitude change in the context of the elaboration likelihood model.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.F.1
Standard Description: Contributions of Solomon Asch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.F.2
Standard Description: Contributions of Stanley Milgram

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.F.3
Standard Description: Contributions of Philip Zimbardo

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.G+1
Standard Description: Explain how individuals respond to expectations of others through groupthink.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.G+2
Standard Description: Explain how individuals respond to expectations of others through conformity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.3
Cluster Name: Conformity, Compliance, and Obedience
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.G+3
Standard Description: Explain how individuals respond to expectations of others through obedience to authority.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.H+1
Standard Description: Describe the structure of different kinds of group behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.H+2
Standard Description: Describe the function of different kinds of group behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.1
Standard Description: Bystander effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.10
Standard Description: Social traps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.11
Standard Description: Prisoner’s dilemma

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.12
Standard Description: Conflict resolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.13
Standard Description: Superordinate goals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.2
Standard Description: Social facilitation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.3
Standard Description: Social inhibition

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.4
Standard Description: Group polarization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.5
Standard Description: Deindividuation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.6
Standard Description: Diffusion of responsibility

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.7+1
Standard Description: Predict the impact of the presence of others on individual behavior in terms of in-group bias.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.7+2
Standard Description: Predict the impact of the presence of others on individual behavior in terms of out-group bias.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.8
Standard Description: Reciprocity norms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.4
Cluster Name: Group Influences on Behavior and Mental Processes
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.I.9
Standard Description: Social norms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.1+1
Standard Description: Describe in-group dynamics within the context of contributing to differential treatment of group members.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.1+2
Standard Description: Describe out-group dynamics within the context of contributing to differential treatment of group members.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.2
Standard Description: Ethnocentrism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.3
Standard Description: Prejudice

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.4
Standard Description: Bias

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.5
Standard Description: Discrimination

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.6
Standard Description: Scapegoat theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.7
Standard Description: Stereotype

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.8
Standard Description: Out-group homogeneity bias

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.5
Cluster Name: Bias, Prejudice, and Discrimination
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.J.9
Standard Description: Mere-exposure effect

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.6
Cluster Name: Altruism and Aggression
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.K+1
Standard Description: Describe the variables that contribute to altruism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.6
Cluster Name: Altruism and Aggression
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.K+2
Standard Description: Describe the variables that contribute to aggression.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: AP PSYCH Unit 9
Unit Name: Social Psychology
Cluster ID: AP PSYCH Topic 9.7
Cluster Name: Interpersonal Attraction
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: 9.L
Standard Description: Describe the variables that contribute to attraction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l1-v1
Cluster Name: Introduction to AP Psychology
Lesson Name: Introduction to AP Psychology
Lesson Order: 1.0
Standard ID: PYSYC24-l1-v1
Standard Description: Introduction to AP Psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l2-v1
Cluster Name: Introduction to Psychological Science Practices
Lesson Name: Introduction to Psychological Science Practices
Lesson Order: 2.0
Standard ID: PYSYC24-l2-v1
Standard Description: Introduction to Psychological Science Practices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l3-v1
Cluster Name: The Need for Psychological Science
Lesson Name: The Need for Psychological Science
Lesson Order: 3.0
Standard ID: PYSYC24-l3-v1
Standard Description: The Need for Psychological Science

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l4-v1
Cluster Name: The Scientific Method
Lesson Name: The Scientific Method
Lesson Order: 4.0
Standard ID: PYSYC24-l4-v1
Standard Description: The Scientific Method

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l5-v1
Cluster Name: Data Analysis
Lesson Name: Data Analysis
Lesson Order: 5.0
Standard ID: PYSYC24-l5-v1
Standard Description: Data Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l6-v1
Cluster Name: Research Design and Ethics in Psychology
Lesson Name: Research Design and Ethics in Psychology
Lesson Order: 6.0
Standard ID: PYSYC24-l6-v1
Standard Description: Research Design and Ethics in Psychology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m1-v1
Unit Name: Introduction to AP Psychology
Cluster ID: PYSYC24-l7-v1
Cluster Name: Statistical Reasoning in Everyday Life
Lesson Name: Statistical Reasoning in Everyday Life
Lesson Order: 7.0
Standard ID: PYSYC24-l7-v1
Standard Description: Statistical Reasoning in Everyday Life

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l10-v1
Cluster Name: Interaction of Heredity and Environment
Lesson Name: Interaction of Heredity and Environment
Lesson Order: 10.0
Standard ID: PYSYC24-l10-v1
Standard Description: Interaction of Heredity and Environment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l11-v1
Cluster Name: Overview of the Nervous System
Lesson Name: Overview of the Nervous System
Lesson Order: 11.0
Standard ID: PYSYC24-l11-v1
Standard Description: Overview of the Nervous System

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l12-v1
Cluster Name: The Neuron and Neural Firing: Neural Communication and the Endocrine System
Lesson Name: The Neuron and Neural Firing: Neural Communication and the Endocrine System
Lesson Order: 12.0
Standard ID: PYSYC24-l12-v1
Standard Description: The Neuron and Neural Firing: Neural Communication and the Endocrine System

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l13-v1
Cluster Name: The Neuron and Neural Firing: Substance Use Disorders and Psychoactive Drugs
Lesson Name: The Neuron and Neural Firing: Substance Use Disorders and Psychoactive Drugs
Lesson Order: 13.0
Standard ID: PYSYC24-l13-v1
Standard Description: The Neuron and Neural Firing: Substance Use Disorders and Psychoactive Drugs

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l14-v1
Cluster Name: The Brain: Neuroplasticity and Tools of Discovery
Lesson Name: The Brain: Neuroplasticity and Tools of Discovery
Lesson Order: 14.0
Standard ID: PYSYC24-l14-v1
Standard Description: The Brain: Neuroplasticity and Tools of Discovery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l15-v1
Cluster Name: The Brain: Brain Regions and Structures
Lesson Name: The Brain: Brain Regions and Structures
Lesson Order: 15.0
Standard ID: PYSYC24-l15-v1
Standard Description: The Brain: Brain Regions and Structures

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l16-v1
Cluster Name: The Brain: Damage Response and Brain Hemispheres
Lesson Name: The Brain: Damage Response and Brain Hemispheres
Lesson Order: 16.0
Standard ID: PYSYC24-l16-v1
Standard Description: The Brain: Damage Response and Brain Hemispheres

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l17-v1
Cluster Name: Sleep Part 1: Consciousness
Lesson Name: Sleep Part 1: Consciousness
Lesson Order: 17.0
Standard ID: PYSYC24-l17-v1
Standard Description: Sleep Part 1: Consciousness

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l18-v1
Cluster Name: Sleep Part 2: Sleep Stages and Theories
Lesson Name: Sleep Part 2: Sleep Stages and Theories
Lesson Order: 18.0
Standard ID: PYSYC24-l18-v1
Standard Description: Sleep Part 2: Sleep Stages and Theories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l19-v1
Cluster Name: Sleep Part 3: Sleep Loss, Sleep Disorders, and Dreams
Lesson Name: Sleep Part 3: Sleep Loss, Sleep Disorders, and Dreams
Lesson Order: 19.0
Standard ID: PYSYC24-l19-v1
Standard Description: Sleep Part 3: Sleep Loss, Sleep Disorders, and Dreams

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l20-v1
Cluster Name: Sleep Exercise Parts 1, 2, & 3
Lesson Name: Sleep Exercise Parts 1, 2, & 3
Lesson Order: 20.0
Standard ID: PYSYC24-l20-v1
Standard Description: Sleep Exercise Parts 1, 2, & 3

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l21-v1
Cluster Name: Sensation: Basic Concepts
Lesson Name: Sensation: Basic Concepts
Lesson Order: 21.0
Standard ID: PYSYC24-l21-v1
Standard Description: Sensation: Basic Concepts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l22-v1
Cluster Name: Sensation: Vision
Lesson Name: Sensation: Vision
Lesson Order: 22.0
Standard ID: PYSYC24-l22-v1
Standard Description: Sensation: Vision

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l23-v1
Cluster Name: Sensation: Hearing
Lesson Name: Sensation: Hearing
Lesson Order: 23.0
Standard ID: PYSYC24-l23-v1
Standard Description: Sensation: Hearing

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l24-v1
Cluster Name: Sensation: Skin, Chemical, and Body Senses and Sensory Interaction
Lesson Name: Sensation: Skin, Chemical, and Body Senses and Sensory Interaction
Lesson Order: 24.0
Standard ID: PYSYC24-l24-v1
Standard Description: Sensation: Skin, Chemical, and Body Senses and Sensory Interaction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l25-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 25.0
Standard ID: PYSYC24-l25-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l26-v1
Cluster Name: End of Unit 1 Review
Lesson Name: End of Unit 1 Review
Lesson Order: 26.0
Standard ID: PYSYC24-l26-v1
Standard Description: End of Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m2-v1
Unit Name: Biological Bases of Behavior
Cluster ID: PYSYC24-l9-v1
Cluster Name: Unit 1: Biological Bases of Behavior - Organizer
Lesson Name: Unit 1: Biological Bases of Behavior - Organizer
Lesson Order: 9.0
Standard ID: PYSYC24-l9-v1
Standard Description: Unit 1: Biological Bases of Behavior - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l29-v1
Cluster Name: Unit 2: Cognition - Organizer
Lesson Name: Unit 2: Cognition - Organizer
Lesson Order: 29.0
Standard ID: PYSYC24-l29-v1
Standard Description: Unit 2: Cognition - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l30-v1
Cluster Name: Perception: Influences on Perception
Lesson Name: Perception: Influences on Perception
Lesson Order: 30.0
Standard ID: PYSYC24-l30-v1
Standard Description: Perception: Influences on Perception

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l31-v1
Cluster Name: Thinking, Problem Solving, Judgments, and Decision Making
Lesson Name: Thinking, Problem Solving, Judgments, and Decision Making
Lesson Order: 31.0
Standard ID: PYSYC24-l31-v1
Standard Description: Thinking, Problem Solving, Judgments, and Decision Making

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l32-v1
Cluster Name: Introduction to Memory
Lesson Name: Introduction to Memory
Lesson Order: 32.0
Standard ID: PYSYC24-l32-v1
Standard Description: Introduction to Memory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l33-v1
Cluster Name: Encoding Memories
Lesson Name: Encoding Memories
Lesson Order: 33.0
Standard ID: PYSYC24-l33-v1
Standard Description: Encoding Memories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l34-v1
Cluster Name: Storing Memories
Lesson Name: Storing Memories
Lesson Order: 34.0
Standard ID: PYSYC24-l34-v1
Standard Description: Storing Memories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l35-v1
Cluster Name: Retrieving Memories
Lesson Name: Retrieving Memories
Lesson Order: 35.0
Standard ID: PYSYC24-l35-v1
Standard Description: Retrieving Memories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l36-v1
Cluster Name: Forgetting and Other Memory Challenges
Lesson Name: Forgetting and Other Memory Challenges
Lesson Order: 36.0
Standard ID: PYSYC24-l36-v1
Standard Description: Forgetting and Other Memory Challenges

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l37-v1
Cluster Name: Intelligence and Achievement: Theories of Intelligence
Lesson Name: Intelligence and Achievement: Theories of Intelligence
Lesson Order: 37.0
Standard ID: PYSYC24-l37-v1
Standard Description: Intelligence and Achievement: Theories of Intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l38-v1
Cluster Name: Intelligence and Achievement: Assessing Intelligence
Lesson Name: Intelligence and Achievement: Assessing Intelligence
Lesson Order: 38.0
Standard ID: PYSYC24-l38-v1
Standard Description: Intelligence and Achievement: Assessing Intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l39-v1
Cluster Name: Intelligence and Achievement: Stability of, and Influences on, Intelligence
Lesson Name: Intelligence and Achievement: Stability of, and Influences on, Intelligence
Lesson Order: 39.0
Standard ID: PYSYC24-l39-v1
Standard Description: Intelligence and Achievement: Stability of, and Influences on, Intelligence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l40-v1
Cluster Name: Intelligence and Achievement: Group Differences and the Question of Bias
Lesson Name: Intelligence and Achievement: Group Differences and the Question of Bias
Lesson Order: 40.0
Standard ID: PYSYC24-l40-v1
Standard Description: Intelligence and Achievement: Group Differences and the Question of Bias

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m3-v1
Unit Name: Cognition
Cluster ID: PYSYC24-l41-v1
Cluster Name: End of Unit 2 Review
Lesson Name: End of Unit 2 Review
Lesson Order: 41.0
Standard ID: PYSYC24-l41-v1
Standard Description: End of Unit 2 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l44-v1
Cluster Name: Organizer - Unit 3
Lesson Name: Organizer - Unit 3
Lesson Order: 44.0
Standard ID: PYSYC24-l44-v1
Standard Description: Organizer - Unit 3

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l45-v1
Cluster Name: Physical Development Across the Lifespan: Prenatal Development, Infancy, and Childhood
Lesson Name: Physical Development Across the Lifespan: Prenatal Development, Infancy, and Childhood
Lesson Order: 45.0
Standard ID: PYSYC24-l45-v1
Standard Description: Physical Development Across the Lifespan: Prenatal Development, Infancy, and Childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l46-v1
Cluster Name: Physical Development Across the Lifespan: Adolescence and Adulthood
Lesson Name: Physical Development Across the Lifespan: Adolescence and Adulthood
Lesson Order: 46.0
Standard ID: PYSYC24-l46-v1
Standard Description: Physical Development Across the Lifespan: Adolescence and Adulthood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l47-v1
Cluster Name: Gender Part 1: Gender and Sexual Orientation: Gender Development
Lesson Name: Gender Part 1: Gender and Sexual Orientation: Gender Development
Lesson Order: 47.0
Standard ID: PYSYC24-l47-v1
Standard Description: Gender Part 1: Gender and Sexual Orientation: Gender Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l48-v1
Cluster Name: Gender Part 2: Gender and Sexual Orientation: The Biology and Psychology of Sex
Lesson Name: Gender Part 2: Gender and Sexual Orientation: The Biology and Psychology of Sex
Lesson Order: 48.0
Standard ID: PYSYC24-l48-v1
Standard Description: Gender Part 2: Gender and Sexual Orientation: The Biology and Psychology of Sex

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l49-v1
Cluster Name: Gender Part 3: Gender and Sexual Orientation: Sexual Orientation
Lesson Name: Gender Part 3: Gender and Sexual Orientation: Sexual Orientation
Lesson Order: 49.0
Standard ID: PYSYC24-l49-v1
Standard Description: Gender Part 3: Gender and Sexual Orientation: Sexual Orientation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l50-v1
Cluster Name: Gender and Sexual Orientation Exercise: Parts 1, 2, and 3
Lesson Name: Gender and Sexual Orientation Exercise: Parts 1, 2, and 3
Lesson Order: 50.0
Standard ID: PYSYC24-l50-v1
Standard Description: Gender and Sexual Orientation Exercise: Parts 1, 2, and 3

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l51-v1
Cluster Name: Cognitive Development Across the Lifespan
Lesson Name: Cognitive Development Across the Lifespan
Lesson Order: 51.0
Standard ID: PYSYC24-l51-v1
Standard Description: Cognitive Development Across the Lifespan

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l52-v1
Cluster Name: Communication and Language Development
Lesson Name: Communication and Language Development
Lesson Order: 52.0
Standard ID: PYSYC24-l52-v1
Standard Description: Communication and Language Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l53-v1
Cluster Name: Social-Emotional Development Across the Lifespan: Infancy & Childhood
Lesson Name: Social-Emotional Development Across the Lifespan: Infancy & Childhood
Lesson Order: 53.0
Standard ID: PYSYC24-l53-v1
Standard Description: Social-Emotional Development Across the Lifespan: Infancy & Childhood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l55-v1
Cluster Name: Social-Emotional Development Across the Lifespan: Adolescence, Emerging Adulthood, and Adulthood
Lesson Name: Social-Emotional Development Across the Lifespan: Adolescence, Emerging Adulthood, and Adulthood
Lesson Order: 55.0
Standard ID: PYSYC24-l55-v1
Standard Description: Social-Emotional Development Across the Lifespan: Adolescence, Emerging Adulthood, and Adulthood

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l56-v1
Cluster Name: Classical Conditioning
Lesson Name: Classical Conditioning
Lesson Order: 56.0
Standard ID: PYSYC24-l56-v1
Standard Description: Classical Conditioning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l57-v1
Cluster Name: Operant Conditioning
Lesson Name: Operant Conditioning
Lesson Order: 57.0
Standard ID: PYSYC24-l57-v1
Standard Description: Operant Conditioning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l58-v1
Cluster Name: Social, Cognitive, and Neurological Factors in Learning
Lesson Name: Social, Cognitive, and Neurological Factors in Learning
Lesson Order: 58.0
Standard ID: PYSYC24-l58-v1
Standard Description: Social, Cognitive, and Neurological Factors in Learning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l59-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 59.0
Standard ID: PYSYC24-l59-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m4-v1
Unit Name: Development and Learning
Cluster ID: PYSYC24-l60-v1
Cluster Name: End of Unit 3 Review
Lesson Name: End of Unit 3 Review
Lesson Order: 60.0
Standard ID: PYSYC24-l60-v1
Standard Description: End of Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l63-v1
Cluster Name: Organizer - Unit 4
Lesson Name: Organizer - Unit 4
Lesson Order: 63.0
Standard ID: PYSYC24-l63-v1
Standard Description: Organizer - Unit 4

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l64-v1
Cluster Name: Attribution Theory and Person Perception
Lesson Name: Attribution Theory and Person Perception
Lesson Order: 64.0
Standard ID: PYSYC24-l64-v1
Standard Description: Attribution Theory and Person Perception

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l65-v1
Cluster Name: Attitude Formation and Attitude Change
Lesson Name: Attitude Formation and Attitude Change
Lesson Order: 65.0
Standard ID: PYSYC24-l65-v1
Standard Description: Attitude Formation and Attitude Change

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l66-v1
Cluster Name: Psychology of Social Situations: Conformity and Obedience
Lesson Name: Psychology of Social Situations: Conformity and Obedience
Lesson Order: 66.0
Standard ID: PYSYC24-l66-v1
Standard Description: Psychology of Social Situations: Conformity and Obedience

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l67-v1
Cluster Name: Psychology of Social Situations: Group Behavior
Lesson Name: Psychology of Social Situations: Group Behavior
Lesson Order: 67.0
Standard ID: PYSYC24-l67-v1
Standard Description: Psychology of Social Situations: Group Behavior

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l68-v1
Cluster Name: Psychology of Social Situations
Lesson Name: Psychology of Social Situations
Lesson Order: 68.0
Standard ID: PYSYC24-l68-v1
Standard Description: Psychology of Social Situations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l69-v1
Cluster Name: Psychodynamic and Humanistic Theories of Personality: Psychoanalytic and Psychodynamic Theories
Lesson Name: Psychodynamic and Humanistic Theories of Personality: Psychoanalytic and Psychodynamic Theories
Lesson Order: 69.0
Standard ID: PYSYC24-l69-v1
Standard Description: Psychodynamic and Humanistic Theories of Personality: Psychoanalytic and Psychodynamic Theories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l70-v1
Cluster Name: Psychodynamic and Humanistic Theories of Personality: Humanistic Theories
Lesson Name: Psychodynamic and Humanistic Theories of Personality: Humanistic Theories
Lesson Order: 70.0
Standard ID: PYSYC24-l70-v1
Standard Description: Psychodynamic and Humanistic Theories of Personality: Humanistic Theories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l72-v1
Cluster Name: Social-Cognitive and Trait Theories of Personality Part 1: Trait Theories
Lesson Name: Social-Cognitive and Trait Theories of Personality Part 1: Trait Theories
Lesson Order: 72.0
Standard ID: PYSYC24-l72-v1
Standard Description: Social-Cognitive and Trait Theories of Personality Part 1: Trait Theories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l73-v1
Cluster Name: Social-Cognitive and Trait Theories of Personality Part 2: Social-Cognitive Theories
Lesson Name: Social-Cognitive and Trait Theories of Personality Part 2: Social-Cognitive Theories
Lesson Order: 73.0
Standard ID: PYSYC24-l73-v1
Standard Description: Social-Cognitive and Trait Theories of Personality Part 2: Social-Cognitive Theories

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l74-v1
Cluster Name: Social-Cognitive and Trait Theories of Personality Part 3: Exploring the Self
Lesson Name: Social-Cognitive and Trait Theories of Personality Part 3: Exploring the Self
Lesson Order: 74.0
Standard ID: PYSYC24-l74-v1
Standard Description: Social-Cognitive and Trait Theories of Personality Part 3: Exploring the Self

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l75-v1
Cluster Name: Social-Cognitive and Trait Theories of Personality Exercise: Parts 1, 2, and 3
Lesson Name: Social-Cognitive and Trait Theories of Personality Exercise: Parts 1, 2, and 3
Lesson Order: 75.0
Standard ID: PYSYC24-l75-v1
Standard Description: Social-Cognitive and Trait Theories of Personality Exercise: Parts 1, 2, and 3

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l76-v1
Cluster Name: Motivation: Motivational Concepts
Lesson Name: Motivation: Motivational Concepts
Lesson Order: 76.0
Standard ID: PYSYC24-l76-v1
Standard Description: Motivation: Motivational Concepts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l77-v1
Cluster Name: Motivation: Affiliation and Achievement
Lesson Name: Motivation: Affiliation and Achievement
Lesson Order: 77.0
Standard ID: PYSYC24-l77-v1
Standard Description: Motivation: Affiliation and Achievement

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l78-v1
Cluster Name: Motivation: Hunger Motivation
Lesson Name: Motivation: Hunger Motivation
Lesson Order: 78.0
Standard ID: PYSYC24-l78-v1
Standard Description: Motivation: Hunger Motivation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l79-v1
Cluster Name: Emotion: Theories and Physiology of Emotion
Lesson Name: Emotion: Theories and Physiology of Emotion
Lesson Order: 79.0
Standard ID: PYSYC24-l79-v1
Standard Description: Emotion: Theories and Physiology of Emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l80-v1
Cluster Name: Emotion: Expressing and Experiencing Emotion
Lesson Name: Emotion: Expressing and Experiencing Emotion
Lesson Order: 80.0
Standard ID: PYSYC24-l80-v1
Standard Description: Emotion: Expressing and Experiencing Emotion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l81-v1
Cluster Name: End of Unit 4 Review
Lesson Name: End of Unit 4 Review
Lesson Order: 81.0
Standard ID: PYSYC24-l81-v1
Standard Description: End of Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m5-v1
Unit Name: Social Psychology and Personality
Cluster ID: PYSYC24-l82-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 82.0
Standard ID: PYSYC24-l82-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l100-v1
Cluster Name: End of Unit 5 Review
Lesson Name: End of Unit 5 Review
Lesson Order: 100.0
Standard ID: PYSYC24-l100-v1
Standard Description: End of Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l85-v1
Cluster Name: Organizer - Unit 5
Lesson Name: Organizer - Unit 5
Lesson Order: 85.0
Standard ID: PYSYC24-l85-v1
Standard Description: Organizer - Unit 5

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l86-v1
Cluster Name: Introduction to Health Psychology: Stress and Illness
Lesson Name: Introduction to Health Psychology: Stress and Illness
Lesson Order: 86.0
Standard ID: PYSYC24-l86-v1
Standard Description: Introduction to Health Psychology: Stress and Illness

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l87-v1
Cluster Name: Introduction to Health Psychology: Coping With Stress
Lesson Name: Introduction to Health Psychology: Coping With Stress
Lesson Order: 87.0
Standard ID: PYSYC24-l87-v1
Standard Description: Introduction to Health Psychology: Coping With Stress

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l88-v1
Cluster Name: Positive Psychology: Positive Emotions and Positive Traits
Lesson Name: Positive Psychology: Positive Emotions and Positive Traits
Lesson Order: 88.0
Standard ID: PYSYC24-l88-v1
Standard Description: Positive Psychology: Positive Emotions and Positive Traits

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l89-v1
Cluster Name: Positive Psychology: Enhancing Well-Being
Lesson Name: Positive Psychology: Enhancing Well-Being
Lesson Order: 89.0
Standard ID: PYSYC24-l89-v1
Standard Description: Positive Psychology: Enhancing Well-Being

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l90-v1
Cluster Name: Explaining and Classifying Psychological Disorders
Lesson Name: Explaining and Classifying Psychological Disorders
Lesson Order: 90.0
Standard ID: PYSYC24-l90-v1
Standard Description: Explaining and Classifying Psychological Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l91-v1
Cluster Name: Anxiety Disorders, Obsessive-Compulsive and Related Disorders, and Trauma- and Stressor-Related Disorders
Lesson Name: Anxiety Disorders, Obsessive-Compulsive and Related Disorders, and Trauma- and Stressor-Related Disorders
Lesson Order: 91.0
Standard ID: PYSYC24-l91-v1
Standard Description: Anxiety Disorders, Obsessive-Compulsive and Related Disorders, and Trauma- and Stressor-Related Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l93-v1
Cluster Name: Depressive Disorders and Bipolar Disorders
Lesson Name: Depressive Disorders and Bipolar Disorders
Lesson Order: 93.0
Standard ID: PYSYC24-l93-v1
Standard Description: Depressive Disorders and Bipolar Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l94-v1
Cluster Name: Schizophrenia Spectrum Disorders
Lesson Name: Schizophrenia Spectrum Disorders
Lesson Order: 94.0
Standard ID: PYSYC24-l94-v1
Standard Description: Schizophrenia Spectrum Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l95-v1
Cluster Name: Dissociative Disorders, Personality Disorders, Feeding and Eating Disorders, and Neurodevelopmental Disorders
Lesson Name: Dissociative Disorders, Personality Disorders, Feeding and Eating Disorders, and Neurodevelopmental Disorders
Lesson Order: 95.0
Standard ID: PYSYC24-l95-v1
Standard Description: Dissociative Disorders, Personality Disorders, Feeding and Eating Disorders, and Neurodevelopmental Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l96-v1
Cluster Name: Treatment of Psychological Disorders: Introduction to Therapy, and Psychodynamic and Humanistic Therapies
Lesson Name: Treatment of Psychological Disorders: Introduction to Therapy, and Psychodynamic and Humanistic Therapies
Lesson Order: 96.0
Standard ID: PYSYC24-l96-v1
Standard Description: Treatment of Psychological Disorders: Introduction to Therapy, and Psychodynamic and Humanistic Therapies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l97-v1
Cluster Name: Treatment of Psychological Disorders: Behavioral, Cognitive, and Group Therapies
Lesson Name: Treatment of Psychological Disorders: Behavioral, Cognitive, and Group Therapies
Lesson Order: 97.0
Standard ID: PYSYC24-l97-v1
Standard Description: Treatment of Psychological Disorders: Behavioral, Cognitive, and Group Therapies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l98-v1
Cluster Name: Treatment of Psychological Disorders: Evaluating Psychotherapies
Lesson Name: Treatment of Psychological Disorders: Evaluating Psychotherapies
Lesson Order: 98.0
Standard ID: PYSYC24-l98-v1
Standard Description: Treatment of Psychological Disorders: Evaluating Psychotherapies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Science
Course: AP Psychology
Unit ID: PYSYC24-m6-v1
Unit Name: Mental and Physical Health
Cluster ID: PYSYC24-l99-v1
Cluster Name: Treatment of Psychological Disorders: The Biomedical Therapies and Preventing Psychological Disorders
Lesson Name: Treatment of Psychological Disorders: The Biomedical Therapies and Preventing Psychological Disorders
Lesson Order: 99.0
Standard ID: PYSYC24-l99-v1
Standard Description: Treatment of Psychological Disorders: The Biomedical Therapies and Preventing Psychological Disorders

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m1-v1
Unit Name: Introduction to Human Geography
Cluster ID: HUMG20-l1-v1
Cluster Name: What Is AP Human Geography?!
Lesson Name: What Is AP Human Geography?!
Lesson Order: 1.0
Standard ID: HUMG20-l1-v1
Standard Description: What Is AP Human Geography?!

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l10-v1
Cluster Name: Unit 1 Review
Lesson Name: Unit 1 Review
Lesson Order: 90.0
Standard ID: HUMG20-l10-v1
Standard Description: Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l2-v1
Cluster Name: Unit 1: Thinking Geographically - Organizer
Lesson Name: Unit 1: Thinking Geographically - Organizer
Lesson Order: 10.0
Standard ID: HUMG20-l2-v1
Standard Description: Unit 1: Thinking Geographically - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l3-v1
Cluster Name: Introduction to Maps
Lesson Name: Introduction to Maps
Lesson Order: 20.0
Standard ID: HUMG20-l3-v1
Standard Description: Introduction to Maps

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l4-v1
Cluster Name: Geographic Data
Lesson Name: Geographic Data
Lesson Order: 30.0
Standard ID: HUMG20-l4-v1
Standard Description: Geographic Data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l5-v1
Cluster Name: The Power of Geographic Data
Lesson Name: The Power of Geographic Data
Lesson Order: 40.0
Standard ID: HUMG20-l5-v1
Standard Description: The Power of Geographic Data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l6-v1
Cluster Name: Spatial Concepts
Lesson Name: Spatial Concepts
Lesson Order: 50.0
Standard ID: HUMG20-l6-v1
Standard Description: Spatial Concepts

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l7-v1
Cluster Name: Human–Environmental Interaction
Lesson Name: Human–Environmental Interaction
Lesson Order: 60.0
Standard ID: HUMG20-l7-v1
Standard Description: Human–Environmental Interaction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l8-v1
Cluster Name: Scales of Analysis
Lesson Name: Scales of Analysis
Lesson Order: 70.0
Standard ID: HUMG20-l8-v1
Standard Description: Scales of Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m2-v1
Unit Name: Thinking Geographically
Cluster ID: HUMG20-l9-v1
Cluster Name: Regional Analysis
Lesson Name: Regional Analysis
Lesson Order: 80.0
Standard ID: HUMG20-l9-v1
Standard Description: Regional Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l13-v1
Cluster Name: Unit 2: Population and Migration Patterns and Processes - Organizer
Lesson Name: Unit 2: Population and Migration Patterns and Processes - Organizer
Lesson Order: 13.0
Standard ID: HUMG20-l13-v1
Standard Description: Unit 2: Population and Migration Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l14-v1
Cluster Name: Population Distribution
Lesson Name: Population Distribution
Lesson Order: 14.0
Standard ID: HUMG20-l14-v1
Standard Description: Population Distribution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l15-v1
Cluster Name: Consequences of Population Distribution
Lesson Name: Consequences of Population Distribution
Lesson Order: 15.0
Standard ID: HUMG20-l15-v1
Standard Description: Consequences of Population Distribution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l16-v1
Cluster Name: Population Composition
Lesson Name: Population Composition
Lesson Order: 16.0
Standard ID: HUMG20-l16-v1
Standard Description: Population Composition

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l17-v1
Cluster Name: Population Dynamics
Lesson Name: Population Dynamics
Lesson Order: 17.0
Standard ID: HUMG20-l17-v1
Standard Description: Population Dynamics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l18-v1
Cluster Name: The Demographic Transition Model
Lesson Name: The Demographic Transition Model
Lesson Order: 18.0
Standard ID: HUMG20-l18-v1
Standard Description: The Demographic Transition Model

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l19-v1
Cluster Name: Malthusian Theory
Lesson Name: Malthusian Theory
Lesson Order: 19.0
Standard ID: HUMG20-l19-v1
Standard Description: Malthusian Theory

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l20-v1
Cluster Name: Population Policies
Lesson Name: Population Policies
Lesson Order: 20.0
Standard ID: HUMG20-l20-v1
Standard Description: Population Policies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l21-v1
Cluster Name: Women and Demographic Change
Lesson Name: Women and Demographic Change
Lesson Order: 21.0
Standard ID: HUMG20-l21-v1
Standard Description: Women and Demographic Change

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l22-v1
Cluster Name: Aging Populations
Lesson Name: Aging Populations
Lesson Order: 22.0
Standard ID: HUMG20-l22-v1
Standard Description: Aging Populations

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l23-v1
Cluster Name: Causes of Migration
Lesson Name: Causes of Migration
Lesson Order: 23.0
Standard ID: HUMG20-l23-v1
Standard Description: Causes of Migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l24-v1
Cluster Name: Forced and Voluntary Migration
Lesson Name: Forced and Voluntary Migration
Lesson Order: 24.0
Standard ID: HUMG20-l24-v1
Standard Description: Forced and Voluntary Migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l25-v1
Cluster Name: Effects of Migration
Lesson Name: Effects of Migration
Lesson Order: 25.0
Standard ID: HUMG20-l25-v1
Standard Description: Effects of Migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m3-v1
Unit Name: Population and Migration Patterns and Processes
Cluster ID: HUMG20-l26-v1
Cluster Name: Unit 2 Review
Lesson Name: Unit 2 Review
Lesson Order: 26.0
Standard ID: HUMG20-l26-v1
Standard Description: Unit 2 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l29-v1
Cluster Name: Unit 3: Cultural Patterns and Processes - Organizer
Lesson Name: Unit 3: Cultural Patterns and Processes - Organizer
Lesson Order: 29.0
Standard ID: HUMG20-l29-v1
Standard Description: Unit 3: Cultural Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l30-v1
Cluster Name: Introduction to Culture
Lesson Name: Introduction to Culture
Lesson Order: 30.0
Standard ID: HUMG20-l30-v1
Standard Description: Introduction to Culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l31-v1
Cluster Name: Cultural Landscapes
Lesson Name: Cultural Landscapes
Lesson Order: 31.0
Standard ID: HUMG20-l31-v1
Standard Description: Cultural Landscapes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l32-v1
Cluster Name: Cultural Patterns
Lesson Name: Cultural Patterns
Lesson Order: 32.0
Standard ID: HUMG20-l32-v1
Standard Description: Cultural Patterns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l34-v1
Cluster Name: Types of Diffusion
Lesson Name: Types of Diffusion
Lesson Order: 34.0
Standard ID: HUMG20-l34-v1
Standard Description: Types of Diffusion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l35-v1
Cluster Name: Historical Causes of Diffusion
Lesson Name: Historical Causes of Diffusion
Lesson Order: 35.0
Standard ID: HUMG20-l35-v1
Standard Description: Historical Causes of Diffusion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l36-v1
Cluster Name: Contemporary Causes of Diffusion
Lesson Name: Contemporary Causes of Diffusion
Lesson Order: 36.0
Standard ID: HUMG20-l36-v1
Standard Description: Contemporary Causes of Diffusion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l37-v1
Cluster Name: Diffusion of Religion and Language
Lesson Name: Diffusion of Religion and Language
Lesson Order: 37.0
Standard ID: HUMG20-l37-v1
Standard Description: Diffusion of Religion and Language

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l38-v1
Cluster Name: Effects of Diffusion
Lesson Name: Effects of Diffusion
Lesson Order: 38.0
Standard ID: HUMG20-l38-v1
Standard Description: Effects of Diffusion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m4-v1
Unit Name: Cultural Patterns and Processes
Cluster ID: HUMG20-l39-v1
Cluster Name: Unit 3 Review
Lesson Name: Unit 3 Review
Lesson Order: 39.0
Standard ID: HUMG20-l39-v1
Standard Description: Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l42-v1
Cluster Name: Unit 4: Political Patterns and Processes - Organizer
Lesson Name: Unit 4: Political Patterns and Processes - Organizer
Lesson Order: 42.0
Standard ID: HUMG20-l42-v1
Standard Description: Unit 4: Political Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l43-v1
Cluster Name: Introduction to Political Geography
Lesson Name: Introduction to Political Geography
Lesson Order: 43.0
Standard ID: HUMG20-l43-v1
Standard Description: Introduction to Political Geography

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l44-v1
Cluster Name: Political Processes
Lesson Name: Political Processes
Lesson Order: 44.0
Standard ID: HUMG20-l44-v1
Standard Description: Political Processes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l45-v1
Cluster Name: Political Power and Territoriality
Lesson Name: Political Power and Territoriality
Lesson Order: 45.0
Standard ID: HUMG20-l45-v1
Standard Description: Political Power and Territoriality

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l47-v1
Cluster Name: Defining Political Boundaries
Lesson Name: Defining Political Boundaries
Lesson Order: 47.0
Standard ID: HUMG20-l47-v1
Standard Description: Defining Political Boundaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l48-v1
Cluster Name: The Function of Political Boundaries
Lesson Name: The Function of Political Boundaries
Lesson Order: 48.0
Standard ID: HUMG20-l48-v1
Standard Description: The Function of Political Boundaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l49-v1
Cluster Name: Internal Boundaries
Lesson Name: Internal Boundaries
Lesson Order: 49.0
Standard ID: HUMG20-l49-v1
Standard Description: Internal Boundaries

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l50-v1
Cluster Name: Forms of Governance
Lesson Name: Forms of Governance
Lesson Order: 50.0
Standard ID: HUMG20-l50-v1
Standard Description: Forms of Governance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l51-v1
Cluster Name: Defining Devolutionary Factors
Lesson Name: Defining Devolutionary Factors
Lesson Order: 51.0
Standard ID: HUMG20-l51-v1
Standard Description: Defining Devolutionary Factors

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l52-v1
Cluster Name: Challenges to Sovereignty
Lesson Name: Challenges to Sovereignty
Lesson Order: 52.0
Standard ID: HUMG20-l52-v1
Standard Description: Challenges to Sovereignty

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l53-v1
Cluster Name: Consequences of Centrifugal and Centripetal Forces
Lesson Name: Consequences of Centrifugal and Centripetal Forces
Lesson Order: 53.0
Standard ID: HUMG20-l53-v1
Standard Description: Consequences of Centrifugal and Centripetal Forces

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m5-v1
Unit Name: Political Patterns and Processes
Cluster ID: HUMG20-l54-v1
Cluster Name: Unit 4 Review
Lesson Name: Unit 4 Review
Lesson Order: 54.0
Standard ID: HUMG20-l54-v1
Standard Description: Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l57-v1
Cluster Name: Unit 5: Agriculture and Rural Land-Use Patterns and Processes - Organizer
Lesson Name: Unit 5: Agriculture and Rural Land-Use Patterns and Processes - Organizer
Lesson Order: 57.0
Standard ID: HUMG20-l57-v1
Standard Description: Unit 5: Agriculture and Rural Land-Use Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l58-v1
Cluster Name: Introduction to Agriculture
Lesson Name: Introduction to Agriculture
Lesson Order: 58.0
Standard ID: HUMG20-l58-v1
Standard Description: Introduction to Agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l59-v1
Cluster Name: Settlement Patterns and Survey Methods
Lesson Name: Settlement Patterns and Survey Methods
Lesson Order: 59.0
Standard ID: HUMG20-l59-v1
Standard Description: Settlement Patterns and Survey Methods

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l60-v1
Cluster Name: Agricultural Origins and Diffusions
Lesson Name: Agricultural Origins and Diffusions
Lesson Order: 60.0
Standard ID: HUMG20-l60-v1
Standard Description: Agricultural Origins and Diffusions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l62-v1
Cluster Name: The Second Agricultural Revolution
Lesson Name: The Second Agricultural Revolution
Lesson Order: 62.0
Standard ID: HUMG20-l62-v1
Standard Description: The Second Agricultural Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l63-v1
Cluster Name: The Green Revolution
Lesson Name: The Green Revolution
Lesson Order: 63.0
Standard ID: HUMG20-l63-v1
Standard Description: The Green Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l64-v1
Cluster Name: Agricultural Production Regions
Lesson Name: Agricultural Production Regions
Lesson Order: 64.0
Standard ID: HUMG20-l64-v1
Standard Description: Agricultural Production Regions

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l65-v1
Cluster Name: Spatial Organization of Agriculture
Lesson Name: Spatial Organization of Agriculture
Lesson Order: 65.0
Standard ID: HUMG20-l65-v1
Standard Description: Spatial Organization of Agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l66-v1
Cluster Name: Von Thünen Model
Lesson Name: Von Thünen Model
Lesson Order: 66.0
Standard ID: HUMG20-l66-v1
Standard Description: Von Thünen Model

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l67-v1
Cluster Name: The Global System of Agriculture
Lesson Name: The Global System of Agriculture
Lesson Order: 67.0
Standard ID: HUMG20-l67-v1
Standard Description: The Global System of Agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l68-v1
Cluster Name: Consequences of Agricultural Practices
Lesson Name: Consequences of Agricultural Practices
Lesson Order: 68.0
Standard ID: HUMG20-l68-v1
Standard Description: Consequences of Agricultural Practices

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l69-v1
Cluster Name: Challenges of Contemporary Agriculture
Lesson Name: Challenges of Contemporary Agriculture
Lesson Order: 69.0
Standard ID: HUMG20-l69-v1
Standard Description: Challenges of Contemporary Agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l70-v1
Cluster Name: Women in Agriculture
Lesson Name: Women in Agriculture
Lesson Order: 70.0
Standard ID: HUMG20-l70-v1
Standard Description: Women in Agriculture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m6-v1
Unit Name: Agriculture and Rural Land-Use Patterns and Processes
Cluster ID: HUMG20-l71-v1
Cluster Name: Unit 5 Review
Lesson Name: Unit 5 Review
Lesson Order: 71.0
Standard ID: HUMG20-l71-v1
Standard Description: Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l74-v1
Cluster Name: Unit 6: Cities and Urban Land-Use Patterns and Processes - Organizer
Lesson Name: Unit 6: Cities and Urban Land-Use Patterns and Processes - Organizer
Lesson Order: 74.0
Standard ID: HUMG20-l74-v1
Standard Description: Unit 6: Cities and Urban Land-Use Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l75-v1
Cluster Name: The Origin and Influences of Urbanization
Lesson Name: The Origin and Influences of Urbanization
Lesson Order: 75.0
Standard ID: HUMG20-l75-v1
Standard Description: The Origin and Influences of Urbanization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l76-v1
Cluster Name: Cities Across the World
Lesson Name: Cities Across the World
Lesson Order: 76.0
Standard ID: HUMG20-l76-v1
Standard Description: Cities Across the World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l77-v1
Cluster Name: Cities and Globalization
Lesson Name: Cities and Globalization
Lesson Order: 77.0
Standard ID: HUMG20-l77-v1
Standard Description: Cities and Globalization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l79-v1
Cluster Name: The Size and Distribution of Cities
Lesson Name: The Size and Distribution of Cities
Lesson Order: 79.0
Standard ID: HUMG20-l79-v1
Standard Description: The Size and Distribution of Cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l80-v1
Cluster Name: The Internal Structure of Cities
Lesson Name: The Internal Structure of Cities
Lesson Order: 80.0
Standard ID: HUMG20-l80-v1
Standard Description: The Internal Structure of Cities

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l81-v1
Cluster Name: Density and Land Use
Lesson Name: Density and Land Use
Lesson Order: 81.0
Standard ID: HUMG20-l81-v1
Standard Description: Density and Land Use

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l82-v1
Cluster Name: Infrastructure
Lesson Name: Infrastructure
Lesson Order: 82.0
Standard ID: HUMG20-l82-v1
Standard Description: Infrastructure

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l83-v1
Cluster Name: Urban Sustainability
Lesson Name: Urban Sustainability
Lesson Order: 83.0
Standard ID: HUMG20-l83-v1
Standard Description: Urban Sustainability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l84-v1
Cluster Name: Urban Data
Lesson Name: Urban Data
Lesson Order: 84.0
Standard ID: HUMG20-l84-v1
Standard Description: Urban Data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l85-v1
Cluster Name: Challenges of Urban Changes
Lesson Name: Challenges of Urban Changes
Lesson Order: 85.0
Standard ID: HUMG20-l85-v1
Standard Description: Challenges of Urban Changes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l86-v1
Cluster Name: Challenges of Urban Sustainability
Lesson Name: Challenges of Urban Sustainability
Lesson Order: 86.0
Standard ID: HUMG20-l86-v1
Standard Description: Challenges of Urban Sustainability

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m7-v1
Unit Name: Cities and Urban Land-Use Patterns and Processes
Cluster ID: HUMG20-l87-v1
Cluster Name: Unit 6 Review
Lesson Name: Unit 6 Review
Lesson Order: 87.0
Standard ID: HUMG20-l87-v1
Standard Description: Unit 6 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l100-v1
Cluster Name: Unit 7 Review
Lesson Name: Unit 7 Review
Lesson Order: 100.0
Standard ID: HUMG20-l100-v1
Standard Description: Unit 7 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l90-v1
Cluster Name: Unit 7: Industrial and Economic Development Patterns and Processes - Organizer
Lesson Name: Unit 7: Industrial and Economic Development Patterns and Processes - Organizer
Lesson Order: 90.0
Standard ID: HUMG20-l90-v1
Standard Description: Unit 7: Industrial and Economic Development Patterns and Processes - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l91-v1
Cluster Name: The Industrial Revolution
Lesson Name: The Industrial Revolution
Lesson Order: 91.0
Standard ID: HUMG20-l91-v1
Standard Description: The Industrial Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l92-v1
Cluster Name: Economic Sectors and Patterns
Lesson Name: Economic Sectors and Patterns
Lesson Order: 92.0
Standard ID: HUMG20-l92-v1
Standard Description: Economic Sectors and Patterns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l94-v1
Cluster Name: Measures of Development
Lesson Name: Measures of Development
Lesson Order: 94.0
Standard ID: HUMG20-l94-v1
Standard Description: Measures of Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l95-v1
Cluster Name: Women and Economic Development
Lesson Name: Women and Economic Development
Lesson Order: 95.0
Standard ID: HUMG20-l95-v1
Standard Description: Women and Economic Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l96-v1
Cluster Name: Theories of Development
Lesson Name: Theories of Development
Lesson Order: 96.0
Standard ID: HUMG20-l96-v1
Standard Description: Theories of Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l97-v1
Cluster Name: Trade and the World Economy
Lesson Name: Trade and the World Economy
Lesson Order: 97.0
Standard ID: HUMG20-l97-v1
Standard Description: Trade and the World Economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l98-v1
Cluster Name: Changes as a Result of the World Economy
Lesson Name: Changes as a Result of the World Economy
Lesson Order: 98.0
Standard ID: HUMG20-l98-v1
Standard Description: Changes as a Result of the World Economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP Human Geography
Unit ID: HUMG20-m8-v1
Unit Name: Industrial and Economic Development Patterns and Processes
Cluster ID: HUMG20-l99-v1
Cluster Name: Sustainable Development
Lesson Name: Sustainable Development
Lesson Order: 99.0
Standard ID: HUMG20-l99-v1
Standard Description: Sustainable Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m1-v1
Unit Name: Introduction to AP US Government
Cluster ID: UGOV23-l1-v1
Cluster Name: Introduction to AP US Government
Lesson Name: Introduction to AP US Government
Lesson Order: 1.0
Standard ID: UGOV23-l1-v1
Standard Description: Introduction to AP US Government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l10-v1
Cluster Name: Constitutional Interpretations of Federalism
Lesson Name: Constitutional Interpretations of Federalism
Lesson Order: 90.0
Standard ID: UGOV23-l10-v1
Standard Description: Constitutional Interpretations of Federalism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l11-v1
Cluster Name: Federalism in Action
Lesson Name: Federalism in Action
Lesson Order: 100.0
Standard ID: UGOV23-l11-v1
Standard Description: Federalism in Action

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l13-v1
Cluster Name: See and Do - FRQ
Lesson Name: See and Do - FRQ
Lesson Order: 110.0
Standard ID: UGOV23-l13-v1
Standard Description: See and Do - FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l2-v1
Cluster Name: Unit 1: Ideals of Democracy - Organizer
Lesson Name: Unit 1: Ideals of Democracy - Organizer
Lesson Order: 10.0
Standard ID: UGOV23-l2-v1
Standard Description: Unit 1: Ideals of Democracy - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l3-v1
Cluster Name: Ideals of Democracy
Lesson Name: Ideals of Democracy
Lesson Order: 20.0
Standard ID: UGOV23-l3-v1
Standard Description: Ideals of Democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l4-v1
Cluster Name: Types of Democracy
Lesson Name: Types of Democracy
Lesson Order: 30.0
Standard ID: UGOV23-l4-v1
Standard Description: Types of Democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l5-v1
Cluster Name: Government Power and Individual Rights
Lesson Name: Government Power and Individual Rights
Lesson Order: 40.0
Standard ID: UGOV23-l5-v1
Standard Description: Government Power and Individual Rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l6-v1
Cluster Name: Challenges of the Articles of Confederation
Lesson Name: Challenges of the Articles of Confederation
Lesson Order: 50.0
Standard ID: UGOV23-l6-v1
Standard Description: Challenges of the Articles of Confederation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l7-v1
Cluster Name: Ratification of the U.S. Constitution
Lesson Name: Ratification of the U.S. Constitution
Lesson Order: 60.0
Standard ID: UGOV23-l7-v1
Standard Description: Ratification of the U.S. Constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l8-v1
Cluster Name: Principles of American Government
Lesson Name: Principles of American Government
Lesson Order: 70.0
Standard ID: UGOV23-l8-v1
Standard Description: Principles of American Government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: UGOV23-l9-v1
Cluster Name: Relationship Between the States and National Government
Lesson Name: Relationship Between the States and National Government
Lesson Order: 80.0
Standard ID: UGOV23-l9-v1
Standard Description: Relationship Between the States and National Government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m2-v1
Unit Name: Foundations of American Democracy
Cluster ID: b74f6fab-3bb5-4292-8621-860f6fc68451
Cluster Name: AP Government Unit 1 Review
Lesson Name: AP Government Unit 1 Review
Lesson Order: 105.0
Standard ID: b74f6fab-3bb5-4292-8621-860f6fc68451
Standard Description: AP Government Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: 40d2d72d-61bf-4437-8696-5af6c4d6f280
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 175.0
Standard ID: 40d2d72d-61bf-4437-8696-5af6c4d6f280
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l16-v1
Cluster Name: Unit 2: Interactions Among Branches of Government - Organizer
Lesson Name: Unit 2: Interactions Among Branches of Government - Organizer
Lesson Order: 10.0
Standard ID: UGOV23-l16-v1
Standard Description: Unit 2: Interactions Among Branches of Government - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l17-v1
Cluster Name: Congress: The Senate and the House of Representatives
Lesson Name: Congress: The Senate and the House of Representatives
Lesson Order: 20.0
Standard ID: UGOV23-l17-v1
Standard Description: Congress: The Senate and the House of Representatives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l18-v1
Cluster Name: Structures, Powers, and Functions of Congress
Lesson Name: Structures, Powers, and Functions of Congress
Lesson Order: 30.0
Standard ID: UGOV23-l18-v1
Standard Description: Structures, Powers, and Functions of Congress

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l19-v1
Cluster Name: Congressional Behavior
Lesson Name: Congressional Behavior
Lesson Order: 40.0
Standard ID: UGOV23-l19-v1
Standard Description: Congressional Behavior

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l20-v1
Cluster Name: Roles and Powers of the President
Lesson Name: Roles and Powers of the President
Lesson Order: 50.0
Standard ID: UGOV23-l20-v1
Standard Description: Roles and Powers of the President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l21-v1
Cluster Name: Checks on the Presidency
Lesson Name: Checks on the Presidency
Lesson Order: 60.0
Standard ID: UGOV23-l21-v1
Standard Description: Checks on the Presidency

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l22-v1
Cluster Name: Expansion of Presidential Power
Lesson Name: Expansion of Presidential Power
Lesson Order: 70.0
Standard ID: UGOV23-l22-v1
Standard Description: Expansion of Presidential Power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l23-v1
Cluster Name: Presidential Communication
Lesson Name: Presidential Communication
Lesson Order: 80.0
Standard ID: UGOV23-l23-v1
Standard Description: Presidential Communication

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l24-v1
Cluster Name: The Judicial Branch
Lesson Name: The Judicial Branch
Lesson Order: 90.0
Standard ID: UGOV23-l24-v1
Standard Description: The Judicial Branch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l25-v1
Cluster Name: The Role of the Judicial Branch
Lesson Name: The Role of the Judicial Branch
Lesson Order: 100.0
Standard ID: UGOV23-l25-v1
Standard Description: The Role of the Judicial Branch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l26-v1
Cluster Name: The Court in Action
Lesson Name: The Court in Action
Lesson Order: 110.0
Standard ID: UGOV23-l26-v1
Standard Description: The Court in Action

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l27-v1
Cluster Name: Checks on the Judicial Branch
Lesson Name: Checks on the Judicial Branch
Lesson Order: 120.0
Standard ID: UGOV23-l27-v1
Standard Description: Checks on the Judicial Branch

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l28-v1
Cluster Name: The Bureaucracy
Lesson Name: The Bureaucracy
Lesson Order: 130.0
Standard ID: UGOV23-l28-v1
Standard Description: The Bureaucracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l29-v1
Cluster Name: Discretionary and Rulemaking Authority
Lesson Name: Discretionary and Rulemaking Authority
Lesson Order: 140.0
Standard ID: UGOV23-l29-v1
Standard Description: Discretionary and Rulemaking Authority

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l30-v1
Cluster Name: Holding the Bureaucracy Accountable
Lesson Name: Holding the Bureaucracy Accountable
Lesson Order: 150.0
Standard ID: UGOV23-l30-v1
Standard Description: Holding the Bureaucracy Accountable

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l31-v1
Cluster Name: Policy and the Branches of Government
Lesson Name: Policy and the Branches of Government
Lesson Order: 160.0
Standard ID: UGOV23-l31-v1
Standard Description: Policy and the Branches of Government

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m3-v1
Unit Name: Interactions Among Branches of Government
Cluster ID: UGOV23-l32-v1
Cluster Name: Unit 2 Review
Lesson Name: Unit 2 Review
Lesson Order: 170.0
Standard ID: UGOV23-l32-v1
Standard Description: Unit 2 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: 4790431f-3fcd-4fe1-87d4-9b07b2174568
Cluster Name: The First Amendment: Freedom of Speech
Lesson Name: The First Amendment: Freedom of Speech
Lesson Order: 45.0
Standard ID: 4790431f-3fcd-4fe1-87d4-9b07b2174568
Standard Description: The First Amendment: Freedom of Speech

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: 740d1c20-d55c-4f51-8bf1-141d6b0df06e
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 132.0
Standard ID: 740d1c20-d55c-4f51-8bf1-141d6b0df06e
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l35-v1
Cluster Name: Unit 3: Civil Liberties and Civil Rights - Organizer
Lesson Name: Unit 3: Civil Liberties and Civil Rights - Organizer
Lesson Order: 10.0
Standard ID: UGOV23-l35-v1
Standard Description: Unit 3: Civil Liberties and Civil Rights - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l36-v1
Cluster Name: The Bill of Rights
Lesson Name: The Bill of Rights
Lesson Order: 20.0
Standard ID: UGOV23-l36-v1
Standard Description: The Bill of Rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l37-v1
Cluster Name: First Amendment: Freedom of Religion
Lesson Name: First Amendment: Freedom of Religion
Lesson Order: 30.0
Standard ID: UGOV23-l37-v1
Standard Description: First Amendment: Freedom of Religion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l40-v1
Cluster Name: First Amendment: Freedom of the Press
Lesson Name: First Amendment: Freedom of the Press
Lesson Order: 50.0
Standard ID: UGOV23-l40-v1
Standard Description: First Amendment: Freedom of the Press

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l41-v1
Cluster Name: Second Amendment: Right to Bear Arms
Lesson Name: Second Amendment: Right to Bear Arms
Lesson Order: 51.0
Standard ID: UGOV23-l41-v1
Standard Description: Second Amendment: Right to Bear Arms

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l42-v1
Cluster Name: Amendments: Balancing Individual Freedom with Public Order and Safety
Lesson Name: Amendments: Balancing Individual Freedom with Public Order and Safety
Lesson Order: 70.0
Standard ID: UGOV23-l42-v1
Standard Description: Amendments: Balancing Individual Freedom with Public Order and Safety

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l43-v1
Cluster Name: Selective Incorporation
Lesson Name: Selective Incorporation
Lesson Order: 80.0
Standard ID: UGOV23-l43-v1
Standard Description: Selective Incorporation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l44-v1
Cluster Name: Amendments: Due Process and the Rights of the Accused
Lesson Name: Amendments: Due Process and the Rights of the Accused
Lesson Order: 90.0
Standard ID: UGOV23-l44-v1
Standard Description: Amendments: Due Process and the Rights of the Accused

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l45-v1
Cluster Name: Amendments: Due Process and the Right to Privacy
Lesson Name: Amendments: Due Process and the Right to Privacy
Lesson Order: 100.0
Standard ID: UGOV23-l45-v1
Standard Description: Amendments: Due Process and the Right to Privacy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l46-v1
Cluster Name: Social Movements and Equal Protection
Lesson Name: Social Movements and Equal Protection
Lesson Order: 110.0
Standard ID: UGOV23-l46-v1
Standard Description: Social Movements and Equal Protection

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l47-v1
Cluster Name: Government Responses to Social Movements
Lesson Name: Government Responses to Social Movements
Lesson Order: 120.0
Standard ID: UGOV23-l47-v1
Standard Description: Government Responses to Social Movements

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l48-v1
Cluster Name: Balancing Minority and Majority Rights
Lesson Name: Balancing Minority and Majority Rights
Lesson Order: 129.0
Standard ID: UGOV23-l48-v1
Standard Description: Balancing Minority and Majority Rights

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l49-v1
Cluster Name: Affirmative Action
Lesson Name: Affirmative Action
Lesson Order: 130.0
Standard ID: UGOV23-l49-v1
Standard Description: Affirmative Action

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m4-v1
Unit Name: Civil Liberties and Civil Rights
Cluster ID: UGOV23-l50-v1
Cluster Name: Unit 3 Review
Lesson Name: Unit 3 Review
Lesson Order: 131.0
Standard ID: UGOV23-l50-v1
Standard Description: Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: 11cd4c9f-a113-411a-89d5-6c369a63b58b
Cluster Name: Changes in Ideology
Lesson Name: Changes in Ideology
Lesson Order: 40.0
Standard ID: 11cd4c9f-a113-411a-89d5-6c369a63b58b
Standard Description: Changes in Ideology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l53-v1
Cluster Name: Unit 4: American Political Ideologies and Beliefs - Organizer
Lesson Name: Unit 4: American Political Ideologies and Beliefs - Organizer
Lesson Order: 10.0
Standard ID: UGOV23-l53-v1
Standard Description: Unit 4: American Political Ideologies and Beliefs - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l54-v1
Cluster Name: American Attitudes About Government and Politics
Lesson Name: American Attitudes About Government and Politics
Lesson Order: 20.0
Standard ID: UGOV23-l54-v1
Standard Description: American Attitudes About Government and Politics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l55-v1
Cluster Name: Political Socialization
Lesson Name: Political Socialization
Lesson Order: 30.0
Standard ID: UGOV23-l55-v1
Standard Description: Political Socialization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l58-v1
Cluster Name: Influence of Political Events on Ideology
Lesson Name: Influence of Political Events on Ideology
Lesson Order: 60.0
Standard ID: UGOV23-l58-v1
Standard Description: Influence of Political Events on Ideology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l59-v1
Cluster Name: Measuring Public Opinion
Lesson Name: Measuring Public Opinion
Lesson Order: 70.0
Standard ID: UGOV23-l59-v1
Standard Description: Measuring Public Opinion

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l60-v1
Cluster Name: Evaluating Public Opinion Data
Lesson Name: Evaluating Public Opinion Data
Lesson Order: 80.0
Standard ID: UGOV23-l60-v1
Standard Description: Evaluating Public Opinion Data

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l61-v1
Cluster Name: Ideologies of Political Parties
Lesson Name: Ideologies of Political Parties
Lesson Order: 90.0
Standard ID: UGOV23-l61-v1
Standard Description: Ideologies of Political Parties

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l62-v1
Cluster Name: Ideology and Policymaking
Lesson Name: Ideology and Policymaking
Lesson Order: 100.0
Standard ID: UGOV23-l62-v1
Standard Description: Ideology and Policymaking

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l63-v1
Cluster Name: Ideology and Economic Policy
Lesson Name: Ideology and Economic Policy
Lesson Order: 110.0
Standard ID: UGOV23-l63-v1
Standard Description: Ideology and Economic Policy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l64-v1
Cluster Name: Ideology and Social Policy
Lesson Name: Ideology and Social Policy
Lesson Order: 120.0
Standard ID: UGOV23-l64-v1
Standard Description: Ideology and Social Policy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l65-v1
Cluster Name: Unit 4 Review
Lesson Name: Unit 4 Review
Lesson Order: 130.0
Standard ID: UGOV23-l65-v1
Standard Description: Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m5-v1
Unit Name: American Political Ideologies and Beliefs
Cluster ID: UGOV23-l66-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 140.0
Standard ID: UGOV23-l66-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: 93c56b51-531b-409f-bbcd-923be8be302f
Cluster Name: Unit 5: Political Participation - Organizer
Lesson Name: Unit 5: Political Participation - Organizer
Lesson Order: 5.0
Standard ID: 93c56b51-531b-409f-bbcd-923be8be302f
Standard Description: Unit 5: Political Participation - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l70-v1
Cluster Name: Voting Rights and Models of Voting Behavior
Lesson Name: Voting Rights and Models of Voting Behavior
Lesson Order: 10.0
Standard ID: UGOV23-l70-v1
Standard Description: Voting Rights and Models of Voting Behavior

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l71-v1
Cluster Name: Voter Turnout
Lesson Name: Voter Turnout
Lesson Order: 20.0
Standard ID: UGOV23-l71-v1
Standard Description: Voter Turnout

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l72-v1
Cluster Name: Political Parties
Lesson Name: Political Parties
Lesson Order: 30.0
Standard ID: UGOV23-l72-v1
Standard Description: Political Parties

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l74-v1
Cluster Name: How and Why Political Parties Change and Adapt
Lesson Name: How and Why Political Parties Change and Adapt
Lesson Order: 50.0
Standard ID: UGOV23-l74-v1
Standard Description: How and Why Political Parties Change and Adapt

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l76-v1
Cluster Name: Interest Groups Influencing Policymaking
Lesson Name: Interest Groups Influencing Policymaking
Lesson Order: 60.0
Standard ID: UGOV23-l76-v1
Standard Description: Interest Groups Influencing Policymaking

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l77-v1
Cluster Name: Groups Influencing Policy Outcomes
Lesson Name: Groups Influencing Policy Outcomes
Lesson Order: 70.0
Standard ID: UGOV23-l77-v1
Standard Description: Groups Influencing Policy Outcomes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l78-v1
Cluster Name: Electing a President
Lesson Name: Electing a President
Lesson Order: 80.0
Standard ID: UGOV23-l78-v1
Standard Description: Electing a President

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l79-v1
Cluster Name: Congressional Elections
Lesson Name: Congressional Elections
Lesson Order: 100.0
Standard ID: UGOV23-l79-v1
Standard Description: Congressional Elections

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l80-v1
Cluster Name: Modern Campaigns
Lesson Name: Modern Campaigns
Lesson Order: 110.0
Standard ID: UGOV23-l80-v1
Standard Description: Modern Campaigns

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l81-v1
Cluster Name: Campaign Finance
Lesson Name: Campaign Finance
Lesson Order: 120.0
Standard ID: UGOV23-l81-v1
Standard Description: Campaign Finance

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l82-v1
Cluster Name: The Media
Lesson Name: The Media
Lesson Order: 130.0
Standard ID: UGOV23-l82-v1
Standard Description: The Media

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: UGOV23-l83-v1
Cluster Name: Changing Media
Lesson Name: Changing Media
Lesson Order: 140.0
Standard ID: UGOV23-l83-v1
Standard Description: Changing Media

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: b23add69-cc00-4db5-adb0-0c60b215e537
Cluster Name: Third Party Politics
Lesson Name: Third Party Politics
Lesson Order: 55.0
Standard ID: b23add69-cc00-4db5-adb0-0c60b215e537
Standard Description: Third Party Politics

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m6-v1
Unit Name: Political Participation
Cluster ID: e023e841-199b-44a0-8ffd-a79340561cf0
Cluster Name: Heimler's Unit 5 Review
Lesson Name: Heimler's Unit 5 Review
Lesson Order: 150.0
Standard ID: e023e841-199b-44a0-8ffd-a79340561cf0
Standard Description: Heimler's Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States Government
Unit ID: UGOV23-m7-v1
Unit Name: Exam Prep
Cluster ID: UGOV23-l89-v1
Cluster Name: How to GET READY for the AP Gov Exam
Lesson Name: How to GET READY for the AP Gov Exam
Lesson Order: 87.0
Standard ID: UGOV23-l89-v1
Standard Description: How to GET READY for the AP Gov Exam

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m1-v1
Unit Name: Introduction to AP US History
Cluster ID: USHI23-l1-v1
Cluster Name: Introduction to AP US History
Lesson Name: Introduction to AP US History
Lesson Order: 1.0
Standard ID: USHI23-l1-v1
Standard Description: Introduction to AP US History

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l129-v1
Cluster Name: Contextualizing Period 9
Lesson Name: Contextualizing Period 9
Lesson Order: 129.0
Standard ID: USHI23-l129-v1
Standard Description: Contextualizing Period 9

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l130-v1
Cluster Name: Reagan and Conservatism
Lesson Name: Reagan and Conservatism
Lesson Order: 130.0
Standard ID: USHI23-l130-v1
Standard Description: Reagan and Conservatism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l131-v1
Cluster Name: The End of the Cold War
Lesson Name: The End of the Cold War
Lesson Order: 131.0
Standard ID: USHI23-l131-v1
Standard Description: The End of the Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l132-v1
Cluster Name: A Changing Economy
Lesson Name: A Changing Economy
Lesson Order: 132.0
Standard ID: USHI23-l132-v1
Standard Description: A Changing Economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l134-v1
Cluster Name: Migration and Immigration in the 1990s and 2000s
Lesson Name: Migration and Immigration in the 1990s and 2000s
Lesson Order: 134.0
Standard ID: USHI23-l134-v1
Standard Description: Migration and Immigration in the 1990s and 2000s

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l135-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 135.0
Standard ID: USHI23-l135-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l136-v1
Cluster Name: Challenges of the 21st Century
Lesson Name: Challenges of the 21st Century
Lesson Order: 136.0
Standard ID: USHI23-l136-v1
Standard Description: Challenges of the 21st Century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m10-v1
Unit Name: Period 9: 1980–Present
Cluster ID: USHI23-l137-v1
Cluster Name: Heimler's Unit 9 Review
Lesson Name: Heimler's Unit 9 Review
Lesson Order: 137.0
Standard ID: USHI23-l137-v1
Standard Description: Heimler's Unit 9 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l2-v1
Cluster Name: Contextualizing Period 1
Lesson Name: Contextualizing Period 1
Lesson Order: 2.0
Standard ID: USHI23-l2-v1
Standard Description: Contextualizing Period 1

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l3-v1
Cluster Name: Native American Societies Before European Contact
Lesson Name: Native American Societies Before European Contact
Lesson Order: 3.0
Standard ID: USHI23-l3-v1
Standard Description: Native American Societies Before European Contact

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l4-v1
Cluster Name: European Exploration in the Americas
Lesson Name: European Exploration in the Americas
Lesson Order: 4.0
Standard ID: USHI23-l4-v1
Standard Description: European Exploration in the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l5-v1
Cluster Name: Columbian Exchange, Spanish Exploration, and Conquest
Lesson Name: Columbian Exchange, Spanish Exploration, and Conquest
Lesson Order: 5.0
Standard ID: USHI23-l5-v1
Standard Description: Columbian Exchange, Spanish Exploration, and Conquest

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l6-v1
Cluster Name: Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Name: Labor, Slavery, and Caste in the Spanish Colonial System
Lesson Order: 6.0
Standard ID: USHI23-l6-v1
Standard Description: Labor, Slavery, and Caste in the Spanish Colonial System

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l7-v1
Cluster Name: Cultural Interactions Between Europeans, Native Americans, and Africans
Lesson Name: Cultural Interactions Between Europeans, Native Americans, and Africans
Lesson Order: 7.0
Standard ID: USHI23-l7-v1
Standard Description: Cultural Interactions Between Europeans, Native Americans, and Africans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l8-v1
Cluster Name: Heimler's Unit 1 Review
Lesson Name: Heimler's Unit 1 Review
Lesson Order: 8.0
Standard ID: USHI23-l8-v1
Standard Description: Heimler's Unit 1 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m2-v1
Unit Name: Period 1: 1491–1607
Cluster ID: USHI23-l9-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 9.0
Standard ID: USHI23-l9-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l12-v1
Cluster Name: Contextualizing Period 2
Lesson Name: Contextualizing Period 2
Lesson Order: 12.0
Standard ID: USHI23-l12-v1
Standard Description: Contextualizing Period 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l13-v1
Cluster Name: European Colonization
Lesson Name: European Colonization
Lesson Order: 13.0
Standard ID: USHI23-l13-v1
Standard Description: European Colonization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l14-v1
Cluster Name: The Regions of British Colonies
Lesson Name: The Regions of British Colonies
Lesson Order: 14.0
Standard ID: USHI23-l14-v1
Standard Description: The Regions of British Colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l15-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 15.0
Standard ID: USHI23-l15-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l16-v1
Cluster Name: Transatlantic Trade
Lesson Name: Transatlantic Trade
Lesson Order: 16.0
Standard ID: USHI23-l16-v1
Standard Description: Transatlantic Trade

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l17-v1
Cluster Name: Interactions Between American Indians and Europeans
Lesson Name: Interactions Between American Indians and Europeans
Lesson Order: 17.0
Standard ID: USHI23-l17-v1
Standard Description: Interactions Between American Indians and Europeans

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l18-v1
Cluster Name: Slavery in the British Colonies
Lesson Name: Slavery in the British Colonies
Lesson Order: 18.0
Standard ID: USHI23-l18-v1
Standard Description: Slavery in the British Colonies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l19-v1
Cluster Name: Colonial Society and Culture
Lesson Name: Colonial Society and Culture
Lesson Order: 19.0
Standard ID: USHI23-l19-v1
Standard Description: Colonial Society and Culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m3-v1
Unit Name: Period 2: 1607–1754
Cluster ID: USHI23-l20-v1
Cluster Name: Comparison in Period 2
Lesson Name: Comparison in Period 2
Lesson Order: 20.0
Standard ID: USHI23-l20-v1
Standard Description: Comparison in Period 2

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l23-v1
Cluster Name: Contextualizing Period 3
Lesson Name: Contextualizing Period 3
Lesson Order: 23.0
Standard ID: USHI23-l23-v1
Standard Description: Contextualizing Period 3

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l24-v1
Cluster Name: The Seven Years’ War (The French and Indian War)
Lesson Name: The Seven Years’ War (The French and Indian War)
Lesson Order: 24.0
Standard ID: USHI23-l24-v1
Standard Description: The Seven Years’ War (The French and Indian War)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l25-v1
Cluster Name: Taxation Without Representation
Lesson Name: Taxation Without Representation
Lesson Order: 25.0
Standard ID: USHI23-l25-v1
Standard Description: Taxation Without Representation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l27-v1
Cluster Name: Philosophical Foundations of the American Revolution
Lesson Name: Philosophical Foundations of the American Revolution
Lesson Order: 27.0
Standard ID: USHI23-l27-v1
Standard Description: Philosophical Foundations of the American Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l28-v1
Cluster Name: The American Revolution
Lesson Name: The American Revolution
Lesson Order: 28.0
Standard ID: USHI23-l28-v1
Standard Description: The American Revolution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l29-v1
Cluster Name: The Influence of Revolutionary Ideals
Lesson Name: The Influence of Revolutionary Ideals
Lesson Order: 29.0
Standard ID: USHI23-l29-v1
Standard Description: The Influence of Revolutionary Ideals

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l30-v1
Cluster Name: The Articles of Confederation
Lesson Name: The Articles of Confederation
Lesson Order: 30.0
Standard ID: USHI23-l30-v1
Standard Description: The Articles of Confederation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l31-v1
Cluster Name: The Constitutional Convention and Debates over Ratification
Lesson Name: The Constitutional Convention and Debates over Ratification
Lesson Order: 31.0
Standard ID: USHI23-l31-v1
Standard Description: The Constitutional Convention and Debates over Ratification

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l32-v1
Cluster Name: The Constitution
Lesson Name: The Constitution
Lesson Order: 32.0
Standard ID: USHI23-l32-v1
Standard Description: The Constitution

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l33-v1
Cluster Name: Shaping a New Republic
Lesson Name: Shaping a New Republic
Lesson Order: 33.0
Standard ID: USHI23-l33-v1
Standard Description: Shaping a New Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l34-v1
Cluster Name: Developing an American Identity
Lesson Name: Developing an American Identity
Lesson Order: 34.0
Standard ID: USHI23-l34-v1
Standard Description: Developing an American Identity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l35-v1
Cluster Name: Movement in the Early Republic
Lesson Name: Movement in the Early Republic
Lesson Order: 35.0
Standard ID: USHI23-l35-v1
Standard Description: Movement in the Early Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l36-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 36.0
Standard ID: USHI23-l36-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m4-v1
Unit Name: Period 3: 1754–1800
Cluster ID: USHI23-l37-v1
Cluster Name: Heimler's Unit 3 Review
Lesson Name: Heimler's Unit 3 Review
Lesson Order: 37.0
Standard ID: USHI23-l37-v1
Standard Description: Heimler's Unit 3 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l40-v1
Cluster Name: Contextualizing Period 4
Lesson Name: Contextualizing Period 4
Lesson Order: 40.0
Standard ID: USHI23-l40-v1
Standard Description: Contextualizing Period 4

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l41-v1
Cluster Name: The Rise of Political Parties and the Era of Jefferson
Lesson Name: The Rise of Political Parties and the Era of Jefferson
Lesson Order: 41.0
Standard ID: USHI23-l41-v1
Standard Description: The Rise of Political Parties and the Era of Jefferson

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l42-v1
Cluster Name: Politics and Regional Interests
Lesson Name: Politics and Regional Interests
Lesson Order: 42.0
Standard ID: USHI23-l42-v1
Standard Description: Politics and Regional Interests

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l43-v1
Cluster Name: America on the World Stage
Lesson Name: America on the World Stage
Lesson Order: 43.0
Standard ID: USHI23-l43-v1
Standard Description: America on the World Stage

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l45-v1
Cluster Name: Market Revolution: Industrialization
Lesson Name: Market Revolution: Industrialization
Lesson Order: 45.0
Standard ID: USHI23-l45-v1
Standard Description: Market Revolution: Industrialization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l46-v1
Cluster Name: Market Revolution: Society and Culture
Lesson Name: Market Revolution: Society and Culture
Lesson Order: 46.0
Standard ID: USHI23-l46-v1
Standard Description: Market Revolution: Society and Culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l47-v1
Cluster Name: Expanding Democracy
Lesson Name: Expanding Democracy
Lesson Order: 47.0
Standard ID: USHI23-l47-v1
Standard Description: Expanding Democracy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l48-v1
Cluster Name: Jackson and Federal Power
Lesson Name: Jackson and Federal Power
Lesson Order: 48.0
Standard ID: USHI23-l48-v1
Standard Description: Jackson and Federal Power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l49-v1
Cluster Name: The Development of an American Culture
Lesson Name: The Development of an American Culture
Lesson Order: 49.0
Standard ID: USHI23-l49-v1
Standard Description: The Development of an American Culture

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l50-v1
Cluster Name: The Second Great Awakening
Lesson Name: The Second Great Awakening
Lesson Order: 50.0
Standard ID: USHI23-l50-v1
Standard Description: The Second Great Awakening

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l51-v1
Cluster Name: An Age of Reform
Lesson Name: An Age of Reform
Lesson Order: 51.0
Standard ID: USHI23-l51-v1
Standard Description: An Age of Reform

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l52-v1
Cluster Name: African Americans in the Early Republic
Lesson Name: African Americans in the Early Republic
Lesson Order: 52.0
Standard ID: USHI23-l52-v1
Standard Description: African Americans in the Early Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l53-v1
Cluster Name: The Society of the South in the Early Republic
Lesson Name: The Society of the South in the Early Republic
Lesson Order: 53.0
Standard ID: USHI23-l53-v1
Standard Description: The Society of the South in the Early Republic

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m5-v1
Unit Name: Period 4: 1800–1848
Cluster ID: USHI23-l54-v1
Cluster Name: Heimler's Unit 4 Review
Lesson Name: Heimler's Unit 4 Review
Lesson Order: 54.0
Standard ID: USHI23-l54-v1
Standard Description: Heimler's Unit 4 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l57-v1
Cluster Name: Contextualizing Period 5
Lesson Name: Contextualizing Period 5
Lesson Order: 57.0
Standard ID: USHI23-l57-v1
Standard Description: Contextualizing Period 5

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l58-v1
Cluster Name: Manifest Destiny
Lesson Name: Manifest Destiny
Lesson Order: 58.0
Standard ID: USHI23-l58-v1
Standard Description: Manifest Destiny

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l59-v1
Cluster Name: The Mexican–American War
Lesson Name: The Mexican–American War
Lesson Order: 59.0
Standard ID: USHI23-l59-v1
Standard Description: The Mexican–American War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l61-v1
Cluster Name: The Compromise of 1850
Lesson Name: The Compromise of 1850
Lesson Order: 61.0
Standard ID: USHI23-l61-v1
Standard Description: The Compromise of 1850

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l62-v1
Cluster Name: Sectional Conflict: Regional Differences
Lesson Name: Sectional Conflict: Regional Differences
Lesson Order: 62.0
Standard ID: USHI23-l62-v1
Standard Description: Sectional Conflict: Regional Differences

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l63-v1
Cluster Name: Failure of Compromise
Lesson Name: Failure of Compromise
Lesson Order: 63.0
Standard ID: USHI23-l63-v1
Standard Description: Failure of Compromise

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l64-v1
Cluster Name: Election of 1860 and Secession
Lesson Name: Election of 1860 and Secession
Lesson Order: 64.0
Standard ID: USHI23-l64-v1
Standard Description: Election of 1860 and Secession

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l65-v1
Cluster Name: Military Conflict in the Civil War
Lesson Name: Military Conflict in the Civil War
Lesson Order: 65.0
Standard ID: USHI23-l65-v1
Standard Description: Military Conflict in the Civil War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l66-v1
Cluster Name: Government Policies During the Civil War
Lesson Name: Government Policies During the Civil War
Lesson Order: 66.0
Standard ID: USHI23-l66-v1
Standard Description: Government Policies During the Civil War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l67-v1
Cluster Name: Reconstruction
Lesson Name: Reconstruction
Lesson Order: 67.0
Standard ID: USHI23-l67-v1
Standard Description: Reconstruction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l68-v1
Cluster Name: Failure of Reconstruction
Lesson Name: Failure of Reconstruction
Lesson Order: 68.0
Standard ID: USHI23-l68-v1
Standard Description: Failure of Reconstruction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l69-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 69.0
Standard ID: USHI23-l69-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m6-v1
Unit Name: Period 5: 1844–1877
Cluster ID: USHI23-l70-v1
Cluster Name: Heimler's Unit 5 Review
Lesson Name: Heimler's Unit 5 Review
Lesson Order: 70.0
Standard ID: USHI23-l70-v1
Standard Description: Heimler's Unit 5 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l73-v1
Cluster Name: Contextualizing Period 6
Lesson Name: Contextualizing Period 6
Lesson Order: 73.0
Standard ID: USHI23-l73-v1
Standard Description: Contextualizing Period 6

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l74-v1
Cluster Name: Westward Expansion: Economic Development
Lesson Name: Westward Expansion: Economic Development
Lesson Order: 74.0
Standard ID: USHI23-l74-v1
Standard Description: Westward Expansion: Economic Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l75-v1
Cluster Name: Westward Expansion: Social and Cultural Development
Lesson Name: Westward Expansion: Social and Cultural Development
Lesson Order: 75.0
Standard ID: USHI23-l75-v1
Standard Description: Westward Expansion: Social and Cultural Development

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l76-v1
Cluster Name: The “New South”
Lesson Name: The “New South”
Lesson Order: 76.0
Standard ID: USHI23-l76-v1
Standard Description: The “New South”

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l77-v1
Cluster Name: Technological Innovation
Lesson Name: Technological Innovation
Lesson Order: 77.0
Standard ID: USHI23-l77-v1
Standard Description: Technological Innovation

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l79-v1
Cluster Name: The Rise of Industrial Capitalism
Lesson Name: The Rise of Industrial Capitalism
Lesson Order: 79.0
Standard ID: USHI23-l79-v1
Standard Description: The Rise of Industrial Capitalism

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l80-v1
Cluster Name: Labor in the Gilded Age
Lesson Name: Labor in the Gilded Age
Lesson Order: 80.0
Standard ID: USHI23-l80-v1
Standard Description: Labor in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l81-v1
Cluster Name: Immigration and Migration in the Gilded Age
Lesson Name: Immigration and Migration in the Gilded Age
Lesson Order: 81.0
Standard ID: USHI23-l81-v1
Standard Description: Immigration and Migration in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l82-v1
Cluster Name: Responses to Immigration in the Gilded Age
Lesson Name: Responses to Immigration in the Gilded Age
Lesson Order: 82.0
Standard ID: USHI23-l82-v1
Standard Description: Responses to Immigration in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l83-v1
Cluster Name: Development of the Middle Class
Lesson Name: Development of the Middle Class
Lesson Order: 83.0
Standard ID: USHI23-l83-v1
Standard Description: Development of the Middle Class

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l84-v1
Cluster Name: Reform in the Gilded Age
Lesson Name: Reform in the Gilded Age
Lesson Order: 84.0
Standard ID: USHI23-l84-v1
Standard Description: Reform in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l85-v1
Cluster Name: Controversies over the Role of Government in the Gilded Age
Lesson Name: Controversies over the Role of Government in the Gilded Age
Lesson Order: 85.0
Standard ID: USHI23-l85-v1
Standard Description: Controversies over the Role of Government in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l86-v1
Cluster Name: Politics in the Gilded Age
Lesson Name: Politics in the Gilded Age
Lesson Order: 86.0
Standard ID: USHI23-l86-v1
Standard Description: Politics in the Gilded Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l87-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 87.0
Standard ID: USHI23-l87-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m7-v1
Unit Name: Period 6: 1865–1898
Cluster ID: USHI23-l88-v1
Cluster Name: Heimler's Unit 6 Review
Lesson Name: Heimler's Unit 6 Review
Lesson Order: 88.0
Standard ID: USHI23-l88-v1
Standard Description: Heimler's Unit 6 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l100-v1
Cluster Name: The Great Depression
Lesson Name: The Great Depression
Lesson Order: 100.0
Standard ID: USHI23-l100-v1
Standard Description: The Great Depression

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l101-v1
Cluster Name: The New Deal
Lesson Name: The New Deal
Lesson Order: 101.0
Standard ID: USHI23-l101-v1
Standard Description: The New Deal

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l102-v1
Cluster Name: Interwar Foreign Policy
Lesson Name: Interwar Foreign Policy
Lesson Order: 102.0
Standard ID: USHI23-l102-v1
Standard Description: Interwar Foreign Policy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l103-v1
Cluster Name: World War II: Mobilization
Lesson Name: World War II: Mobilization
Lesson Order: 103.0
Standard ID: USHI23-l103-v1
Standard Description: World War II: Mobilization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l104-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 104.0
Standard ID: USHI23-l104-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l105-v1
Cluster Name: World War II: Military
Lesson Name: World War II: Military
Lesson Order: 105.0
Standard ID: USHI23-l105-v1
Standard Description: World War II: Military

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l106-v1
Cluster Name: Postwar Diplomacy
Lesson Name: Postwar Diplomacy
Lesson Order: 106.0
Standard ID: USHI23-l106-v1
Standard Description: Postwar Diplomacy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l107-v1
Cluster Name: Heimler's Unit 7 Review
Lesson Name: Heimler's Unit 7 Review
Lesson Order: 107.0
Standard ID: USHI23-l107-v1
Standard Description: Heimler's Unit 7 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l91-v1
Cluster Name: Contextualizing Period 7
Lesson Name: Contextualizing Period 7
Lesson Order: 91.0
Standard ID: USHI23-l91-v1
Standard Description: Contextualizing Period 7

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l92-v1
Cluster Name: Imperialism: Debates
Lesson Name: Imperialism: Debates
Lesson Order: 92.0
Standard ID: USHI23-l92-v1
Standard Description: Imperialism: Debates

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l93-v1
Cluster Name: The Spanish American War
Lesson Name: The Spanish American War
Lesson Order: 93.0
Standard ID: USHI23-l93-v1
Standard Description: The Spanish American War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l94-v1
Cluster Name: The Progressives
Lesson Name: The Progressives
Lesson Order: 94.0
Standard ID: USHI23-l94-v1
Standard Description: The Progressives

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l96-v1
Cluster Name: World War I: Military and Diplomacy
Lesson Name: World War I: Military and Diplomacy
Lesson Order: 96.0
Standard ID: USHI23-l96-v1
Standard Description: World War I: Military and Diplomacy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l97-v1
Cluster Name: World War I: Home Front
Lesson Name: World War I: Home Front
Lesson Order: 97.0
Standard ID: USHI23-l97-v1
Standard Description: World War I: Home Front

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l98-v1
Cluster Name: 1920s: Innovations in Communication and Technology
Lesson Name: 1920s: Innovations in Communication and Technology
Lesson Order: 98.0
Standard ID: USHI23-l98-v1
Standard Description: 1920s: Innovations in Communication and Technology

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m8-v1
Unit Name: Period 7: 1890–1945
Cluster ID: USHI23-l99-v1
Cluster Name: 1920s: Cultural and Political Controversies
Lesson Name: 1920s: Cultural and Political Controversies
Lesson Order: 99.0
Standard ID: USHI23-l99-v1
Standard Description: 1920s: Cultural and Political Controversies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l110-v1
Cluster Name: Contextualizing Period 8
Lesson Name: Contextualizing Period 8
Lesson Order: 110.0
Standard ID: USHI23-l110-v1
Standard Description: Contextualizing Period 8

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l111-v1
Cluster Name: The Cold War from 1945 to 1980
Lesson Name: The Cold War from 1945 to 1980
Lesson Order: 111.0
Standard ID: USHI23-l111-v1
Standard Description: The Cold War from 1945 to 1980

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l112-v1
Cluster Name: The Red Scare
Lesson Name: The Red Scare
Lesson Order: 112.0
Standard ID: USHI23-l112-v1
Standard Description: The Red Scare

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l113-v1
Cluster Name: Economy After 1945
Lesson Name: Economy After 1945
Lesson Order: 113.0
Standard ID: USHI23-l113-v1
Standard Description: Economy After 1945

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l114-v1
Cluster Name: Culture after 1945
Lesson Name: Culture after 1945
Lesson Order: 114.0
Standard ID: USHI23-l114-v1
Standard Description: Culture after 1945

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l116-v1
Cluster Name: Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Name: Early Steps in the Civil Rights Movement (1940s and 1950s)
Lesson Order: 116.0
Standard ID: USHI23-l116-v1
Standard Description: Early Steps in the Civil Rights Movement (1940s and 1950s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l117-v1
Cluster Name: America as a World Power
Lesson Name: America as a World Power
Lesson Order: 117.0
Standard ID: USHI23-l117-v1
Standard Description: America as a World Power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l118-v1
Cluster Name: The Vietnam War
Lesson Name: The Vietnam War
Lesson Order: 118.0
Standard ID: USHI23-l118-v1
Standard Description: The Vietnam War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l119-v1
Cluster Name: The Great Society
Lesson Name: The Great Society
Lesson Order: 119.0
Standard ID: USHI23-l119-v1
Standard Description: The Great Society

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l120-v1
Cluster Name: The African American Civil Rights Movement (1960s)
Lesson Name: The African American Civil Rights Movement (1960s)
Lesson Order: 120.0
Standard ID: USHI23-l120-v1
Standard Description: The African American Civil Rights Movement (1960s)

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l121-v1
Cluster Name: The Civil Rights Movement Expands
Lesson Name: The Civil Rights Movement Expands
Lesson Order: 121.0
Standard ID: USHI23-l121-v1
Standard Description: The Civil Rights Movement Expands

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l122-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 122.0
Standard ID: USHI23-l122-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l123-v1
Cluster Name: Youth Culture of the 1960s
Lesson Name: Youth Culture of the 1960s
Lesson Order: 123.0
Standard ID: USHI23-l123-v1
Standard Description: Youth Culture of the 1960s

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l124-v1
Cluster Name: The Environment and Natural Resources from 1968 to 1980
Lesson Name: The Environment and Natural Resources from 1968 to 1980
Lesson Order: 124.0
Standard ID: USHI23-l124-v1
Standard Description: The Environment and Natural Resources from 1968 to 1980

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l125-v1
Cluster Name: Society in Transition
Lesson Name: Society in Transition
Lesson Order: 125.0
Standard ID: USHI23-l125-v1
Standard Description: Society in Transition

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP United States History
Unit ID: USHI23-m9-v1
Unit Name: Period 8: 1945–1980
Cluster ID: USHI23-l126-v1
Cluster Name: Heimler's Unit 8 Review
Lesson Name: Heimler's Unit 8 Review
Lesson Order: 126.0
Standard ID: USHI23-l126-v1
Standard Description: Heimler's Unit 8 Review

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m1-v1
Unit Name: Introduction to World History
Cluster ID: WORH23-l1-v1
Cluster Name: Introduction to World History
Lesson Name: Introduction to World History
Lesson Order: 1.0
Standard ID: WORH23-l1-v1
Standard Description: Introduction to World History

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: 58e299c9-05e8-4b46-8ee0-fbd83ccf1095
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 106.0
Standard ID: 58e299c9-05e8-4b46-8ee0-fbd83ccf1095
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l101-v1
Cluster Name: Calls for Reform and Responses After 1900
Lesson Name: Calls for Reform and Responses After 1900
Lesson Order: 101.0
Standard ID: WORH23-l101-v1
Standard Description: Calls for Reform and Responses After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l102-v1
Cluster Name: Globalized Culture After 1900
Lesson Name: Globalized Culture After 1900
Lesson Order: 102.0
Standard ID: WORH23-l102-v1
Standard Description: Globalized Culture After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l103-v1
Cluster Name: Resistance to Globalization After 1900
Lesson Name: Resistance to Globalization After 1900
Lesson Order: 103.0
Standard ID: WORH23-l103-v1
Standard Description: Resistance to Globalization After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l104-v1
Cluster Name: Institutions Developing in a Globalized World
Lesson Name: Institutions Developing in a Globalized World
Lesson Order: 104.0
Standard ID: WORH23-l104-v1
Standard Description: Institutions Developing in a Globalized World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l105-v1
Cluster Name: Continuity and Change in a Globalized World
Lesson Name: Continuity and Change in a Globalized World
Lesson Order: 105.0
Standard ID: WORH23-l105-v1
Standard Description: Continuity and Change in a Globalized World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l95-v1
Cluster Name: Unit 9: Globalization c. 1900 to the present - Organizer
Lesson Name: Unit 9: Globalization c. 1900 to the present - Organizer
Lesson Order: 95.0
Standard ID: WORH23-l95-v1
Standard Description: Unit 9: Globalization c. 1900 to the present - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l96-v1
Cluster Name: Advances in Technology and Exchange After 1900
Lesson Name: Advances in Technology and Exchange After 1900
Lesson Order: 96.0
Standard ID: WORH23-l96-v1
Standard Description: Advances in Technology and Exchange After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l97-v1
Cluster Name: Technological Advances and Limitations After 1900: Disease
Lesson Name: Technological Advances and Limitations After 1900: Disease
Lesson Order: 97.0
Standard ID: WORH23-l97-v1
Standard Description: Technological Advances and Limitations After 1900: Disease

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l98-v1
Cluster Name: Technological Advances: Debates About the Environment After 1900
Lesson Name: Technological Advances: Debates About the Environment After 1900
Lesson Order: 98.0
Standard ID: WORH23-l98-v1
Standard Description: Technological Advances: Debates About the Environment After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m10-v1
Unit Name: Globalization
Cluster ID: WORH23-l99-v1
Cluster Name: Economics in the Global Age
Lesson Name: Economics in the Global Age
Lesson Order: 99.0
Standard ID: WORH23-l99-v1
Standard Description: Economics in the Global Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m11-v1
Unit Name: Test Prep
Cluster ID: WORH23-m11-v1::fallback
Cluster Name: Test Prep
Lesson Name: Test Prep
Lesson Order: 0.0
Standard ID: WORH23-m11-v1::fallback
Standard Description: Test Prep

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l10-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 10.0
Standard ID: WORH23-l10-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l2-v1
Cluster Name: Unit 1: The Global Tapestry c. 1200 to c. 1450 - Organizer
Lesson Name: Unit 1: The Global Tapestry c. 1200 to c. 1450 - Organizer
Lesson Order: 2.0
Standard ID: WORH23-l2-v1
Standard Description: Unit 1: The Global Tapestry c. 1200 to c. 1450 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l3-v1
Cluster Name: Developments in East Asia from c. 1200 to c. 1450
Lesson Name: Developments in East Asia from c. 1200 to c. 1450
Lesson Order: 3.0
Standard ID: WORH23-l3-v1
Standard Description: Developments in East Asia from c. 1200 to c. 1450

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l4-v1
Cluster Name: Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Order: 4.0
Standard ID: WORH23-l4-v1
Standard Description: Developments in Dar al-Islam from c. 1200 to c. 1450

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l5-v1
Cluster Name: Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Order: 5.0
Standard ID: WORH23-l5-v1
Standard Description: Developments in South and Southeast Asia from c. 1200 to c. 1450

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l6-v1
Cluster Name: State Building in the Americas
Lesson Name: State Building in the Americas
Lesson Order: 6.0
Standard ID: WORH23-l6-v1
Standard Description: State Building in the Americas

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l7-v1
Cluster Name: State Building in Africa
Lesson Name: State Building in Africa
Lesson Order: 7.0
Standard ID: WORH23-l7-v1
Standard Description: State Building in Africa

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l8-v1
Cluster Name: Developments in Europe from c. 1200 to c. 1450
Lesson Name: Developments in Europe from c. 1200 to c. 1450
Lesson Order: 8.0
Standard ID: WORH23-l8-v1
Standard Description: Developments in Europe from c. 1200 to c. 1450

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m2-v1
Unit Name: The Global Tapestry
Cluster ID: WORH23-l9-v1
Cluster Name: Comparison in the Period from c. 1200 to c. 1450
Lesson Name: Comparison in the Period from c. 1200 to c. 1450
Lesson Order: 9.0
Standard ID: WORH23-l9-v1
Standard Description: Comparison in the Period from c. 1200 to c. 1450

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: 551c8ea4-a72c-4d62-a87b-4f4c1932f365
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 90.0
Standard ID: 551c8ea4-a72c-4d62-a87b-4f4c1932f365
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l13-v1
Cluster Name: Unit 2: Networks of Exchange c. 1200 to c. 1450 - Organizer
Lesson Name: Unit 2: Networks of Exchange c. 1200 to c. 1450 - Organizer
Lesson Order: 10.0
Standard ID: WORH23-l13-v1
Standard Description: Unit 2: Networks of Exchange c. 1200 to c. 1450 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l14-v1
Cluster Name: The Silk Roads
Lesson Name: The Silk Roads
Lesson Order: 20.0
Standard ID: WORH23-l14-v1
Standard Description: The Silk Roads

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l15-v1
Cluster Name: The Mongol Empire and the Making of the Modern World
Lesson Name: The Mongol Empire and the Making of the Modern World
Lesson Order: 30.0
Standard ID: WORH23-l15-v1
Standard Description: The Mongol Empire and the Making of the Modern World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l16-v1
Cluster Name: Exchange in the Indian Ocean
Lesson Name: Exchange in the Indian Ocean
Lesson Order: 40.0
Standard ID: WORH23-l16-v1
Standard Description: Exchange in the Indian Ocean

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l17-v1
Cluster Name: Trans-Saharan Trade Routes
Lesson Name: Trans-Saharan Trade Routes
Lesson Order: 50.0
Standard ID: WORH23-l17-v1
Standard Description: Trans-Saharan Trade Routes

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l18-v1
Cluster Name: Cultural Consequences of Connectivity
Lesson Name: Cultural Consequences of Connectivity
Lesson Order: 60.0
Standard ID: WORH23-l18-v1
Standard Description: Cultural Consequences of Connectivity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l19-v1
Cluster Name: Environmental Consequences of Connectivity
Lesson Name: Environmental Consequences of Connectivity
Lesson Order: 70.0
Standard ID: WORH23-l19-v1
Standard Description: Environmental Consequences of Connectivity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m3-v1
Unit Name: Networks of Exchange
Cluster ID: WORH23-l20-v1
Cluster Name: Comparison of Economic Exchange
Lesson Name: Comparison of Economic Exchange
Lesson Order: 80.0
Standard ID: WORH23-l20-v1
Standard Description: Comparison of Economic Exchange

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l23-v1
Cluster Name: Unit 3: Land-Based Empires c. 1450 to c. 1750 - Organizer
Lesson Name: Unit 3: Land-Based Empires c. 1450 to c. 1750 - Organizer
Lesson Order: 23.0
Standard ID: WORH23-l23-v1
Standard Description: Unit 3: Land-Based Empires c. 1450 to c. 1750 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l24-v1
Cluster Name: Empires Expand
Lesson Name: Empires Expand
Lesson Order: 24.0
Standard ID: WORH23-l24-v1
Standard Description: Empires Expand

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l25-v1
Cluster Name: Empires: Administration
Lesson Name: Empires: Administration
Lesson Order: 25.0
Standard ID: WORH23-l25-v1
Standard Description: Empires: Administration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l26-v1
Cluster Name: Empires: Belief Systems
Lesson Name: Empires: Belief Systems
Lesson Order: 26.0
Standard ID: WORH23-l26-v1
Standard Description: Empires: Belief Systems

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l28-v1
Cluster Name: Comparison in Land-Based Empires
Lesson Name: Comparison in Land-Based Empires
Lesson Order: 28.0
Standard ID: WORH23-l28-v1
Standard Description: Comparison in Land-Based Empires

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m4-v1
Unit Name: Land Based Empires
Cluster ID: WORH23-l29-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 29.0
Standard ID: WORH23-l29-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l32-v1
Cluster Name: Unit 4: Transoceanic Interconnections c. 1450 to c. 1750 - Organizer
Lesson Name: Unit 4: Transoceanic Interconnections c. 1450 to c. 1750 - Organizer
Lesson Order: 32.0
Standard ID: WORH23-l32-v1
Standard Description: Unit 4: Transoceanic Interconnections c. 1450 to c. 1750 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l33-v1
Cluster Name: Technological Innovations from 1450 to 1750
Lesson Name: Technological Innovations from 1450 to 1750
Lesson Order: 33.0
Standard ID: WORH23-l33-v1
Standard Description: Technological Innovations from 1450 to 1750

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l34-v1
Cluster Name: Exploration: Causes and Events from 1450 to 1750
Lesson Name: Exploration: Causes and Events from 1450 to 1750
Lesson Order: 34.0
Standard ID: WORH23-l34-v1
Standard Description: Exploration: Causes and Events from 1450 to 1750

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l36-v1
Cluster Name: Columbian Exchange
Lesson Name: Columbian Exchange
Lesson Order: 36.0
Standard ID: WORH23-l36-v1
Standard Description: Columbian Exchange

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l37-v1
Cluster Name: Maritime Empires Established
Lesson Name: Maritime Empires Established
Lesson Order: 37.0
Standard ID: WORH23-l37-v1
Standard Description: Maritime Empires Established

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l38-v1
Cluster Name: Maritime Empires Maintained and Developed
Lesson Name: Maritime Empires Maintained and Developed
Lesson Order: 38.0
Standard ID: WORH23-l38-v1
Standard Description: Maritime Empires Maintained and Developed

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l39-v1
Cluster Name: Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: Internal and External Challenges to State Power from 1450 to 1750
Lesson Order: 39.0
Standard ID: WORH23-l39-v1
Standard Description: Internal and External Challenges to State Power from 1450 to 1750

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l40-v1
Cluster Name: Changing Social Hierarchies from 1450 to 1750
Lesson Name: Changing Social Hierarchies from 1450 to 1750
Lesson Order: 40.0
Standard ID: WORH23-l40-v1
Standard Description: Changing Social Hierarchies from 1450 to 1750

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l41-v1
Cluster Name: Continuity and Change from 1450 to 1750
Lesson Name: Continuity and Change from 1450 to 1750
Lesson Order: 41.0
Standard ID: WORH23-l41-v1
Standard Description: Continuity and Change from 1450 to 1750

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m5-v1
Unit Name: Transoceanic Interconnections
Cluster ID: WORH23-l42-v1
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 42.0
Standard ID: WORH23-l42-v1
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l45-v1
Cluster Name: Unit 5: Revolutions c. 1750 to c. 1900 - Organizer
Lesson Name: Unit 5: Revolutions c. 1750 to c. 1900 - Organizer
Lesson Order: 10.0
Standard ID: WORH23-l45-v1
Standard Description: Unit 5: Revolutions c. 1750 to c. 1900 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l46-v1
Cluster Name: The Enlightenment
Lesson Name: The Enlightenment
Lesson Order: 20.0
Standard ID: WORH23-l46-v1
Standard Description: The Enlightenment

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l47-v1
Cluster Name: Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Order: 30.0
Standard ID: WORH23-l47-v1
Standard Description: Nationalism and Revolutions in the Period from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l48-v1
Cluster Name: Industrial Revolution Begins
Lesson Name: Industrial Revolution Begins
Lesson Order: 40.0
Standard ID: WORH23-l48-v1
Standard Description: Industrial Revolution Begins

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l49-v1
Cluster Name: Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: Industrialization Spreads in the Period from 1750 to 1900
Lesson Order: 50.0
Standard ID: WORH23-l49-v1
Standard Description: Industrialization Spreads in the Period from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l50-v1
Cluster Name: Technology of the Industrial Age
Lesson Name: Technology of the Industrial Age
Lesson Order: 60.0
Standard ID: WORH23-l50-v1
Standard Description: Technology of the Industrial Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l52-v1
Cluster Name: Industrialization: Government’s Role from 1750 to 1900
Lesson Name: Industrialization: Government’s Role from 1750 to 1900
Lesson Order: 80.0
Standard ID: WORH23-l52-v1
Standard Description: Industrialization: Government’s Role from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l53-v1
Cluster Name: Economic Developments and Innovations in the Industrial Age
Lesson Name: Economic Developments and Innovations in the Industrial Age
Lesson Order: 90.0
Standard ID: WORH23-l53-v1
Standard Description: Economic Developments and Innovations in the Industrial Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l54-v1
Cluster Name: Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: Reactions to the Industrial Economy from 1750 to 1900
Lesson Order: 100.0
Standard ID: WORH23-l54-v1
Standard Description: Reactions to the Industrial Economy from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l55-v1
Cluster Name: Society and the Industrial Age
Lesson Name: Society and the Industrial Age
Lesson Order: 120.0
Standard ID: WORH23-l55-v1
Standard Description: Society and the Industrial Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m6-v1
Unit Name: Revolutions
Cluster ID: WORH23-l56-v1
Cluster Name: Continuity and Change in the Industrial Age
Lesson Name: Continuity and Change in the Industrial Age
Lesson Order: 130.0
Standard ID: WORH23-l56-v1
Standard Description: Continuity and Change in the Industrial Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: 556af805-c0ad-4691-8d3d-16375a18f89a
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 110.0
Standard ID: 556af805-c0ad-4691-8d3d-16375a18f89a
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l59-v1
Cluster Name: Unit 6: Consequences of Industrialization c. 1750 to c. 1900 - Organizer
Lesson Name: Unit 6: Consequences of Industrialization c. 1750 to c. 1900 - Organizer
Lesson Order: 10.0
Standard ID: WORH23-l59-v1
Standard Description: Unit 6: Consequences of Industrialization c. 1750 to c. 1900 - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l60-v1
Cluster Name: Rationales for Imperialism from 1750 to 1900
Lesson Name: Rationales for Imperialism from 1750 to 1900
Lesson Order: 20.0
Standard ID: WORH23-l60-v1
Standard Description: Rationales for Imperialism from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l61-v1
Cluster Name: State Expansion from 1750 to 1900
Lesson Name: State Expansion from 1750 to 1900
Lesson Order: 30.0
Standard ID: WORH23-l61-v1
Standard Description: State Expansion from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l62-v1
Cluster Name: Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: Indigenous Responses to State Expansion from 1750 to 1900
Lesson Order: 40.0
Standard ID: WORH23-l62-v1
Standard Description: Indigenous Responses to State Expansion from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l64-v1
Cluster Name: Global Economic Development from 1750 to 1900
Lesson Name: Global Economic Development from 1750 to 1900
Lesson Order: 60.0
Standard ID: WORH23-l64-v1
Standard Description: Global Economic Development from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l65-v1
Cluster Name: Economic Imperialism from 1750 to 1900
Lesson Name: Economic Imperialism from 1750 to 1900
Lesson Order: 70.0
Standard ID: WORH23-l65-v1
Standard Description: Economic Imperialism from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l66-v1
Cluster Name: Causes of Migration in an Interconnected World
Lesson Name: Causes of Migration in an Interconnected World
Lesson Order: 80.0
Standard ID: WORH23-l66-v1
Standard Description: Causes of Migration in an Interconnected World

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l67-v1
Cluster Name: Effects of Migration
Lesson Name: Effects of Migration
Lesson Order: 90.0
Standard ID: WORH23-l67-v1
Standard Description: Effects of Migration

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m7-v1
Unit Name: Consequences of Industrialization
Cluster ID: WORH23-l68-v1
Cluster Name: Causation in the Imperial Age
Lesson Name: Causation in the Imperial Age
Lesson Order: 100.0
Standard ID: WORH23-l68-v1
Standard Description: Causation in the Imperial Age

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: 5b30b03f-2932-48c4-98ed-feb781290648
Cluster Name: Causes of World War I
Lesson Name: Causes of World War I
Lesson Order: 25.0
Standard ID: 5b30b03f-2932-48c4-98ed-feb781290648
Standard Description: Causes of World War I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l71-v1
Cluster Name: Unit 7: Global Conflict c. 1900 to the present - Organizer
Lesson Name: Unit 7: Global Conflict c. 1900 to the present - Organizer
Lesson Order: 10.0
Standard ID: WORH23-l71-v1
Standard Description: Unit 7: Global Conflict c. 1900 to the present - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l72-v1
Cluster Name: Conducting World War I
Lesson Name: Conducting World War I
Lesson Order: 27.0
Standard ID: WORH23-l72-v1
Standard Description: Conducting World War I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l73-v1
Cluster Name: Economy in the Interwar Period
Lesson Name: Economy in the Interwar Period
Lesson Order: 30.0
Standard ID: WORH23-l73-v1
Standard Description: Economy in the Interwar Period

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l75-v1
Cluster Name: Unresolved Tensions After World War I
Lesson Name: Unresolved Tensions After World War I
Lesson Order: 60.0
Standard ID: WORH23-l75-v1
Standard Description: Unresolved Tensions After World War I

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l76-v1
Cluster Name: Causes of World War II
Lesson Name: Causes of World War II
Lesson Order: 70.0
Standard ID: WORH23-l76-v1
Standard Description: Causes of World War II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l77-v1
Cluster Name: Conducting World War II
Lesson Name: Conducting World War II
Lesson Order: 80.0
Standard ID: WORH23-l77-v1
Standard Description: Conducting World War II

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l78-v1
Cluster Name: Mass Atrocities After 1900
Lesson Name: Mass Atrocities After 1900
Lesson Order: 90.0
Standard ID: WORH23-l78-v1
Standard Description: Mass Atrocities After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: WORH23-l79-v1
Cluster Name: Causation in Global Conflict
Lesson Name: Causation in Global Conflict
Lesson Order: 100.0
Standard ID: WORH23-l79-v1
Standard Description: Causation in Global Conflict

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: b4f86ee5-f1d8-4ff9-8c6e-2a8cc43c0100
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 105.0
Standard ID: b4f86ee5-f1d8-4ff9-8c6e-2a8cc43c0100
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m8-v1
Unit Name: Global Conflict
Cluster ID: d0d1687c-f596-47ac-a572-b176a9303dc7
Cluster Name: Shifting Power After 1900
Lesson Name: Shifting Power After 1900
Lesson Order: 15.0
Standard ID: d0d1687c-f596-47ac-a572-b176a9303dc7
Standard Description: Shifting Power After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: 28fdcb1f-1164-4513-97a8-a16f249d842e
Cluster Name: See and Do: FRQ
Lesson Name: See and Do: FRQ
Lesson Order: 120.0
Standard ID: 28fdcb1f-1164-4513-97a8-a16f249d842e
Standard Description: See and Do: FRQ

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l82-v1
Cluster Name: Unit 8: Cold War and Decolonization c. 1900 to the present - Organizer
Lesson Name: Unit 8: Cold War and Decolonization c. 1900 to the present - Organizer
Lesson Order: 10.0
Standard ID: WORH23-l82-v1
Standard Description: Unit 8: Cold War and Decolonization c. 1900 to the present - Organizer

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l83-v1
Cluster Name: Setting the Stage for the Cold War and Decolonization
Lesson Name: Setting the Stage for the Cold War and Decolonization
Lesson Order: 20.0
Standard ID: WORH23-l83-v1
Standard Description: Setting the Stage for the Cold War and Decolonization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l84-v1
Cluster Name: The Cold War
Lesson Name: The Cold War
Lesson Order: 30.0
Standard ID: WORH23-l84-v1
Standard Description: The Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l85-v1
Cluster Name: Effects of the Cold War
Lesson Name: Effects of the Cold War
Lesson Order: 40.0
Standard ID: WORH23-l85-v1
Standard Description: Effects of the Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l86-v1
Cluster Name: Spread of Communism After 1900
Lesson Name: Spread of Communism After 1900
Lesson Order: 50.0
Standard ID: WORH23-l86-v1
Standard Description: Spread of Communism After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l87-v1
Cluster Name: Decolonization After 1900
Lesson Name: Decolonization After 1900
Lesson Order: 60.0
Standard ID: WORH23-l87-v1
Standard Description: Decolonization After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l89-v1
Cluster Name: Newly Independent States
Lesson Name: Newly Independent States
Lesson Order: 80.0
Standard ID: WORH23-l89-v1
Standard Description: Newly Independent States

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l90-v1
Cluster Name: Global Resistance to Established Power Structures After 1900
Lesson Name: Global Resistance to Established Power Structures After 1900
Lesson Order: 90.0
Standard ID: WORH23-l90-v1
Standard Description: Global Resistance to Established Power Structures After 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l91-v1
Cluster Name: End of the Cold War
Lesson Name: End of the Cold War
Lesson Order: 100.0
Standard ID: WORH23-l91-v1
Standard Description: End of the Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: Social Studies
Course: AP World History: Modern
Unit ID: WORH23-m9-v1
Unit Name: Cold War and Decolonization
Cluster ID: WORH23-l92-v1
Cluster Name: Causation in the Age of the Cold War and Decolonization
Lesson Name: Causation in the Age of the Cold War and Decolonization
Lesson Order: 110.0
Standard ID: WORH23-l92-v1
Standard Description: Causation in the Age of the Cold War and Decolonization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.I
Standard Description: A revival of classical texts led to new methods of scholarship and new values in both society and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.III
Standard Description: The visual arts incorporated the new ideas of the Renaissance and were used to promote personal, political, and religious goals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.I
Standard Description: European nations were driven by commercial and religious motives to explore overseas territories and establish colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.I
Standard Description: Economic change produced new social patterns, while traditions of hierarchy and status continued.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II
Standard Description: Most Europeans derived their livelihood from agriculture and oriented their lives around the seasons, the village, or the manor, although economic changes began to alter rural production and power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.1
Cluster Name: Contextualizing Renaissance and Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.I.A
Standard Description: Innovations in banking and finance promoted the growth of urban financial centers and a money economy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.I.B
Standard Description: The growth of commerce produced a new economic elite, which related to traditional land-holding elites in different ways in Europe’s various geographic regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II.A
Standard Description: Subsistence agriculture was the rule in most areas, with three-crop field rotation in the north and two-crop rotation in the Mediterranean; in many cases, farmers paid rent and labor services for their lands.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II.B
Standard Description: The price revolution contributed to the accumulation of capital and the expansion of the market economy through the commercialization of agriculture, which benefited large landowners in western Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II.C
Standard Description: As western Europe moved toward a free peasantry and commercial agriculture, serfdom was codified in the east, where nobles continued to dominate economic life on large estates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II.D
Standard Description: The attempts of landlords to increase their revenues by restricting or abolishing the traditional rights of peasants led to revolt.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.III.A
Standard Description: Population recovered to its pre-Great Plague level in the 16th century, and continuing population pressures contributed to uneven price increases; agricultural commodities increased more sharply than wages, reducing living standards for some.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.III.B
Standard Description: Migrants to the cities challenged the ability of merchant elites and craft guilds to govern, and strained resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.10
Cluster Name: The Commercial Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.IV.C
Standard Description: From the late 16th century on, Europeans responded to economic and environmental challenges, such as the Little Ice Age, by delaying marriage and childbearing. This European marriage pattern restrained population growth and ultimately improved the economic condition of families.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.I
Standard Description: A revival of classical texts led to new methods of scholarship and new values in both society and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.III
Standard Description: The visual arts incorporated the new ideas of the Renaissance and were used to promote personal, political, and religious goals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.I
Standard Description: European nations were driven by commercial and religious motives to explore overseas territories and establish colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.I
Standard Description: Economic change produced new social patterns, while traditions of hierarchy and status continued.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.II
Standard Description: Most Europeans derived their livelihood from agriculture and oriented their lives around the seasons, the village, or the manor, although economic changes began to alter rural production and power

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.11
Cluster Name: Causation in the Renaissance and Age of Discovery
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.2
Cluster Name: Italian Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.I.A
Standard Description: Italian Renaissance humanists, including Petrarch, promoted a revival in classical literature and created new philological approaches to ancient texts. Some Renaissance humanists furthered the values of secularism and individualism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.2
Cluster Name: Italian Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.I.B
Standard Description: Humanist revival of Greek and Roman texts, spread by the printing press, challenged the institutional power of universities and the Catholic Church. This shifted education away from a primary focus on theological writings toward classical texts and new methods of scientific inquiry.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.2
Cluster Name: Italian Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.I.C
Standard Description: Admiration for Greek and Roman political institutions supported a revival of civic humanist culture in the Italian city-states and produced secular models for individual and political behavior.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.2
Cluster Name: Italian Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.III.A
Standard Description: In the Italian Renaissance, rulers and popes concerned with enhancing their prestige commissioned paintings and architectural works based on classical styles, the developing “naturalism” in the artistic world, and often the newly invented technique of geometric perspective.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.3
Cluster Name: Northern Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.III.B
Standard Description: The Northern Renaissance retained a more religious focus, which resulted in more humancentered naturalism that considered individuals and everyday life appropriate objects of artistic representation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.3
Cluster Name: Northern Renaissance
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I.A
Standard Description: Christian humanism, embodied in the writings of Erasmus, employed Renaissance learning in the service of religious reform.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.4
Cluster Name: Printing
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.II.A
Standard Description: The invention of the printing press in the 1450s helped spread the Renaissance beyond Italy and encouraged the growth of vernacular literature, which would eventually contribute to the development of national cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.5
Cluster Name: New Monarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.II.A
Standard Description: Monarchs and princes, including the English rulers Henry VIII and Elizabeth I, initiated religious reform from the top down in an effort to exercise greater control over religious life and morality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.5
Cluster Name: New Monarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I.A
Standard Description: New monarchies laid the foundation for the centralized modern state by establishing monopolies on tax collection, employing military force, dispensing justice, and gaining the right to determine the religion of their subjects.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.5
Cluster Name: New Monarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I.C
Standard Description: Across Europe, commercial and professional groups gained in power and played a greater role in political affairs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.5
Cluster Name: New Monarchies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I.D
Standard Description: Continued political fragmentation in Renaissance Italy provided a background for the development of new concepts of the secular state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.6
Cluster Name: Technological Advances and the Age of Exploration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.I.A
Standard Description: European states sought direct access to gold, spices, and luxury goods to enhance personal wealth and state power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.6
Cluster Name: Technological Advances and the Age of Exploration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.I.B
Standard Description: The rise of mercantilism gave the state a new role in promoting commercial development and the acquisition of colonies overseas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.6
Cluster Name: Technological Advances and the Age of Exploration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.I.C
Standard Description: Christianity was a stimulus for exploration as governments and religious authorities sought to spread the faith, and for some it served as a justification for the subjugation of indigenous civilizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.6
Cluster Name: Technological Advances and the Age of Exploration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.II
Standard Description: Advances in navigation, cartography, and military technology enabled Europeans to establish overseas colonies and empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.7
Cluster Name: Rivals on the World Stage
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.III.B
Standard Description: The Spanish established colonies across the Americas, the Caribbean, and the Pacific, which made Spain a dominant state in Europe in the 16th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.7
Cluster Name: Rivals on the World Stage
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.III.C
Standard Description: The Atlantic nations of France, England, and the Netherlands followed by establishing their own colonies and trading networks to compete with Portuguese and Spanish dominance in the 17th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.7
Cluster Name: Rivals on the World Stage
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.III.D
Standard Description: The competition for trade led to conflicts and rivalries among European powers in the 17th and 18th centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.III.A
Standard Description: The Portuguese established a commercial network along the African coast, in South and East Asia, and in South America in the late 15th and throughout the 16th centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.A
Standard Description: The exchange of goods shifted the center of economic power in Europe from the Mediterranean to the Atlantic states and brought the latter into an expanding world economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.B.i
Standard Description: The exchange of new plants, animals, and diseases - the Columbian Exchange - created economic opportunities for Europeans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.B.ii
Standard Description: The exchange of new plants, animals, and diseases—the Columbian Exchange—in some cases facilitated European subjugation and destruction of indigenous peoples, particularly in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.i
Standard Description: Europe’s colonial expansion led to a global exchange of goods, flora, and fauna; a shift toward European dominance; and the expansion of the trade in enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.8
Cluster Name: Colonial Expansion and Columbian Exchange
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.ii
Standard Description: Europe’s colonial expansion led to a global exchange of goods, flora, fauna, cultural practices, and diseases, resulting in the destruction of some indigenous civilizations, a shift toward European dominance, and the expansion of the in trade enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 1
Unit Name: Renaissance and Exploration c. 1450 - c. 1648
Cluster ID: AP EUH Topic 1.9
Cluster Name: The Slave Trade
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.3.IV.C
Standard Description: Europeans expanded the African slave trade in response to the establishment of a plantation economy in the Americas and demographic catastrophes among indigenous peoples.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I
Standard Description: The Protestant and Catholic reformations fundamentally changed theology, religious institutions, culture, and attitudes toward wealth and prosperity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.II
Standard Description: Religious reform both increased state control of religious institutions and provided justifications for challenging state authority

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III
Standard Description: Conflicts among religious groups overlapped with political and economic competition within and among states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.III
Standard Description: Population shifts and growing commerce caused the expansion of cities, which often placed stress on their traditional political and social structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.IV
Standard Description: The family remained the primary social and economic institution of early modern Europe and took several forms, including the nuclear family.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.V
Standard Description: Popular culture, leisure activities, and rituals reflecting the continued popularity of folk ideas reinforced and sometimes challenged communal ties and norms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.1
Cluster Name: Contextualizing 16th- and 17th-Century Challenges and Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.2
Cluster Name: Luther and the Protestant Reformation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I.B
Standard Description: Reformers Martin Luther and John Calvin criticized Catholic abuses and established new interpretations of Christian doctrine and practice. Responses to Luther and Calvin included religious radicals, including the Anabaptists, and other groups, such as German peasants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.2
Cluster Name: Luther and the Protestant Reformation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I.C
Standard Description: Some Protestant groups sanctioned the notion that wealth accumulation was a sign of God’s favor and a reward for hard work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.3
Cluster Name: Protestant Reform Continues
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.II.B
Standard Description: Protestant reformers used the printing press to disseminate their ideas, which spurred religious reform and helped it to become widely established.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.3
Cluster Name: Protestant Reform Continues
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.II.B
Standard Description: Some Protestants, including Calvin and the Anabaptists, refused to recognize the subordination of the church to the secular state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.3
Cluster Name: Protestant Reform Continues
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.II.C
Standard Description: Religious conflicts became a basis for challenging the monarchs’ control of religious institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.4
Cluster Name: Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III.A
Standard Description: Issues of religious reform exacerbated conflicts between the monarchy and the nobility, as in the French wars of religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.4
Cluster Name: Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III.B
Standard Description: Habsburg rulers confronted an expanded Ottoman Empire while attempting unsuccessfully to restore Catholic unity across Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.4
Cluster Name: Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III.C
Standard Description: States exploited religious conflicts to promote political and economic interests.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.4
Cluster Name: Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III.D
Standard Description: A few states, such as France with the Edict of Nantes, allowed religious pluralism in order to maintain domestic peace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.4
Cluster Name: Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I.B
Standard Description: The Peace of Westphalia (1648), which marked the effective end of the medieval ideal of universal Christendom, accelerated the decline of the Holy Roman Empire by granting princes, bishops, and other local leaders control over religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.5
Cluster Name: The Catholic Reformation
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I.D
Standard Description: The Catholic Reformation, exemplified by the Jesuit Order and the Council of Trent, revived the church but cemented division within Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.I.C
Standard Description: Established hierarchies of class, religion, and gender continued to define social status and perceptions in rural and urban settings.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.III.C
Standard Description: Social dislocation, coupled with the shifting authority of religious institutions during the Reformation, left city governments with the task of regulating public morals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.IV.A
Standard Description: Rural and urban households worked as units, with men and women engaged in separate but complementary tasks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.IV.B
Standard Description: The Renaissance and Reformation raised debates about female education and women’s roles in the family, church, and society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.V.A
Standard Description: Leisure activities continued to be organized according to the religious calendar and the agricultural cycle, and remained communal in nature.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.V.B
Standard Description: Local and church authorities continued to enforce communal norms through rituals of public humiliation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.6
Cluster Name: 16th-Century Society and Politics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.V.C
Standard Description: Reflecting folk ideas and social and economic upheaval, accusations of witchcraft peaked between 1580 and 1650.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.7
Cluster Name: Art of the 16th Century: Mannerism and Baroque Art
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.III.C
Standard Description: Mannerist and Baroque artists employed distortion, drama, and illusion in their work. Monarchies, city-states, and the church commissioned these works as a means of promoting their own stature and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.I
Standard Description: The Protestant and Catholic reformations fundamentally changed theology, religious institutions, culture, and attitudes toward wealth and prosperity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.II
Standard Description: Religious reform both increased state control of religious institutions and provided justifications for challenging state authority

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.2.III
Standard Description: Conflicts among religious groups overlapped with political and economic competition within and among states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.III
Standard Description: Population shifts and growing commerce caused the expansion of cities, which often placed stress on their traditional political and social structures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.IV
Standard Description: The family remained the primary social and economic institution of early modern Europe and took several forms, including the nuclear family.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.4.V
Standard Description: Popular culture, leisure activities, and rituals reflecting the continued popularity of folk ideas reinforced and sometimes challenged communal ties and norms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 2
Unit Name: Age of Reformation c. 1450 - c. 1648
Cluster ID: AP EUH Topic 2.8
Cluster Name: Causation in the Age of Reformation and the Wars of Religion
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III
Standard Description: The competition for power between monarchs and corporate and minority language groups produced different distributions of governmental authority in European states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III.B
Standard Description: Monarchies seeking enhanced power faced challenges from nobles who wished to retain traditional forms of shared governance and regional autonomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III.C
Standard Description: Within states, minority local and regional identities based on language and culture led to resistance against the dominant national group.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I
Standard Description: In much of Europe, absolute monarchy was established over the course of the 17th and 18th centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.1
Cluster Name: Contextualizing State Building
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.II
Standard Description: Challenges to absolutism resulted in alternative political systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.2
Cluster Name: The English Civil War and the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III.A
Standard Description: The English Civil War—a conflict among the monarchy, Parliament, and other elites over their respective roles in the political structure— exemplified the competition for power among monarchs and competing groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.2
Cluster Name: The English Civil War and the Glorious Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.II.A
Standard Description: The outcome of the English Civil War and the Glorious Revolution protected the rights of gentry and aristocracy from absolutism through assertions of the rights of Parliament.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I
Standard Description: Early modern Europe developed a market economy that provided the foundation for its global role.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I.A
Standard Description: Labor and trade in commodities were increasingly freed from traditional restrictions imposed by governments and corporate entities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I.B
Standard Description: The Agricultural Revolution raised productivity and increased the supply of food and other agricultural products.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I.C
Standard Description: The putting-out system, or cottage industry, expanded as increasing numbers of laborers in homes or workshops produced for markets through merchant intermediaries or workshop owners.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I.D
Standard Description: The development of the market economy led to new financial practices and institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.3
Cluster Name: Continuities and Changes to Economic Practice and Development
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.D
Standard Description: The importation and transplantation of agricultural products from the Americas contributed to an increase in the food supply in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.4
Cluster Name: Economic Development and Mercantilism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.A
Standard Description: European states followed mercantilist policies by drawing resources from colonies in the New World and elsewhere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.4
Cluster Name: Economic Development and Mercantilism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.B
Standard Description: The transatlantic slave-labor system expanded in the 17th and 18th centuries as demand for New World products increased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.4
Cluster Name: Economic Development and Mercantilism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.C
Standard Description: Overseas products and influences contributed to the development of a consumer culture in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.4
Cluster Name: Economic Development and Mercantilism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.D
Standard Description: The importation and transplantation of agricultural products from the Americas contributed to an increase in the food supply in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.4
Cluster Name: Economic Development and Mercantilism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II.E
Standard Description: Foreign lands provided raw materials, finished goods, laborers, and markets for the commercial and industrial enterprises in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.5
Cluster Name: The Dutch Golden Age
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.II.B
Standard Description: The Dutch Republic, established by a Protestant revolt against the Habsburg monarchy, developed an oligarchy of urban gentry and rural landholders to promote trade and protect traditional rights.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.6
Cluster Name: Balance of Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.II.A
Standard Description: Following the Peace of Westphalia, religion declined in importance as a cause for warfare among European states; the concept of the balance of power played an important role in structuring diplomatic and military objectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.6
Cluster Name: Balance of Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.II.B
Standard Description: Advances in military technology led to new forms of warfare, including greater reliance on infantry, firearms, mobile cannon, and more elaborate fortifications, all financed by heavier taxation and requiring a larger bureaucracy. New military techniques and institutions (i.e., the military revolution) tipped the balance of power toward states able to marshal sufficient resources for the new military environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.6
Cluster Name: Balance of Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I.D
Standard Description: The inability of the Polish monarchy to consolidate its authority over the nobility led to Poland’s partition by Prussia, Russia, and Austria, and its disappearance from the map of Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.6
Cluster Name: Balance of Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.III.B
Standard Description: After the Austrian defeat of the Turks in 1683 at the Battle of Vienna, the Ottomans ceased their westward expansion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.6
Cluster Name: Balance of Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.III.C
Standard Description: Louis XIV’s nearly continuous wars, pursuing both dynastic and state interests, provoked a coalition of European powers opposing him.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.7
Cluster Name: Absolutist Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I.A
Standard Description: Absolute monarchies limited the nobility’s participation in governance but preserved the aristocracy’s social position and legal privileges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.7
Cluster Name: Absolutist Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I.B
Standard Description: Louis XIV and his finance minister, Jean-Baptiste Colbert, extended the administrative, financial, military, and religious control of the central state over the French population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.7
Cluster Name: Absolutist Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I.E
Standard Description: Peter the Great “westernized” the Russian state and society, transforming political, religious, and cultural institutions; Catherine the Great continued this process.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.I
Standard Description: The new concept of the sovereign state and secular systems of law played a central role in the creation of new political institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III
Standard Description: The competition for power between monarchs and corporate and minority language groups produced different distributions of governmental authority in European states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III.B
Standard Description: Monarchies seeking enhanced power faced challenges from nobles who wished to retain traditional forms of shared governance and regional autonomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.5.III.C
Standard Description: Within states, minority local and regional identities based on language and culture led to resistance against the dominant national group.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I
Standard Description: In much of Europe, absolute monarchy was established over the course of the 17th and 18th centuries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.II
Standard Description: Challenges to absolutism resulted in alternative political systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.I
Standard Description: Early modern Europe developed a market economy that provided the foundation for its global role.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 3
Unit Name: Absolutism and Constitutionalism c. 1648 - c. 1815
Cluster ID: AP EUH Topic 3.8
Cluster Name: Comparison in the Age of Absolutism and Constitutionalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.II
Standard Description: The European-dominated worldwide economic network contributed to the agricultural, industrial, and consumer revolutions in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV
Standard Description: New ideas in science based on observation, experimentation, and mathematics challenged classical views of the cosmos, nature, and the human body, although existing traditions of knowledge and the universe continued.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I
Standard Description: Enlightenment thought, which focused on concepts such as empiricism, skepticism, human reason, rationalism, and classical sources of knowledge, challenged the prevailing patterns of thought with respect to social order, institutions of government, and the role of faith.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.II
Standard Description: New public venues and print media popularized Enlightenment ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.III
Standard Description: New political and economic theories challenged absolutism and mercantilism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.IV
Standard Description: During the Enlightenment, the rational analysis of religious practices led to natural religion and the demand for religious toleration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.1
Cluster Name: Contextualizing the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.III
Standard Description: By the 18th century, family and private life reflected new demographic patterns and the effects of the commercial revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.2
Cluster Name: The Scientific Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV.A
Standard Description: New ideas and methods in astronomy led individuals, including Copernicus, Galileo, and Newton, to question the authority of the ancients and traditional knowledge, and to develop a heliocentric view of the cosmos.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.2
Cluster Name: The Scientific Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV.B
Standard Description: Anatomical and medical discoveries by physicians, including William Harvey, presented the body as an integrated system, challenging the traditional humoral theory of the body and of disease espoused by Galen.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.2
Cluster Name: The Scientific Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV.C
Standard Description: Francis Bacon and René Descartes defined inductive and deductive reasoning and promoted experimentation and the use of mathematics, which would ultimately shape the scientific method.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.2
Cluster Name: The Scientific Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV.D
Standard Description: Alchemy and astrology continued to appeal to elites and some natural philosophers, in part because they shared with the new science the notion of a predictable and knowable universe. At the same time, many people continued to believe that the cosmos was governed by spiritual forces.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I
Standard Description: Enlightenment thought, which focused on concepts such as empiricism, skepticism, human reason, rationalism, and classical sources of knowledge, challenged the prevailing patterns of thought with respect to social order, institutions of government, and the role of faith.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I.A
Standard Description: Intellectuals, including Voltaire and Diderot, began to apply the principles of the Scientific Revolution to society and human institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I.B
Standard Description: Locke and Rousseau developed new political models based on the concept of natural rights and the social contract.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I.C
Standard Description: Despite the principles of equality espoused by the Enlightenment and the French Revolution, intellectuals such as Rousseau offered controversial arguments for the exclusion of women from political life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.II.A
Standard Description: A variety of institutions, including salons, explored and disseminated Enlightenment culture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.III.A
Standard Description: Political theories, including John Locke’s, conceived of society as composed of individuals driven by self-interest and argued that the state originated in the consent of the governed (i.e., a social contract) rather than in divine right or tradition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.III.B
Standard Description: Mercantilist theory and practice were challenged by new economic ideas, including Adam Smith’s, which espoused free trade and a free market.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.IV.A
Standard Description: Intellectuals, including Voltaire and Diderot, developed new philosophies of deism, skepticism, and atheism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.3
Cluster Name: The Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.IV.B
Standard Description: Religion was viewed increasingly as a matter of private rather than public concern.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.I.A
Standard Description: By the middle of the 18th century, higher agricultural productivity and improved transportation increased the food supply, allowing populations to grow and reducing the number of demographic crises (a process known as the Agricultural Revolution).

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.I.B
Standard Description: In the 18th century, plague disappeared as a major epidemic disease, and inoculation reduced smallpox mortality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.III.A
Standard Description: Although the rate of illegitimate births increased in the 18th century, population growth was limited by the European marriage pattern, and in some areas by various birth control methods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.III.B
Standard Description: As infant and child mortality decreased, and commercial wealth increased, families dedicated more space and resources to children and child-rearing, as well as private life and comfort.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.IV.A
Standard Description: The Agricultural Revolution produced more food using fewer workers; as a result, people migrated from rural areas to the cities in search of work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.IV.B
Standard Description: The growth of cities eroded traditional communal values, and city governments strained to provide protection and a healthy environment.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.4
Cluster Name: 18th-Century Society and Demographics
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.IV.C
Standard Description: The concentration of the poor in cities led to a greater awareness of poverty, crime, and prostitution as social problems, and prompted increased efforts to police marginal groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.5
Cluster Name: 18th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.II.B
Standard Description: Despite censorship, increasingly numerous and varied printed materials served a growing literate public and led to the development of public opinion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.5
Cluster Name: 18th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.II.C
Standard Description: Natural sciences, literature, and popular culture increasingly exposed Europeans to representations of peoples outside Europe and, on occasion, challenges to accepted social norms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.5
Cluster Name: 18th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.V.A
Standard Description: Until about 1750, Baroque art and music promoted religious feeling and was employed by monarchs to illustrate state power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.5
Cluster Name: 18th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.V.B
Standard Description: 18th-century art and literature increasingly reflected the outlook and values of commercial and bourgeois society. Neoclassicism expressed new Enlightenment ideals of citizenship and political participation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.5
Cluster Name: 18th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.II
Standard Description: The consumer revolution of the 18th century was shaped by a new concern for privacy, encouraged the purchase of new goods for homes, and created new venues for leisure activities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.6
Cluster Name: Enlightened and Other Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.I.C
Standard Description: In the 18th century, a number of states in eastern and central Europe experimented with enlightened absolutism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.6
Cluster Name: Enlightened and Other Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.III.A
Standard Description: As a result of the Holy Roman Empire’s limitation of sovereignty in the Peace of Westphalia, Prussia rose to power, and the Habsburgs, centered in Austria, shifted their empire eastward.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.6
Cluster Name: Enlightened and Other Approaches to Power
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.IV.C
Standard Description: By 1800, most governments in western and central Europe had extended toleration to Christian minorities and, in some states, civil equality to Jews.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-1.1.IV
Standard Description: New ideas in science based on observation, experimentation, and mathematics challenged classical views of the cosmos, nature, and the human body, although existing traditions of knowledge and the universe continued.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.I
Standard Description: Enlightenment thought, which focused on concepts such as empiricism, skepticism, human reason, rationalism, and classical sources of knowledge, challenged the prevailing patterns of thought with respect to social order, institutions of government, and the role of faith.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.II
Standard Description: New public venues and print media popularized Enlightenment ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.III
Standard Description: New political and economic theories challenged absolutism and mercantilism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.IV
Standard Description: During the Enlightenment, the rational analysis of religious practices led to natural religion and the demand for religious toleration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 4
Unit Name: Scientific, Philosophical, and Political Developments c. 1648 - c. 1815
Cluster ID: AP EUH Topic 4.7
Cluster Name: Causation in the Age of the Scientific Revolution and the Enlightenment
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.4.III
Standard Description: By the 18th century, family and private life reflected new demographic patterns and the effects of the commercial revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.1
Cluster Name: Contextualizing 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV
Standard Description: The French Revolution posed a fundamental challenge to Europe’s existing political and social order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.1
Cluster Name: Contextualizing 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V
Standard Description: Claiming to defend the ideals of the French Revolution, Napoleon Bonaparte imposed French control over much of the European continent, which eventually provoked a nationalistic reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.1
Cluster Name: Contextualizing 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.III
Standard Description: Commercial rivalries influenced diplomacy and warfare among European states in the early modern era.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.1
Cluster Name: Contextualizing 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI
Standard Description: While Enlightenment values dominated the world of European ideas and culture, they were challenged by the revival of public expression of emotions and feeling.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.1
Cluster Name: Contextualizing 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.D
Standard Description: Revolution, war, and rebellion demonstrated the emotional power of mass politics and nationalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.2
Cluster Name: The Rise of Global Markets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.III
Standard Description: Commercial rivalries influenced diplomacy and warfare among European states in the early modern era.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.2
Cluster Name: The Rise of Global Markets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.III.A
Standard Description: European sea powers vied for Atlantic influence throughout the 18th century

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.2
Cluster Name: The Rise of Global Markets
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.III.B
Standard Description: Portuguese, Dutch, French, and British rivalries in Asia culminated in British domination in India and Dutch control of the East Indies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.3
Cluster Name: Britain’s Ascendency
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.III.D
Standard Description: Rivalry between Britain and France resulted in world wars fought both in Europe and in the colonies, with Britain supplanting France as the greatest European power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.4
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.A
Standard Description: The French Revolution resulted from a combination of long-term social and political causes, as well as Enlightenment ideas, exacerbated by short-term fiscal and economic crises.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.4
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.B
Standard Description: The first, or liberal, phase of the French Revolution established a constitutional monarchy, increased popular participation, nationalized the Catholic Church, and abolished hereditary privileges.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.4
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.C
Standard Description: After the execution of Louis XVI, the radical Jacobin republic led by Robespierre responded to opposition at home and war abroad by instituting the Reign of Terror, fixing prices and wages, and pursuing a policy of de-Christianization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.4
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.D
Standard Description: Revolutionary armies, raised by mass conscription, sought to bring the changes initiated in France to the rest of Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.4
Cluster Name: The French Revolution
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.E
Standard Description: Women enthusiastically participated in the early phases of the revolution; however, while there were brief improvements in the legal status of women, citizenship in the republic was soon restricted to men.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.5
Cluster Name: The French Revolution’s Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.F
Standard Description: Revolutionary ideals inspired a slave revolt led by Toussaint L’Ouverture in the French colony of Saint-Domingue, which became the independent nation of Haiti in 1804.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.5
Cluster Name: The French Revolution’s Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV.G
Standard Description: While many were inspired by the revolution’s emphasis on equality and human rights, others condemned its violence and disregard for traditional authority.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.6
Cluster Name: Napoleon’s Rise, Dominance, and Defeat
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V.A
Standard Description: As first consul and emperor, Napoleon undertook a number of enduring domestic reforms while often curtailing some rights and manipulating popular impulses behind a façade of representative institutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.6
Cluster Name: Napoleon’s Rise, Dominance, and Defeat
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V.B
Standard Description: Napoleon’s new military tactics allowed him to exert direct or indirect control over much of the European continent, spreading the ideals of the French Revolution across Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.6
Cluster Name: Napoleon’s Rise, Dominance, and Defeat
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V.C
Standard Description: Napoleon’s expanding empire created nationalist responses throughout Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.7
Cluster Name: The Congress of Vienna
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V.D
Standard Description: After the defeat of Napoleon by a coalition of European powers, the Congress of Vienna (1814–1815) attempted to restore the balance of power in Europe and contain the danger of revolutionary or nationalistic upheavals in the future.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.8
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.A
Standard Description: Rousseau questioned the exclusive reliance on reason and emphasized the role of emotions in the moral improvement of self and society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.8
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.B
Standard Description: Romanticism emerged as a challenge to Enlightenment rationality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.8
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.C
Standard Description: Consistent with the Romantic Movement, religious revival occurred in Europe and included notable movements such as Methodism, founded by John Wesley.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.8
Cluster Name: Romanticism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.D
Standard Description: Revolution, war, and rebellion demonstrated the emotional power of mass politics and nationalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.9
Cluster Name: Continuity and Change in 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.IV
Standard Description: The French Revolution posed a fundamental challenge to Europe’s existing political and social order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.9
Cluster Name: Continuity and Change in 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.1.V
Standard Description: Claiming to defend the ideals of the French Revolution, Napoleon Bonaparte imposed French control over much of the European continent, which eventually provoked a nationalistic reaction.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.9
Cluster Name: Continuity and Change in 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.2.III
Standard Description: Commercial rivalries influenced diplomacy and warfare among European states in the early modern era.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.9
Cluster Name: Continuity and Change in 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI
Standard Description: While Enlightenment values dominated the world of European ideas and culture, they were challenged by the revival of public expression of emotions and feeling.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 5
Unit Name: Conflict, Crisis, and Reaction in the Late 18th Century c. 1648 - c. 1815
Cluster ID: AP EUH Topic 5.9
Cluster Name: Continuity and Change in 18th-Century States
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-2.3.VI.D
Standard Description: Revolution, war, and rebellion demonstrated the emotional power of mass politics and nationalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I
Standard Description: Great Britain established its industrial dominance through the mechanization of textile production, iron and steel production, and new transportation systems in conjunction with uniquely favorable political and social climates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.II
Standard Description: Following the British example, industrialization took root in continental Europe, sometimes with state sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.I
Standard Description: Industrialization promoted the development of new classes in the industrial regions of Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.II
Standard Description: Europe experienced rapid population growth and urbanization, leading to social dislocations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III
Standard Description: Over time, the Industrial Revolution altered the family structure and relations for bourgeois and working-class families.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I
Standard Description: Ideologies developed and took root throughout society as a response to industrial and political revolutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.1
Cluster Name: Contextualizing Industrialization and Its Origins and Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.II
Standard Description: Governments, at times based on the pressure of political or social organizations, responded to problems created or exacerbated by industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I
Standard Description: Great Britain established its industrial dominance through the mechanization of textile production, iron and steel production, and new transportation systems in conjunction with uniquely favorable political and social climates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.II
Standard Description: Following the British example, industrialization took root in continental Europe, sometimes with state sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.I
Standard Description: Industrialization promoted the development of new classes in the industrial regions of Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.II
Standard Description: Europe experienced rapid population growth and urbanization, leading to social dislocations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III
Standard Description: Over time, the Industrial Revolution altered the family structure and relations for bourgeois and working-class families.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I
Standard Description: Ideologies developed and took root throughout society as a response to industrial and political revolutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.10
Cluster Name: Causation in the Age of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.II
Standard Description: Governments, at times based on the pressure of political or social organizations, responded to problems created or exacerbated by industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I
Standard Description: Great Britain established its industrial dominance through the mechanization of textile production, iron and steel production, and new transportation systems in conjunction with uniquely favorable political and social climates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I.A
Standard Description: Britain’s ready supplies of coal, iron ore, and other essential raw materials promoted industrial growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I.B
Standard Description: Economic institutions and human capital such as engineers, inventors, and capitalists helped Britain lead the process of industrialization, largely through private initiative.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.I.C
Standard Description: Britain’s parliamentary government promoted commercial and industrial interests because those interests were represented in Parliament.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.II.A
Standard Description: France moved toward industrialization at a more gradual pace than Great Britain, with government support and with less dislocation of traditional methods of production.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.II.C
Standard Description: A combination of factors, including geography, lack of resources, the dominance of traditional landed elites, the persistence of serfdom in some areas, and inadequate government sponsorship, accounted for eastern and southern Europe’s lag in industrial development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.2
Cluster Name: The Spread of Industry Throughout Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.V
Standard Description: Because of the continued existence of more primitive agricultural practices and land-owning patterns, some areas of Europe lagged in industrialization while facing famine, debt, and land shortages.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.III.A
Standard Description: Mechanization and the factory system became the predominant modes of production by 1914.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.III.B
Standard Description: New technologies and means of communication and transportation—including railroads— resulted in more fully integrated national economies, a higher level of urbanization, and a truly global economic network.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.1.III.C
Standard Description: Volatile business cycles in the last quarter of the 19th century led corporations and governments to try to manage the market through a variety of methods, including monopolies, banking practices, and tariffs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.II.A
Standard Description: Along with better harvests caused in part by the commercialization of agriculture, industrialization promoted population growth, longer life expectancy, and lowered infant mortality.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.IV.A
Standard Description: Industrialization and mass marketing increased both the production and demand for a new range of consumer goods — including clothing, processed foods, and labor-saving devices—and created more leisure opportunities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.IV.B
Standard Description: New, efficient methods of transportation and other innovations created new industries, improved the distribution of goods, increased consumerism, and enhanced quality of life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.3
Cluster Name: Second Wave Industrialization and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.IV.C
Standard Description: Industrialization in Prussia allowed that state to become the leader of a unified Germany, which subsequently underwent rapid industrialization under government sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.I.A
Standard Description: In industrialized areas of Europe (i.e., western and northern Europe), socioeconomic changes created divisions of labor that led to the development of self-conscious classes, including the proletariat and the bourgeoisie.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.I.B
Standard Description: In some of the less industrialized areas of Europe, the dominance of agricultural elites continued into the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.I.C
Standard Description: Class identity developed and was reinforced through participation in philanthropic, political, and social associations among the middle classes, and in mutual aid societies and trade unions among the working classes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.II.B
Standard Description: With migration from rural to urban areas in industrialized regions, cities experienced overcrowding, while affected rural areas suffered declines in available labor as well as weakened communities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III.A
Standard Description: Bourgeois families became focused on the nuclear family and the cult of domesticity, with distinct gender roles for men and women.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III.B
Standard Description: By the end of the century, higher wages, laws restricting the labor of children and women, social welfare programs, improved diet, and increased access to birth control affected the quality of life for the working class.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III.C
Standard Description: Economic motivations for marriage, while still important for all classes, diminished as the middle-class notion of companionate marriage began to be adopted by the working classes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.4
Cluster Name: Social Effects of Industrialization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.2.III.D
Standard Description: Leisure time centered increasingly on the family or small groups, concurrent with the development of activities and spaces to use that time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.5
Cluster Name: The Concert of Europe and European Conservatism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.C
Standard Description: Conservatives developed a new ideology in support of traditional political and religious authorities, which was based on the idea that human nature was not perfectible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.5
Cluster Name: The Concert of Europe and European Conservatism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.I.A
Standard Description: Metternich, architect of the Concert of Europe, used it to suppress nationalist and liberal revolutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.5
Cluster Name: The Concert of Europe and European Conservatism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.I.B
Standard Description: Conservatives reestablished control in many European states and attempted to suppress movements for change and, in some areas, to strengthen adherence to religious authorities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.6
Cluster Name: Reactions and Revolutions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.I.C
Standard Description: In the first half of the 19th century, revolutionaries attempted to destroy the status quo.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.6
Cluster Name: Reactions and Revolutions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.I.D
Standard Description: The revolutions of 1848, triggered by economic hardship and discontent with the political status quo, challenged conservative politicians and governments and led to the breakdown of the Concert of Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.6
Cluster Name: Reactions and Revolutions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II.D
Standard Description: In Russia, autocratic leaders pushed through a program of reform and modernization, including the emancipation of the serfs, which gave rise to revolutionary movements and eventually the Russian Revolution of 1905.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.7
Cluster Name: Ideologies of Change and Reform Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.A
Standard Description: Liberals emphasized popular sovereignty, individual rights, and enlightened self-interest but debated the extent to which all groups in society should actively participate in its governance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.7
Cluster Name: Ideologies of Change and Reform Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.B
Standard Description: Radicals in Britain and republicans on the continent demanded universal male suffrage and full citizenship without regard to wealth and property ownership; some argued that such rights should be extended to women.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.7
Cluster Name: Ideologies of Change and Reform Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.D
Standard Description: Socialists called for the redistribution of society’s resources and wealth and evolved from a utopian to a Marxist scientific critique of capitalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.7
Cluster Name: Ideologies of Change and Reform Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.E
Standard Description: Anarchists asserted that all forms of governmental authority were unnecessary and should be overthrown and replaced with a society based on voluntary cooperation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.7
Cluster Name: Ideologies of Change and Reform Movements
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II.C
Standard Description: Marx’s scientific socialism provided a systematic critique of capitalism and a deterministic analysis of society and historical evolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.8
Cluster Name: 19th-Century Social Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.III
Standard Description: Political movements and social organizations responded to problems of industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.8
Cluster Name: 19th-Century Social Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.III.B
Standard Description: Workers established labor unions and movements promoting social and economic reforms that also developed into political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.8
Cluster Name: 19th-Century Social Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.III.C
Standard Description: Feminists pressed for legal, economic, and political rights for women as well as improved working conditions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.8
Cluster Name: 19th-Century Social Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.III.D
Standard Description: Various nongovernmental reform movements, many of them religious, assisted the poor and worked to end serfdom and slavery

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.9
Cluster Name: Institutional Responses and Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.II.A
Standard Description: Liberalism shifted from laissez-faire to interventionist economic and social policies in response to the challenges of industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.9
Cluster Name: Institutional Responses and Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.II.B
Standard Description: Reforms transformed unhealthy and overcrowded cities by modernizing infrastructure, regulating public health, reforming prisons, and establishing modern police forces. The reforms were enacted by governments motivated by such forces as public opinion, prominent individuals, and charity organizations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 6
Unit Name: Industrialization and Its Effects c. 1815 - c. 1914
Cluster ID: AP EUH Topic 6.9
Cluster Name: Institutional Responses and Reform
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.II.C
Standard Description: Reformers promoted compulsory public education to advance the goals of public order, nationalism, and economic growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.1
Cluster Name: Contextualizing 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II
Standard Description: The breakdown of the Concert of Europe opened the door for movements of national unification in Italy and Germany as well as liberal reforms elsewhere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.1
Cluster Name: Contextualizing 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III
Standard Description: The unification of Italy and Germany transformed the European balance of power and led to efforts to construct a new diplomatic order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.1
Cluster Name: Contextualizing 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.II
Standard Description: Industrial and technological developments (e.g., the second industrial revolution) facilitated European control of global empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.1
Cluster Name: Contextualizing 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II
Standard Description: Following the revolutions of 1848, Europe turned toward a realist and materialist worldview.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.2
Cluster Name: Nationalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.F
Standard Description: Nationalists encouraged loyalty to the nation in a variety of ways, including romantic idealism, liberal reform, political unification, racialism with a concomitant anti-Semitism, and chauvinism justifying national aggrandizement.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.2
Cluster Name: Nationalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.3.I.G
Standard Description: While during the 19th century western European Jews became more socially and politically acculturated, Zionism, a form of Jewish nationalism, developed late in the century as a response to growing anti-Semitism throughout Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.2
Cluster Name: Nationalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II.B
Standard Description: A new generation of conservative leaders, including Napoleon III, Cavour, and Bismarck, used popular nationalism to create or strengthen the state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.2
Cluster Name: Nationalism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II.C
Standard Description: The creation of the dual monarchy of AustriaHungary, which recognized the political power of the largest ethnic minority, was an attempt to stabilize the state by reconfiguring national unity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II.A
Standard Description: The Crimean War demonstrated the weakness of the Ottoman Empire and contributed to the breakdown of the Concert of Europe, thereby creating the conditions in which Italy and Germany could be unified after centuries of fragmentation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III.A
Standard Description: Cavour’s diplomatic strategies, combined with the popular Garibaldi’s military campaigns, led to the unification of Italy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III.B
Standard Description: Bismarck used Realpolitik, employing diplomacy, industrialized warfare, weaponry, and the manipulation of democratic mechanisms to unify Germany.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III.C
Standard Description: After 1871, Bismarck attempted to maintain the balance of power through a complex system of alliances directed at isolating France.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III.D
Standard Description: Bismarck’s dismissal in 1890 eventually led to a system of mutually antagonistic alliances and heightened international tensions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.3
Cluster Name: National Unification and Diplomatic Tensions
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III.E
Standard Description: Nationalist tensions in the Balkans drew the Great Powers into a series of crises, leading up to World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.4
Cluster Name: Darwinism, Social Darwinism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II.B
Standard Description: Charles Darwin provided a scientific and material account of biological change and the development of human beings as a species, and inadvertently, a justification for racialist theories that became known as Social Darwinism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.5
Cluster Name: The Age of Progress and Modernity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II.A
Standard Description: Positivism, or the philosophy that science alone provides knowledge, emphasized the rational and scientific analysis of nature and human affairs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.5
Cluster Name: The Age of Progress and Modernity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.III.A
Standard Description: Philosophy largely moved from rational interpretations of nature and human society to an emphasis on irrationality and impulse, a view that contributed to the belief that conflict and struggle led to progress.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.5
Cluster Name: The Age of Progress and Modernity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.III.B
Standard Description: Freudian psychology offered a new account of human nature that emphasized the role of the irrational and the struggle between the conscious and subconscious.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.5
Cluster Name: The Age of Progress and Modernity
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.III.C
Standard Description: Developments in the natural sciences, such as quantum mechanics and Einstein’s theory of relativity, undermined the primacy of Newtonian physics as an objective description of nature

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.I.A
Standard Description: European national rivalries and strategic concerns fostered imperial expansion and competition for colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.I.B
Standard Description: The search for raw materials and markets for manufactured goods, as well as strategic and nationalistic considerations, drove Europeans to colonize Africa and Asia, even as European colonies in the Americas broke free politically, if not economically.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.I.C
Standard Description: European imperialists justified overseas expansion and rule by claiming cultural and racial superiority.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.II.A
Standard Description: The development of advanced weaponry ensured the military advantage of Europeans over colonized areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.II.B
Standard Description: Communication and transportation technologies facilitated the creation and expansion of European empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.6
Cluster Name: New Imperialism: Motivations and Methods
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.II.C
Standard Description: Advances in medicine enabled European survival in Africa and Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.7
Cluster Name: Imperialism’s Global Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.III.A
Standard Description: Imperialism created diplomatic tensions among European states that strained alliance systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.7
Cluster Name: Imperialism’s Global Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.III.B
Standard Description: Imperial encounters with non-European peoples influenced the styles and subject matter of artists and writers and provoked debate over the acquisition of colonies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.7
Cluster Name: Imperialism’s Global Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.III.C
Standard Description: Especially as non-Europeans became educated in Western values, they challenged European imperialism through nationalist movements and by modernizing local economies and societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.8
Cluster Name: 19th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.I
Standard Description: Romanticism broke with Neoclassical forms of artistic representation and with rationalism, placing more emphasis on intuition and emotion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.8
Cluster Name: 19th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.I.A
Standard Description: Romantic artists and composers broke from classical artistic forms to emphasize emotion, nature, individuality, intuition, the supernatural, and national histories in their works.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.8
Cluster Name: 19th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.I.B
Standard Description: Romantic writers expressed similar themes while responding to the Industrial Revolution and to various political revolutions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.8
Cluster Name: 19th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II.D
Standard Description: Realist and materialist themes and attitudes influenced art and literature as painters and writers depicted the lives of ordinary people and drew attention to social problems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.8
Cluster Name: 19th-Century Culture and Arts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.III.D
Standard Description: Modern art, including Impressionism, Post-Impressionism, and Cubism, moved beyond the representational to the subjective, abstract, and expressive and often provoked audiences that believed that art should reflect shared and idealized values, including beauty and patriotism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.9
Cluster Name: Causation in 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.II
Standard Description: The breakdown of the Concert of Europe opened the door for movements of national unification in Italy and Germany as well as liberal reforms elsewhere.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.9
Cluster Name: Causation in 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.4.III
Standard Description: The unification of Italy and Germany transformed the European balance of power and led to efforts to construct a new diplomatic order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.9
Cluster Name: Causation in 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.5.II
Standard Description: Industrial and technological developments (e.g., the second industrial revolution) facilitated European control of global empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 7
Unit Name: 19th-Century Perspectives and Political Developments c. 1815 - c. 1914
Cluster ID: AP EUH Topic 7.9
Cluster Name: Causation in 19th-Century Perspectives and Political Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-3.6.II
Standard Description: Following the revolutions of 1848, Europe turned toward a realist and materialist worldview.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I
Standard Description: World War I, caused by a complex interaction of long- and short-term factors, resulted in immense losses and disruptions for both victors and vanquished.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.II
Standard Description: The conflicting goals of the peace negotiators in Paris pitted diplomatic idealism against the desire to punish Germany, producing a settlement that satisfied few.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III
Standard Description: In the interwar period, fascism, extreme nationalism, racist ideologies, and the failure of appeasement resulted in the catastrophe of World War II, presenting a grave challenge to European civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2
Standard Description: The stresses of economic collapse and total war engendered internal conflicts within European states and created conflicting conceptions of the relationship between the individual and the state, as demonstrated in the ideological battle between and among democracy, communism, and fascism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.II
Standard Description: Science and technology yielded impressive material benefits but also caused immense destruction and posed challenges to objective knowledge.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.1
Cluster Name: Contextualizing 20th-Century Global Conflicts
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I
Standard Description: The 20th century was characterized by large-scale suffering brought on by warfare and genocide, but also by tremendous improvements in the standard of living.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.10
Cluster Name: 20th-Century Cultural, Intellectual, and Artistic Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.I.A
Standard Description: When World War I began, Europeans were generally confident in the ability of science and technology to address human needs and problems despite the uncertainty created by the new scientific theories and psychology.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.10
Cluster Name: 20th-Century Cultural, Intellectual, and Artistic Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.I.i
Standard Description: The widely held belief in progress characteristic of much of 19th-century thought began to break down before World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.10
Cluster Name: 20th-Century Cultural, Intellectual, and Artistic Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.II.A
Standard Description: The challenge to the certainties of the Newtonian universe in physics opened the door to uncertainty in other fields by undermining faith in objective knowledge while also providing the knowledge necessary for the development of nuclear weapons and power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.10
Cluster Name: 20th-Century Cultural, Intellectual, and Artistic Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I.A
Standard Description: World War I created a “lost generation” and fostered disillusionment and cynicism, while it transformed the lives of women, and democratized societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.10
Cluster Name: 20th-Century Cultural, Intellectual, and Artistic Developments
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.II.A
Standard Description: During the world wars, women became increasingly involved in military and political mobilization, as well as in economic production.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I
Standard Description: World War I, caused by a complex interaction of long- and short-term factors, resulted in immense losses and disruptions for both victors and vanquished.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.II
Standard Description: The conflicting goals of the peace negotiators in Paris pitted diplomatic idealism against the desire to punish Germany, producing a settlement that satisfied few.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III
Standard Description: In the interwar period, fascism, extreme nationalism, racist ideologies, and the failure of appeasement resulted in the catastrophe of World War II, presenting a grave challenge to European civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2
Standard Description: The stresses of economic collapse and total war engendered internal conflicts within European states and created conflicting conceptions of the relationship between the individual and the state, as demonstrated in the ideological battle between and among democracy, communism, and fascism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.II
Standard Description: Science and technology yielded impressive material benefits but also caused immense destruction and posed challenges to objective knowledge.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.11
Cluster Name: Continuity and Changes in an Age of Global Conflict
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I
Standard Description: The 20th century was characterized by large-scale suffering brought on by warfare and genocide, but also by tremendous improvements in the standard of living.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.2
Cluster Name: World War I
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I.A
Standard Description: A variety of factors—including nationalism, military plans, the alliance system, and imperial competition—turned a regional dispute in the Balkans into World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.2
Cluster Name: World War I
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I.B
Standard Description: New technologies confounded traditional military strategies and led to trench warfare and massive troop losses.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.2
Cluster Name: World War I
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I.C
Standard Description: The effects of military stalemate, national mobilization, and total war led to protest and insurrection in the belligerent nations and eventually to revolutions that changed the international balance of power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.2
Cluster Name: World War I
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I.D
Standard Description: The war in Europe quickly spread to non-European theaters, transforming the war into a global conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.2
Cluster Name: World War I
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.I.E
Standard Description: The relationship of Europe to the world shifted significantly with the globalization of the conflict, the emergence of the United States as a world power, and the overthrow of European empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.3
Cluster Name: The Russian Revolution and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.A
Standard Description: In Russia, World War I exacerbated long-term problems of political stagnation, social inequality, incomplete industrialization, and food and land distribution, all while creating support for revolutionary change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.3
Cluster Name: The Russian Revolution and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.B
Standard Description: Military and worker insurrections, aided by the revived Soviets, undermined the Provisional Government and set the stage for Lenin’s long-planned Bolshevik Revolution and establishment of a communist state.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.3
Cluster Name: The Russian Revolution and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.C
Standard Description: The Bolshevik takeover prompted a protracted civil war between communist forces and their opponents, who were aided by foreign powers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.3
Cluster Name: The Russian Revolution and Its Effects
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.D.i
Standard Description: In order to improve economic performance, Lenin compromised communist principles and employed some free-market principles under the New Economic Policy

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.4
Cluster Name: Versailles Conference and Peace Settlement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.II.A
Standard Description: Wilsonian idealism clashed with postwar realities in both the victorious and the defeated states. Democratic successor states emerged from former empires and eventually succumbed to significant political, economic, and diplomatic crises.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.4
Cluster Name: Versailles Conference and Peace Settlement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.II.B
Standard Description: The League of Nations, created to prevent future wars, was weakened from the outset by the nonparticipation of major powers, including the U.S., Germany, and the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.4
Cluster Name: Versailles Conference and Peace Settlement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.II.C
Standard Description: The Versailles settlement, particularly its provisions on the assignment of guilt and reparations for the war, hindered the German Weimar Republic’s ability to establish a stable and legitimate political and economic system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.4
Cluster Name: Versailles Conference and Peace Settlement
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.VI.B
Standard Description: The League of Nations distributed former German and Ottoman possessions to France and Great Britain through the mandate system, thereby altering the imperial balance of power and creating a strategic interest in the Middle East and its oil.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.5
Cluster Name: Global Economic Crisis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.III.A
Standard Description: World War I debt, nationalistic tariff policies, overproduction, depreciated currencies, disrupted trade patterns, and speculation created weaknesses in economies worldwide.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.5
Cluster Name: Global Economic Crisis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.III.B
Standard Description: Dependence on post-World War I American investment capital led to financial collapse when, following the 1929 stock market crash, the United States cut off capital flows to Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.5
Cluster Name: Global Economic Crisis
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.III.C
Standard Description: Despite attempts to rethink economic theories and policies and forge political alliances, Western democracies failed to overcome the Great Depression and were weakened by extremist movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.D.ii
Standard Description: After Lenin’s death, Stalin undertook a centralized program of rapid economic modernization, often with severe repercussions for the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.I.E
Standard Description: Stalin’s economic modernization of the Soviet Union came at a high price, including the liquidation of the kulaks (the land-owning peasantry) and other perceived enemies of the state, devastating famine in the Ukraine, purges of political rivals, and, ultimately, the creation of an oppressive political system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.II.A
Standard Description: Fascist dictatorships used modern technology and propaganda that rejected democratic institutions, promoted charismatic leaders, and glorified war and nationalism to attract the disillusioned.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.II.B
Standard Description: Mussolini and Hitler rose to power by exploiting postwar bitterness and economic instability, using terror, and manipulating the fledgling and unpopular democracies in their countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.II.C
Standard Description: Franco’s alliance with Italian and German fascists in the Spanish Civil War—in which the Western democracies did not intervene—represented a testing ground for World War II and resulted in authoritarian rule in Spain from 1936 to the mid-1970s.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.6
Cluster Name: Fascism and Totalitarianism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.II.D
Standard Description: After failures to establish functioning democracies, authoritarian dictatorships took power in central and eastern Europe during the interwar period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.7
Cluster Name: Europe During the Interwar Period
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III
Standard Description: In the interwar period, fascism, extreme nationalism, racist ideologies, and the failure of appeasement resulted in the catastrophe of World War II, presenting a grave challenge to European civilization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.7
Cluster Name: Europe During the Interwar Period
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III.A
Standard Description: French and British fears of another war, American isolationism, and deep distrust between Western democratic, capitalist nations and the authoritarian, communist Soviet Union allowed fascist states to rearm and expand their territory.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.8
Cluster Name: World War II
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III.B
Standard Description: Germany’s Blitzkrieg warfare in Europe, combined with Japan’s attacks in Asia and the Pacific, brought the Axis powers early victories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.8
Cluster Name: World War II
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III.C
Standard Description: American and British industrial, scientific, and technological power, cooperative military efforts under the strong leadership of individuals such as Winston Churchill, the resistance of civilians, and the all-out military commitment of the USSR contributed critically to the Allied victories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.8
Cluster Name: World War II
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.II.C
Standard Description: Military technologies made possible industrialized warfare, genocide, nuclear proliferation, and the risk of global nuclear war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.9
Cluster Name: The Holocaust
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.III.D
Standard Description: Fueled by racism and anti-Semitism, Nazi Germany—with the cooperation of some of the other Axis powers and collaborationist governments—sought to establish a “new racial order” in Europe, which culminated with the Holocaust.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 8
Unit Name: 20th-Century Global Conflicts c. 1914 - present
Cluster ID: AP EUH Topic 8.9
Cluster Name: The Holocaust
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I.B
Standard Description: World War II decimated a generation of Russian and German men; virtually destroyed European Jewry; resulted in the murder of millions in other groups targeted by the Nazis including Roma, homosexuals, people with disabilities, and others; forced large-scale migrations; and undermined prewar class hierarchies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.1
Cluster Name: Contextualizing Cold War and Contemporary Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV
Standard Description: As World War II ended, a Cold War between the liberal democratic West and the communist East began, lasting nearly half a century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.1
Cluster Name: Contextualizing Cold War and Contemporary Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2
Standard Description: The stresses of economic collapse and total war engendered internal conflicts within European states and created conflicting conceptions of the relationship between the individual and the state, as demonstrated in the ideological battle between and among democracy, communism, and fascism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.1
Cluster Name: Contextualizing Cold War and Contemporary Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.I.ii
Standard Description: The experience of war intensified a sense of anxiety that permeated many facets of thought and culture, giving way by the century’s end to a plurality of intellectual frameworks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.1
Cluster Name: Contextualizing Cold War and Contemporary Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III
Standard Description: New voices gained prominence in political, intellectual, and social discourse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.10
Cluster Name: The European Union
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.IV.A
Standard Description: As the economic alliance known as the European Coal and Steel Community, envisioned as a means to spur postwar economic recovery, developed into the European Economic Community (EEC or Common Market) and the European Union (EU), Europe experienced increasing economic and political integration and efforts to establish a shared European identity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.10
Cluster Name: The European Union
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.IV.B
Standard Description: EU member nations continue to balance questions of national sovereignty with the responsibilities of membership in an economic and political union.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.11
Cluster Name: Migration and Immigration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.III.C
Standard Description: Increased immigration into Europe altered Europe’s religious makeup, causing debate and conflict over the role of religion in social and political life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.11
Cluster Name: Migration and Immigration
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III.D
Standard Description: Because of the economic growth of the 1950s and 1960s, migrant workers from southern Europe, Asia, and Africa immigrated to western and central Europe; however, after the economic downturn of the 1970s, these workers and their families often became targets of anti-immigrant agitation and extreme nationalist political parties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.12
Cluster Name: Technology
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.II.B
Standard Description: Medical theories and technologies extended life but posed social and moral questions that eluded consensus and crossed religious, political, and philosophical perspectives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.13
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.IV.C
Standard Description: Increased imports of U.S. technology and popular culture after World War II generated both enthusiasm and criticism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.13
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I.D
Standard Description: New communication and transportation technologies multiplied the connections across space and time, transforming daily life and contributing to the proliferation of ideas and to globalization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.13
Cluster Name: Globalization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III.A
Standard Description: Green parties in Western and Central Europe challenged consumerism, urged sustainable development, and, by the late 20th century, cautioned against globalization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.I.B
Standard Description: The effects of world war and economic depression undermined this confidence in science and human reason, giving impetus to existentialism and producing postmodernism in the post-1945 period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.III.A
Standard Description: The challenges of totalitarianism and communism in central and eastern Europe brought mixed responses from the Christian churches.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.III.B
Standard Description: Reform in the Catholic Church found expression in the Second Vatican Council, which redefined the church’s doctrine and practices and started to redefine its relations with other religious communities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.IV.A
Standard Description: New movements in the visual arts, architecture, and music radically shifted existing aesthetic standards, explored subconscious and subjective states, and satirized Western society and its values.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.IV.B
Standard Description: Throughout the century, a number of writers challenged traditional literary conventions, questioned Western values, and addressed controversial social and political issues.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.I.C
Standard Description: Mass production, new food technologies, and industrial efficiency increased disposable income and created a consumer culture in which greater domestic comforts such as electricity, indoor plumbing, plastics, and synthetic fibers became available.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.II.C
Standard Description: With economic recovery after World War II, the birth rate increased dramatically (the baby boom), often promoted by government policies

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III.B
Standard Description: Various movements, including women’s movements, political and social movements, gay and lesbian movements, and others, worked for expanded civil rights, in some cases obtaining the goals they sought, and in others facing strong opposition.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.14
Cluster Name: 20th- and 21st-Century Culture, Arts, and Demographic Trends
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III.C
Standard Description: Intellectuals and youth reacted against perceived bourgeois materialism and decadence, most significantly with the revolts of 1968.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.15
Cluster Name: Continuity and Change in the 20th and 21st Centuries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV
Standard Description: As World War II ended, a Cold War between the liberal democratic West and the communist East began, lasting nearly half a century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.15
Cluster Name: Continuity and Change in the 20th and 21st Centuries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.V
Standard Description: Nationalist and separatist movements, along with ethnic conflict and ethnic cleansing, periodically disrupted the post-World War II peace.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.15
Cluster Name: Continuity and Change in the 20th and 21st Centuries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2
Standard Description: The stresses of economic collapse and total war engendered internal conflicts within European states and created conflicting conceptions of the relationship between the individual and the state, as demonstrated in the ideological battle between and among democracy, communism, and fascism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.15
Cluster Name: Continuity and Change in the 20th and 21st Centuries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.3.I.ii
Standard Description: The experience of war intensified a sense of anxiety that permeated many facets of thought and culture, giving way by the century’s end to a plurality of intellectual frameworks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.15
Cluster Name: Continuity and Change in the 20th and 21st Centuries
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.III
Standard Description: New voices gained prominence in political, intellectual, and social discourse.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.2
Cluster Name: Rebuilding Europe
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.IV.A
Standard Description: Marshall Plan funds from the United States financed an extensive reconstruction of industry and infrastructure and stimulated an extended period of growth in Western and Central Europe, often referred to as an “economic miracle,” which increased the economic and cultural importance of consumerism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.3
Cluster Name: The Cold War
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV.A
Standard Description: Despite efforts to maintain international cooperation through the newly created United Nations, deep-seated tensions between the USSR and the West led to the division of Europe, which was referred to in the West as the Iron Curtain.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.3
Cluster Name: The Cold War
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV.B
Standard Description: The Cold War played out on a global stage and involved propaganda campaigns; covert actions; limited “hot wars” in Asia, Africa, Latin America, and the Caribbean; and an arms race, with the threat of a nuclear war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.4
Cluster Name: Two Super Powers Emerge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV.C
Standard Description: The United States exerted a strong military, political, and economic influence in Western Europe, leading to the creation of world monetary and trade systems and geopolitical alliances, including NATO.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.4
Cluster Name: Two Super Powers Emerge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV.D
Standard Description: Countries east of the Iron Curtain came under the military, political, and economic domination of the Soviet Union within the Council for Mutual Economic Assistance (COMECON) and the Warsaw Pact.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.4
Cluster Name: Two Super Powers Emerge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.V.A
Standard Description: Central and Eastern European nations within the Soviet bloc followed an economic model based on central planning, extensive social welfare, and specialized production among bloc members. This brought with it the restriction of individual rights and freedoms, suppression of dissent, and constraint of emigration for the various populations within the Soviet bloc.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.4
Cluster Name: Two Super Powers Emerge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.V.B
Standard Description: After 1956, Soviet leader Nikita Khrushchev’s de-Stalinization policies failed to meet their economic goals within the Soviet Union; combined with reactions to existing limitations on individual rights, this prompted revolts in Eastern Europe, which ended with a reimposition of Soviet rule and repressive totalitarian regimes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.4
Cluster Name: Two Super Powers Emerge
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.V.D.i
Standard Description: The rise of new nationalisms in Central and Eastern Europe brought peaceful revolution in most countries but resulted in instability in some former Soviet republics.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.5
Cluster Name: Postwar Nationalism, Ethnic Conflict, and Atrocities
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.V.D.ii
Standard Description: New nationalisms in central and eastern Europe resulted in war and genocide in the Balkans.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.6
Cluster Name: Contemporary Western Democracies
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.IV.B
Standard Description: The expansion of cradle-to-grave social welfare programs in the aftermath of World War II, accompanied by high taxes, became a contentious domestic political issue as the budgets of European nations came under pressure in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.7
Cluster Name: The Fall of Communism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.IV.E
Standard Description: The collapse of the USSR in 1991 ended the Cold War and led to the establishment of capitalist economies throughout Eastern Europe. Germany was reunited, the Czechs and the Slovaks parted, Yugoslavia dissolved, and the European Union was enlarged through the admission of former Eastern bloc countries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.7
Cluster Name: The Fall of Communism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.2.V.C
Standard Description: Following a long period of economic stagnation, Mikhail Gorbachev’s internal reforms of perestroika and glasnost, designed to make the Soviet system more flexible, failed to stave off the collapse of the Soviet Union and the end of its hegemonic control over Eastern and Central European satellites.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.8
Cluster Name: 20th-Century Feminism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.II.B
Standard Description: In Western Europe through the efforts of feminists, and in Eastern Europe and the Soviet Union through government policy, women finally gained the vote, greater educational opportunities, and access to professional careers, even while continuing to face social inequalities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.8
Cluster Name: 20th-Century Feminism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.II.D
Standard Description: New modes of marriage, partnership, motherhood, divorce, and reproduction gave women more options in their personal lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.8
Cluster Name: 20th-Century Feminism
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.4.II.E
Standard Description: Women attained high political office and increased their representation in legislative bodies in many nations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.9
Cluster Name: Decolonization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.VI.A
Standard Description: At the end of World War I, U.S. President Woodrow Wilson’s principle of national self-determination raised expectations in the non-European world for new policies and freedoms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP European History
Unit ID: AP EUH Unit 9
Unit Name: Cold War and Contemporary Europe c. 1914 - present
Cluster ID: AP EUH Topic 9.9
Cluster Name: Decolonization
Lesson Name: *None specified*
Lesson Order: *None specified*
Standard ID: KC-4.1.VI.C
Standard Description: Despite indigenous nationalist movements, independence for many African and Asian territories was delayed until the mid- and even late 20th century by the imperial powers’ reluctance to relinquish control, threats of interference from other nations, unstable economic and political systems, and Cold War strategic alignments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 50.0
Standard ID: KC-3.1.I.D
Standard Description: The economy of Song China flourished as a result of increased productive capacity, expanding trade networks, and innovations in agriculture and manufacturing.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: KC-3.1.I.D+1
Standard Description: Explain how increased productive capacity contributed to the flourishing of the economy of Song China.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of improved irrigation systems on agricultural yields and economic growth during the Song Dynasty.
* Describe the technological innovations in agriculture during the Song Dynasty and how they enhanced productive capacity.
* Explain how the expansion of the Grand Canal contributed to increased productive capacity and economic prosperity in Song China.
* Identify the impacts of trade network expansions on the productive capacity of Song China's economy.
* Use primary source passages to explain the relationship between agricultural advancements and Song China's economic development.

Assessment Boundaries:
* Include the impact of agricultural innovations like Champa rice and technological advancements such as the expansion of the Grand Canal on increased productive capacity in Song China. Exclude detailed exploration of trade networks or manufacturing innovations.

Common Misconceptions:
* Students may assume the Song Dynasty's economic growth was linear and constant, not accounting for periods of stagnation or decline.
* Students might think increased productive capacity refers solely to agricultural output, overlooking contributions from manufacturing and trade.
* Students often misconceive that increased productive capacity only benefited the elite, without recognizing the broader social and economic impacts.
* There is a misconception that technological innovation was the only factor driving increased productive capacity, ignoring the importance of social and political stability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: KC-3.1.I.D+2
Standard Description: Explain how expanding trade networks contributed to the flourishing of the economy of Song China.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of Song China’s trade policies on its urbanization and market economy.
* Analyze the role of expanding trade networks in contributing to Song China's economic growth and prosperity.
* Assess the significance of Song China's geographical positioning and infrastructure in facilitating trade networks.
* Describe the role of foreign merchants and cross-cultural exchanges in the economic growth of Song China.
* Explain how Song China's economic innovations facilitated trade expansion and economic growth.
* Explain how the Song Dynasty managed trade relations with neighboring states and the effects on its economy.

Assessment Boundaries:
* Focus on the role of expanding trade networks in contributing to the economy of Song China, such as the development of maritime trade routes and the establishment of trade centers. Exclude detailed discussions on agricultural and manufacturing innovations or trade network expansions beyond the Song Dynasty's immediate influence.

Common Misconceptions:
* Some students may think expanding trade networks only benefited merchants, ignoring how they also impacted other sectors such as agriculture and manufacturing through increased demand and supply.
* Students could misunderstand that the Song Dynasty's trade networks were entirely self-contained within China, rather than being part of a larger, interconnected Afro-Eurasian trade system.
* Students may assume that the expansion of trade networks only involved overland routes like the Silk Roads, neglecting the significance of maritime trade networks such as those in the Indian Ocean.
* Students might believe that trade was solely a matter of exchanging goods, failing to recognize the extent to which it also facilitated the exchange of ideas, technologies, and cultures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: KC-3.1.I.D+3
Standard Description: Explain how innovations in agriculture contributed to the flourishing of the economy of Song China.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the development of water management systems, like elaborate irrigation methods, supported economic prosperity.
* Describe specific agricultural innovations during the Song Dynasty and their impact on productivity.
* Discuss the effects of improved agricultural tools and technologies on the economic growth of Song China.
* Explain how the surplus in agricultural production due to innovations affected trade and market activities in Song China.
* Explain the role of rice cultivation techniques, such as the use of Champa rice, in increasing agricultural output.

Assessment Boundaries:
* Focus on the specific innovations in agriculture during the Song China period, such as the development and spread of Champa rice, and their direct impact on economic productivity and trade. Exclude broader technological and manufacturing innovations unrelated to agriculture.

Common Misconceptions:
* Some students may not recognize that the increased agricultural productivity also had environmental consequences, such as deforestation and soil depletion, leading to long-term impacts on the Chinese landscape.
* Students may overly attribute economic success solely to agricultural innovations without considering the role of other factors like trade networks and governance systems.
* Students may think that the introduction of innovative crops like Champa rice was a singular event, rather than understanding it was part of a larger pattern of agricultural innovation that included new tools and techniques.
* Students might assume that agricultural innovations did not significantly impact social structures and urbanization, ignoring the way increased productivity supported population growth and urban expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: KC-3.1.I.D+4
Standard Description: Explain how innovations in manufacturing contributed to the flourishing of the economy of Song China.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between iron and steel production innovations and the flourishing of Song China's economy, using relevant historical evidence.
* Describe how advancements in silk weaving and porcelain manufacturing techniques contributed to economic growth and trade expansion in Song China.
* Evaluate the significance of Song China's iron and steel production, silk weaving, and porcelain manufacturing developments in the context of global trade networks of the period.
* Explain how Song China’s advancements in porcelain manufacturing reflected broader patterns of technological innovation and economic growth in the region.
* Identify key innovations in silk weaving during the Song Dynasty and explain their impact on economic prosperity.

Assessment Boundaries:
* Focus on innovations such as iron and steel production, silk weaving, and porcelain manufacturing and their impact on the economy of Song China. Exclude innovations in agriculture and unrelated technological advancements.

Common Misconceptions:
* Students may believe that the Song Dynasty's economy grew solely because of trade networks, ignoring how manufacturing innovations provided the goods that fueled this trade.
* Students may incorrectly assume that innovations in manufacturing were isolated to a few industries, failing to recognize their widespread impact across various sectors including textiles, metallurgy, and porcelain.
* Students may think that economic prosperity in Song China was only due to agricultural improvements, overlooking the critical role of manufacturing advancements.
* Students might misunderstand that these manufacturing innovations were solely domestic, not considering the international influence and demand that drove the Song Dynasty's economic strategies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: KC-3.1.III.D.i
Standard Description: Chinese cultural traditions continued, and they influenced neighboring regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: KC-3.1.III.D.i+1
Standard Description: Explain how Chinese cultural traditions were maintained.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the persistence of Chinese social hierarchy and family structures influenced by Confucian values.
* Describe how various cultural and philosophical traditions were integrated and maintained within Chinese society over time.
* Examine how Chinese cultural practices and values were preserved and continued through different historical periods.
* Explain the role of Confucianism in maintaining Chinese cultural traditions over time.
* Explain the significance of Chinese cultural practices and how they were maintained over time.
* Identify and describe the influence of Chinese literature and philosophy in maintaining cultural continuity.

Assessment Boundaries:
* Focus on how Chinese cultural traditions such as Confucianism, filial piety, and Chinese literary and scholarly traditions were maintained. Exclude in-depth analysis of the influences these traditions had on neighboring regions or the spread of Buddhism in East Asia.

Common Misconceptions:
* Many students incorrectly assume that Chinese cultural traditions were maintained in isolation, failing to understand the role of cultural exchange and adaptation with neighboring regions.
* Students may believe that Chinese cultural traditions were homogeneous and static, not recognizing the diversity and evolution within traditions such as Confucianism, Buddhism, and Daoism.
* Students often overlook the influence of political and social institutions, such as the imperial bureaucracy, in maintaining cultural traditions, assuming they relied solely on philosophical teachings.
* There is a common misconception that the maintenance of Chinese cultural traditions meant an absolute adherence to ancient practices, rather than an evolving process that integrated new ideas and responded to social changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: KC-3.1.III.D.i+2
Standard Description: Explain how Chinese cultural tradition influenced neighboring regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how East Asian societies adapted elements of Chinese culture and their effects.
* Analyze the impact of Chinese cultural elements on governance and social structures in neighboring societies.
* Compare the influence of Chinese cultural traditions on various aspects of society in Japan and Korea, including but not limited to governance systems, philosophical thought, and artistic expressions.
* Describe how neighboring regions selectively adopted and adapted elements of Chinese culture.
* Explain how Chinese cultural and political practices influenced neighboring East Asian societies.
* Explain how East Asian societies adapted and implemented philosophical principles from China in their educational systems and social structures.
* Identify the influence of Chinese Confucian traditions on East Asian social structures and governance systems.

Assessment Boundaries:
* Include the major influences of Chinese cultural traditions, such as Confucianism, Neo-Confucianism, and Buddhism, on neighboring regions like Korea and Japan, focusing on social hierarchy and gender roles. Exclude the specific impacts of political and economic exchanges, and detailed explorations of Buddhist sects.

Common Misconceptions:
* Some students may overlook the role of trade and diplomacy in facilitating cultural exchanges, incorrectly attributing the spread of Chinese culture solely to conquest.
* Students may assume that Chinese cultural influence on neighboring regions was unilateral, failing to recognize the reciprocal cultural exchanges that also took place.
* Students may misunderstand that Chinese cultural traditions were imposed by force rather than through voluntary adoption due to perceived advantages or prestige.
* Students might think that the influence of Chinese culture was uniform across all neighboring regions, not recognizing local adaptations and variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: KC-3.1.III.D.ii
Standard Description: Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: KC-3.1.III.D.ii+1
Standard Description: Explain how Buddhism and its core beliefs continued to shape societies in Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source texts and inscriptions to identify how Buddhist principles were used to legitimize political authority in Asian empires.
* Analyze the adaptation and integration of Buddhist principles in various Asian societies and their impact on social and cultural norms.
* Analyze the influence of Buddhist philosophies on the development of political and social structures in Asia.
* Describe the influence of Buddhist philosophy on the cultural and philosophical development of East Asian societies.
* Evaluate the role of Buddhist art and literature in the cultural development of East Asia.
* Explain the cultural and social influences of Buddhist institutions in Asian societies during the specified period.

Assessment Boundaries:
* Include: How core beliefs and practices of Buddhism, such as the Four Noble Truths and the Eightfold Path, have influenced cultural, social, and political aspects in different Asian societies (e.g., China, Japan, Korea). The spread and adaptation of various branches of Buddhism (like Mahayana, Theravada, and Vajrayana) and how these varieties have been integrated into local customs and traditions. Major historical developments related to Buddhism that significantly impacted East Asian societies (like the role of Buddhist monasteries in local economies and as educational centers). Exclude: Detailed histories or analyses of other religious traditions in Asia unless specifically interacting with Buddhism. In-depth biographical details of Buddhist figures unless directly related to their influence on societal changes. Comparative analyses of Buddhism with non-Asian religions.

Common Misconceptions:
* Some students may think that the influence of Buddhism was uniform across different regions of Asia, failing to acknowledge the regional variations in cultural and social impacts.
* Students may believe that all forms of Buddhism had the same influence on societies, without recognizing the distinct impacts of various branches like Theravada, Mahayana, and Tibetan Buddhism.
* Students might assume that the spread of Buddhism was only due to religious fervor, neglecting the roles of trade and political support in its diffusion.
* There is often a misconception that Buddhism completely replaced local traditions and beliefs, rather than blending with or coexisting alongside them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: KC-3.2.I.A
Standard Description: Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: KC-3.2.I.A+1+A
Standard Description: Explain how empires and states in Afro-Eurasia demonstrated continuity, innovation, and diversity in the 13th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the innovations implemented by various East Asian states in governance and administration during the 13th century.
* Compare diverse methods used by different states in East Asia to maintain control over their territories in the 13th century.
* Describe the continuities in political structures within the Song Dynasty and other East Asian entities during the 13th century, focusing on the balance between traditional practices and administrative innovations.
* Evaluate the impact of cultural exchanges on governance practices in East Asian states during the medieval period.
* Explain how economic activities influenced the political development of states in East Asia during the medieval period.

Assessment Boundaries:
* Focus on the general methods by which empires and states in Afro-Eurasia demonstrated continuity, innovation, and diversity in governance and administration during the 13th century. Limit the scope to broad examples such as the use of traditional methods and any relevant innovations that helped to maintain rule. Exclude detailed case studies of specific empires or states beyond broad mentions such as the Song Dynasty's use of Confucianism.

Common Misconceptions:
* Students may assume that innovation only came through technological advances, overlooking social, administrative, and cultural innovations.
* Students may mistakenly believe that continuity means complete stagnation without recognizing the subtle and significant ongoing changes within states.
* Students may overly generalize the diversity within empires and states, missing the specific local and regional differences.
* Students might erroneously think that all empires and states interacted in the same ways, ignoring the varied and complex nature of intercultural exchanges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: KC-3.2.I.A+3+A
Standard Description: Explain how the Song Dynasty of China utilized traditional methods of Confucianism to maintain and justify its rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Confucian ideals influenced the governance and maintenance of power during the Song Dynasty.
* Analyze how the Song Dynasty of China utilized Confucian principles to maintain and justify its rule.
* Describe how the Song Dynasty used Confucianism to reinforce social order and hierarchy.
* Examine primary and secondary sources to identify Confucian influences on the governance of the Song Dynasty (requires stimulus).
* Explain how the Song Dynasty adapted Confucian principles to suit its political and social needs.
* Explain the role of Confucian values in justifying the legitimacy of the Song Dynasty's rule.

Assessment Boundaries:
* Include the use of Confucianism by the Song Dynasty to justify its social hierarchy and governance structure. Exclude detailed exploration of the imperial bureaucracy or governance structures of other Chinese dynasties.

Common Misconceptions:
* Some students may assume that the Song Dynasty's use of Confucianism was not a continuation but a complete departure from previous Chinese dynasties, misunderstanding the aspect of continuity in state traditions.
* Students may believe that Confucianism was a monolithic and unchanging set of beliefs, instead of understanding that it evolved and adapted over time, especially during the Song Dynasty.
* Students might think that the influence of Confucianism on the Song Dynasty was purely ideological and not intertwined with practical governance mechanisms like the imperial examination system.
* There is often a misconception that Confucianism was only a moral or ethical system without realizing its critical role in justifying political authority and social hierarchy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: KC-3.2.I.A+4+A
Standard Description: Explain how the Song Dynasty of China utilized an imperial bureaucracy to maintain and justify its rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Song Dynasty's bureaucratic structure on social mobility and class hierarchy.
* Compare the arguments of two secondary sources regarding the effectiveness of the Song Dynasty’s bureaucratic system in maintaining control. *(Stimulus required)*
* Compare the effectiveness of the Song Dynasty's imperial bureaucracy with that of other contemporary bureaucratic systems.
* Describe how the Song Dynasty’s meritocratic civil service exam system functioned to sustain the bureaucracy.
* Discuss the influence of the Song Dynasty’s bureaucratic methods on subsequent Chinese dynasties.
* Evaluate the role of Confucian principles in shaping the policies and practices of the Song Dynasty's bureaucracy.
* Explain how the Song Dynasty's imperial bureaucracy facilitated political stability and governance.
* Explain how the bureaucratic system was used as a tool to justify the legitimacy of the Song Dynasty’s rule.
* Identify the key components of the Song Dynasty's imperial bureaucracy.
* Use a primary source excerpt (e.g., from an official Song Dynasty document) to identify bureaucratic practices and their purposes. *(Stimulus required)*

Assessment Boundaries:
* Focus on the structure and function of the imperial bureaucracy under the Song Dynasty, including the roles of civil service exams and bureaucratic appointments. Exclude the broader contextual history of the Song Dynasty and detailed comparisons with other dynasties' bureaucracies.

Common Misconceptions:
* Students may confuse the bureaucracy's role with Confucianism, thinking that the bureaucratic structure solely functioned through Confucian principles, without considering other influences and practical governance needs.
* Students may erroneously believe that the imperial bureaucracy under the Song Dynasty was entirely merit-based, ignoring the significant role of wealth and social connections in obtaining official positions.
* Students might falsely believe that the imperial bureaucracy was a novel invention of the Song Dynasty rather than understanding it as a continuation and enhancement of earlier systems employed by previous Chinese dynasties.
* Students might misunderstand and assume that the bureaucracy was an inflexible system, not recognizing the adaptive changes and innovations that occurred over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: KC-3.3.III.A.i
Standard Description: The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: KC-3.3.III.A.i+1
Standard Description: Explain how the economy of Song China became increasingly commercialized.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of trade networks and market expansion in the Song Dynasty’s economic commercialization.
* Describe the impact of state-sponsored infrastructure projects like the Grand Canal on the economic expansion of Song China.
* Explain how urbanization and the growth of cities influenced the commercialization of the Song Dynasty's economy.
* Identify and interpret primary source documents related to Song Dynasty economic practices to understand the commercialization process.
* Identify the key innovations and technologies that contributed to the commercialization of the Song Dynasty's economy.

Assessment Boundaries:
* Focus on the commercialization aspects such as the development of a market economy, increase in trade, and the rise of merchant classes, fostered by technological innovations and agricultural advancements during the Song Dynasty. Exclude detailed exploration of the political or governmental changes, including the role of the bureaucracy, and the specific social changes brought about by commercialization.

Common Misconceptions:
* Some students might assume that commercialization meant that China began extensive global trade, whereas it primarily expanded internal trade routes.
* Students may think that commercialization led to a complete reliance on mechanized labor, ignoring the continued importance of free peasant and artisanal labor.
* Students might believe that commercialization in Song China was solely due to agricultural advancements, without acknowledging other factors such as the development of trade networks and urbanization.
* Students might misunderstand commercialization as a sudden change, rather than a gradual process influenced by continuous technological and economic innovations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: Unit 1: Learning Objective A
Standard Description: Explain the systems of government employed by Chinese dynasties and how they developed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 20.0
Standard ID: Unit 1: Learning Objective B
Standard Description: Explain the effects of Chinese cultural traditions on East Asia over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.1
Cluster Name: 1. Developments in East Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: Unit 1: Learning Objective C
Standard Description: Explain the effects of innovation on the Chinese economy over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: KC-3.1.III.A
Standard Description: Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 25.0
Standard ID: KC-3.1.III.A+1
Standard Description: Explain how military expansion caused the expansion of Muslim rule in many parts of Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the military  factors contributing to the expansion of Muslim rule in various regions of Afro-Eurasia.
* Analyze the military factors contributing to the spread of Muslim rule in different regions of Afro-Eurasia.
* Describe the military  factors that contributed to the expansion of Muslim rule in various regions of Afro-Eurasia.
* Describe the military methods used by Muslim rulers to expand their territory in Afro-Eurasia.
* Explain the role of military conquest in the establishment of Islamic governance in newly conquered territories.

Assessment Boundaries:
* Focus on the role of military strategies and campaigns in the expansion of Muslim rule in Afro-Eurasia. Exclude the roles of merchants, missionaries, and Sufis in the spread of Islam.

Common Misconceptions:
* Some students may misunderstand that all Islamic military expansions were uniformly successful and faced no resistance, disregarding the complexities and setbacks faced in certain regions.
* Students may assume that military conquests led to immediate and complete cultural and religious conversion, not recognizing the slower and more uneven process of Islamic influence in newly conquered areas.
* Students may believe that military expansion was the only factor in the spread of Islam, ignoring the significant roles played by trade, missionaries, and political negotiations.
* Students might think that military expansion happened only through direct conquest, not realizing the strategic alliances and treaties that also facilitated the spread of Muslim rule.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 26.0
Standard ID: KC-3.1.III.A+2
Standard Description: Explain the role of merchants in the expansion of Islam to many parts of Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Islamic trade networks facilitated the establishment of Muslim diasporic communities and the development of new cultural interactions across Afro-Eurasia.
* Describe how Islamic merchants contributed to the spread of Islam in sub-Saharan Africa through their participation in trans-Saharan trade networks.
* Explain the economic incentives for Muslim merchants to promote Islamic conversion among non-Muslim populations in trading regions.
* Explain the impact of Muslim merchant communities on the cultural and religious landscapes of Indian Ocean port cities.
* Identify and describe the role of Sufi merchants in the diffusion of Islamic practices and beliefs across Central Asia.

Assessment Boundaries:
* Include the role of merchants in spreading Islam through trade networks, especially within the context of cultural and commercial exchanges. Exclude the contributions of military expansions and other agents such as missionaries and Sufis.

Common Misconceptions:
* Some students might assume that the influence of Islamic merchants was uniform across all regions of Afro-Eurasia, failing to recognize regional variations in how Islam was adopted and integrated into different societies.
* Students may think that the spread of Islam via merchants was passive, without considering the active role merchants took in establishing trade relationships and introducing Islamic practices and ideas.
* Students might believe that conversion to Islam by Afro-Eurasian populations was solely for spiritual or religious reasons, neglecting the economic and social benefits that came with aligning with Muslim merchants.
* There can be a misunderstanding that merchants were the only agents of Islam's spread, overshadowing the significant roles of missionaries and Sufis in the same period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 27.0
Standard ID: KC-3.1.III.A+3
Standard Description: Explain the role of missionaries in the expansion of Islam to many parts of Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of missionary activities in the spread of Islam compared to military conquests.
* Describe the methods used by Islamic missionaries to spread their religion across Afro-Eurasia.
* Evaluate how the activities of Islamic missionaries contributed to the establishment of Islamic cultural practices in various societies.
* Explain the impact of missionaries in the cultural integration of Islam in new regions.
* Identify the challenges faced by Islamic missionaries and how they overcame them in different regions of Afro-Eurasia.
* Use primary source documents to assess the strategies employed by missionaries in spreading Islam. (Stimulus Required)

Assessment Boundaries:
* Focus on the role and methods employed by Islamic missionaries in spreading Islam throughout Afro-Eurasia. Exclude the detailed impact of merchants, military activities, or Sufis in the expansion of Islam.

Common Misconceptions:
* Students may think that missionaries worked in isolation, disregarding the fact that their efforts were often part of broader trade and cultural exchanges.
* Students might assume that the spread of Islam by missionaries was primarily through force or compulsion, instead of understanding the significant role of peaceful proselytizing and community-building.
* Students might believe that the work of missionaries was uniform across Afro-Eurasia, not recognizing the varying approaches and adaptability to different local contexts.
* There may be a misconception that missionaries only targeted elite or ruling classes, ignoring their interactions with common people and diverse social strata.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 28.0
Standard ID: KC-3.1.III.A+4
Standard Description: Explain the role of Sufis in the expansion of Islam to many parts of Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the methods of Sufi missionaries with those of other Islamic missionaries in spreading Islam across Afro-Eurasia.
* Describe the methods employed by Sufis to facilitate the spread of Islam across Afro-Eurasia.
* Evaluate the impact of Sufi mediation between local elites and common people on the spread of Islam in Afro-Eurasia.
* Explain how Sufi mysticism contributed to the appeal and acceptance of Islam among diverse populations in Afro-Eurasia.
* Explain the influence of Sufi practices on local cultures in Afro-Eurasia during the expansion of Islam.
* Identify and describe specific examples of how Sufis incorporated local traditions into their religious practices to aid the spread of Islam.

Assessment Boundaries:
* Focus on the activities of Sufis in cultural diffusion and conversion practices in Afro-Eurasia. Exclude detailed military conquests and the roles of merchants and missionaries.

Common Misconceptions:
* Some students may believe that Sufism was a homogenized and monolithic tradition, ignoring the diverse practices and interpretations within various Sufi orders.
* Students may think Sufis were solely religious figures, not recognizing their role as active missionaries facilitating Islamic expansion.
* There can be a misunderstanding that Sufis used aggressive or forceful methods like military conquests to spread Islam, whereas they often used peaceful means like teaching and community building.
* There is often a misconception that Sufis operated independently without any connection to political entities, failing to see their alliances and influence within various Islamic states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: KC-3.1.III.D.iii
Standard Description: Islam, Judaism, Christianity, and the core beliefs and practices of these religions continued to shape societies in Africa and Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: KC-3.1.III.D.iii+1
Standard Description: Explain how Islam and its core beliefs and practices continued to shape societies in Africa.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the general influence of Islamic ideas and practices on African societies.
* Describe how the spread of Islam influenced the development of political structures in African societies.
* Describe the ways in which Islamic religious practices affected daily life and social customs in different African regions.
* Evaluate the significance of Islamic practices in promoting cultural exchange and unity among diverse African societies.
* Explain how Islamic principles influenced the legal systems and governance in African states.
* Explain the role of trade networks in facilitating cultural and economic changes in African societies influenced by Islam.

Assessment Boundaries:
* Focus on how Islamic core beliefs influenced social, economic, and political structures in African societies, specifically examining examples such as the establishment of Islamic states, trade networks, and educational institutions. Exclude the impact of Islam on regions outside Africa or the detailed comparison with other religions like Christianity or Judaism.

Common Misconceptions:
* Students may fail to understand the influence of Islamic law (Sharia) on African legal systems, incorrectly believing that political and legal changes were minimal.
* Students may think that Islamic practices replaced all pre-existing African beliefs and practices, ignoring the syncretism and blending that often occurred.
* Students might assume that Islam spread solely through conquest and force, not recognizing the significant role of trade, intermarriage, and voluntary conversion.
* Students might incorrectly believe that Islam had a uniform impact on all African societies, overlooking the regional variations and diverse experiences across the continent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: KC-3.1.III.D.iii+2
Standard Description: Explain how Islam and its core beliefs and practices continued to shape societies in Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Islamic educational institutions on the preservation and transmission of knowledge in Asia.
* Analyze the role of Islamic scholars in integrating and spreading scientific and philosophical knowledge in Asia.
* Describe the role of Islam in shaping the cultural and scientific advancements in Asian societies.
* Evaluate the impact of Islamic governance on the social and legal structures of Asian societies.
* Explain how Islamic art and architecture influenced Asian cultural and urban development.
* Explain how Islamic trade networks facilitated the spread of core Islamic beliefs and practices in Asia.
* Specify how pilgrimage practices (Hajj) fostered greater connectedness and influenced societal structures in Asia.

Assessment Boundaries:
* Focus on the influence of Islamic core beliefs and practices, such as the Five Pillars, on social, political, and economic structures in various Asian regions. Exclude detailed analysis of specific political entities like the Delhi Sultanate or the Ottoman Empire's administration.

Common Misconceptions:
* Students could confuse the spread of Islam through conquest with peaceful means such as trade, intermarriage, and missionary activities, failing to see the multifaceted nature of its expansion.
* Students may assume that Islam in Asia was homogenous and static, not recognizing the diverse interpretations and schools of thought that developed in different regions.
* Students might believe that all Muslim societies in Asia were influenced by Arab culture exclusively, ignoring the significant Persian, Indian, and Central Asian influences.
* There might be a misunderstanding that Islam's influence in Asia was limited to religious practices, neglecting its role in legal, political, and social systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 16.0
Standard ID: KC-3.1.III.D.iii+3
Standard Description: Understand the core beliefs and practices of Islam.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze patterns in the spread of Islam across different regions. Explain the factors contributing to these patterns.
* Analyze the impact of trade and cultural exchanges on the diffusion of Islamic practices across different regions.
* Describe the general contributions of scholars to intellectual development in Islamic societies from c. 1200 to c. 1450.
* Evaluate the role of various Islamic practices and their influence on the cultural and religious landscape in different regions between 1200-1450 CE.
* Explain how trade routes and geography facilitated the spread of Islamic practices across different regions.
* Explain the effect of Islamic practices on the social structures of societies in Africa and Asia from c. 1200 to c. 1450.

Assessment Boundaries:
* Focus should be on understanding the fundamental theological tenets of Islam such as the Five Pillars, the Quran, Hadith, and the concepts of tawhid (oneness of God), Sharia (Islamic law), and the role of prophets. Exclude the comparative analysis with other religions or detailed historical context beyond the given period (c. 1200 to c. 1450).

Common Misconceptions:
* Students may incorrectly believe that the Five Pillars of Islam are the only significant aspects of Islamic faith, overlooking other theological, legal, and ethical teachings that are also influential.
* Students may think that the core beliefs of Islam are monolithic and unchanging, not realizing the diversity of interpretations and practices within different Islamic communities.
* Students sometimes assume that Islam did not adapt to or was influenced by other cultures, ignoring the syncretic elements and regional variations that existed in the historical context.
* There is a misconception that Islamic practices did not evolve over time, failing to recognize how historical and social contexts influenced Islamic practices and beliefs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: KC-3.2.I
Standard Description: As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 22.0
Standard ID: KC-3.2.I+1+E
Standard Description: Explain how the fragmentation of the Abbasid Caliphate led to the emergence of new Islamic political entities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of military conquests and local governance structures in the formation of new Islamic states post-Abbasid fragmentation using primary source passages.
* Assess the impact of Abbasid cultural and administrative practices on the newly formed Islamic states.
* Compare the governance structures of at least two new Islamic political entities that emerged from the former Abbasid territories.
* Describe the political and social factors that contributed to the fragmentation of the Abbasid Caliphate.
* Explain the process by which Turkic peoples established new Islamic political entities following the disintegration of the Abbasid Caliphate.

Assessment Boundaries:
* Focus on explaining the emergence of states like the Seljuk Empire and Mamluk Sultanate specifically, due to the Abbasid Caliphate's fragmentation. Exclude other causes for the rise of Islamic states or the characteristics of the new political entities.

Common Misconceptions:
* Students may incorrectly believe that new Islamic political entities were completely new formations without any continuity from the Abbasid administrative practices and cultural influences.
* Students may think the Abbasid Caliphate's fragmentation happened rapidly, failing to recognize the gradual nature of this process over several centuries.
* Students might assume the new Islamic states were homogeneous and lacked internal diversity, overlooking the regional, cultural, and religious differences that existed within these states.
* There might be a misconception that the Turkic peoples were the only group involved in the new Islamic political entities, ignoring the influence and contributions of Persian, Arab, and other ethnic groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 23.0
Standard ID: KC-3.2.I+2+E
Standard Description: Explain the dominance of the Turkic people in the new Islamic political entities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of Turkic culture and governance in shaping the development of new Islamic political states.
* Compare the administrative approaches of Turkic-led Islamic states to other contemporary states in Eurasia.
* Describe the factors that led to the rise of the Turkic people within new Islamic political entities.
* Examine primary and secondary sources to identify the influence of Turkic leaders on the political landscape of the Islamic world.
* Explain the military innovations and strategies employed by Turkic dominions that facilitated their dominance.

Assessment Boundaries:
* Include the analysis of how Turkic political and military strategies contributed to their dominance. Exclude detailed examinations of other ethnic groups or non-political aspects such as cultural or economic influences on the state's formation.

Common Misconceptions:
* Some students might think that the Turkic people imposed a completely new cultural and political system, disregarding the continuity and adaptation of previous Islamic and Persian traditions.
* Students may assume that Turkic dominance in Islamic political entities was due solely to their military prowess, overlooking their political alliances, administrative skills, and religious integration.
* Students might misunderstand the term 'Turkic' as referring to a homogenous group, not acknowledging the diversity within Turkic groups and their varied roles in different regions.
* Students often believe that the dominance of the Turkic people was immediate and widespread after the fragmentation of the Abbasid Caliphate, without recognizing the gradual process and regional differences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 24.0
Standard ID: KC-3.2.I+3+E
Standard Description: Explain how the new Islamic political entities that emerged as a result of the fragmentation of the Abbasid Caliphate demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the diversity in cultural practices and policies among the new Islamic states that emerged after the Abbasid Caliphate's fragmentation.
* Analyze the impact of the geographic location of new Islamic states on their trade and cultural exchanges.
* Compare the general approaches to governance in post-Abbasid Islamic states, focusing on the balance between Islamic principles and regional traditions.
* Describe general trends in economic practices and trade networks of the new Islamic political entities that emerged after the fragmentation of the Abbasid Caliphate.
* Describe the political continuity demonstrated by the new Islamic political entities that arose from the Abbasid Caliphate's fragmentation.
* Explain how the new Islamic political entities adapted existing systems and developed new approaches in governance and military organization.

Assessment Boundaries:
* Focus on how the new Islamic political entities adapted previous administrative methods and cultural practices from the Abbasid Caliphate, specifically in contexts involving Turkic people-led governments. Exclude detailed accounts of individual Turkic leaders or the exploration of non-Turkic Islamic entities.

Common Misconceptions:
* Students may oversimplify the reasons for the fragmentation of the Abbasid Caliphate, viewing it as a singular event rather than a complex process involving various political, religious, and economic factors.
* Students might assume that all new Islamic entities were uniformly Turkic, disregarding the local variations and adaptations that occurred.
* Students often fail to recognize the innovations introduced by these new Islamic states, believing they merely continued Abbasid traditions without adding new elements.
* There is a common misconception that continuity implies a lack of change, leading students to overlook the dynamic changes that occurred within the framework of continuity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: KC-3.2.II.A.i
Standard Description: Muslim states and empires encouraged significant intellectual innovations and transfers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 29.0
Standard ID: KC-3.2.II.A.i+1
Standard Description: Explain the significant intellectual innovations encouraged by Muslim states and empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to understand the general characteristics and impact of Islamic scholarly contributions during the medieval period.
* Analyze the role of Muslim female writers in the literary development of Dar al-Islam during the medieval period.
* Compare the intellectual achievements in the fields of literature, medicine, and mathematics across different Muslim states.
* Describe the general contributions of Muslim scholars to the field of mathematics during the medieval period and their significance.
* Examine the contributions of scholarly and cultural exchanges between Muslim states and the Western world.
* Explain the impact of advancements in medicine on the healthcare systems in major Islamic cities during the Dar al-Islam period.
* Identify the intellectual and scientific advancements introduced by Muslim states and their broader impact on Eurasian societies during the medieval period.

Assessment Boundaries:
* Include: Major intellectual innovations such as advancements in mathematics by Nasir al-Din al-Tusi, literature by 'A'ishah al-Ba'uniyyah, and medicine in various Muslim states and empires. Exclude: Specifics on individual scholars’ entire biographies or detailed account of every medical technique and literary work produced.

Common Misconceptions:
* Students may assume that these innovations were isolated to specific regions and did not influence other parts of the world, ignoring the widespread transfer of knowledge through trade and conquest.
* Students may believe that the intellectual contributions from Muslim states were simply adopted from other cultures without any significant innovation or development.
* Students may think that all intellectual innovations in the Muslim states were only limited to religious studies, rather than recognizing the broader spectrum including mathematics, literature, and medicine.
* There is often a misconception that these intellectual innovations had no lasting impact on the modern world, while in reality, they laid foundational principles in various fields such as algebra and medicine.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 30.0
Standard ID: KC-3.2.II.A.i+2
Standard Description: Explain the significant intellectual transfers encouraged by Muslim states and empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the scholarly and cultural exchanges that occurred within and between Muslim states and empires and their neighboring regions.
* Describe the preservation and transmission of Greek moral and natural philosophy in Muslim states.
* Explain how Islamic scholars contributed to the development and dissemination of knowledge across various fields.
* Explain the role of Islamic centers of learning in fostering intellectual transfers across diverse cultures and regions.
* Identify the ways trade facilitated the movement of knowledge and innovations across Muslim states and empires.

Assessment Boundaries:
* Focus on the specific intellectual transfers such as the translation of Greek texts into Arabic, the establishment of notable academic institutions like the House of Wisdom in Baghdad, and the role of scholars in the transfer of knowledge in fields like medicine, mathematics, and astronomy. Exclude broader discussions of cultural exchanges or transfers not directly linked to Muslim states and empires.

Common Misconceptions:
* Many students may mistakenly believe that intellectual transfers exclusively involved translations of texts without recognizing the flow of practical knowledge, such as advancements in medicine, mathematics, and astronomy.
* Some students could overlook the role of non-Muslim scholars in these intellectual exchanges, thinking that only Muslim scholars were involved in the transfer of knowledge.
* Students might assume that intellectual transfers were a one-way process, from the Muslim world to Europe, without understanding the bidirectional nature of cultural and intellectual exchanges.
* Students might commonly misconstrue that the significant intellectual transfers were isolated events rather than part of a larger, continuous process of scholarly interaction and collaboration across different cultures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: Unit 1: Learning Objective D
Standard Description: Explain how systems of belief and their practices affected society in the period from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: Unit 1: Learning Objective E
Standard Description: Explain the causes and effects of the rise of Islamic states over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.2
Cluster Name: 2. Developments in Dar al-Islam from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: Unit 1: Learning Objective F
Standard Description: Explain the effects of intellectual innovation in Dar al-Islam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: KC-3.1.III.D.iv
Standard Description: Hinduism, Islam, and Buddhism, and their core beliefs and practices, continued to shape societies in South and Southeast Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 31.0
Standard ID: KC-3.1.III.D.iv+1
Standard Description: Explain how Hinduism and its core beliefs and practices continued to shape societies in South and Southeast Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the general ways in which Hindu-influenced ideas shaped social organization in South and Southeast Asia.
* Analyze the impact of Hinduism on the cultural practices and traditions in South and Southeast Asia.
* Compare the general influence of Hinduism on social organization in South Asia versus Southeast Asia.
* Evaluate how Hinduism adapted and evolved in response to interactions with other belief systems, such as Buddhism and Islam, within South and Southeast Asia, with specific attention to the Bhakti Movement and its parallels with Sufism as examples of religious syncretism.
* Explain the influence of Hinduism on social structures and cultural practices in South and Southeast Asian societies.
* Identify and describe the spread of Hinduism through trade networks and its resultant societal impacts in these regions.

Assessment Boundaries:
* Include the role of Hinduism in shaping social hierarchies, gender roles, and the caste system in South and Southeast Asian societies. Exclude the detailed examination of regional variances in practices and the influence of other belief systems like Islam and Buddhism in those regions.

Common Misconceptions:
* A common misunderstanding is that Hinduism's impact was isolated to cultural and religious spheres, rather than understanding its contributions to art, literature, and overall cultural development.
* Students may overlook the dynamic nature of Hinduism, assuming that its practices and influence have remained unchanged over centuries.
* Students may think Hinduism is a monolithic religion without realizing the diversity in beliefs and practices across different regions in South and Southeast Asia.
* There is often a misconception that Hinduism's influence was solely religious, neglecting its sociopolitical roles such as the caste system and its integration into law and governance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 33.0
Standard ID: KC-3.1.III.D.iv+3
Standard Description: Explain how Islam and its core beliefs and practices continued to shape societies in South and Southeast Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Islamic legal and educational systems influenced governance and intellectual life in South and Southeast Asia.
* Assess the long-term social changes in South and Southeast Asian societies due to the adoption and adaptation of Islamic practices.
* Compare the ways in which different regions of South and Southeast Asia incorporated Islamic practices into existing cultural and social frameworks.
* Describe the fundamental beliefs and practices of Islam and how they shaped political and social structures in South and Southeast Asia.
* Evaluate the impact of Islamic architecture and art on cultural developments in South and Southeast Asia, using specific examples from historical records. (Stimulus required)
* Explain the role of Islamic trade networks in facilitating the spread of Islamic beliefs and practices in South and Southeast Asia.
* Explain the significance of Islamic educational institutions such as madrasas in the transmission of knowledge and cultural values in South and Southeast Asia.

Assessment Boundaries:
* Include the role of Islamic beliefs and practices such as the Five Pillars, the establishment of Islamic educational institutions, and the influence of Islamic architecture and law in shaping societal norms. Exclude the historical spread and military conquests of Islam into other regions outside of South and Southeast Asia.

Common Misconceptions:
* Students may assume the spread of Islam was solely through conquest, overlooking the significant roles of merchants, missionaries, and Sufis.
* Students may believe Islam's influence was limited to religious aspects and not realize its broader impact on social structures, trade, and politics in the region.
* Students might have the misconception that Islam completely replaced Hindu and Buddhist influences, rather than coexisting and interacting with them.
* Students might think Islam imposed a uniform set of practices and beliefs throughout South and Southeast Asia, failing to recognize local variations and syncretic traditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: KC-3.2.I.B.i
Standard Description: State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 35.0
Standard ID: KC-3.2.I.B.i+1+H
Standard Description: Explain how the new Hindu states that emerged in South and Southeast Asia demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of trade networks in the development of new Hindu states in South and Southeast Asia.
* Compare the development and maintenance of power in two Hindu states in South and Southeast Asia, highlighting continuity, innovation, and diversity, with specific attention to the Vijayanagara Empire as an example of Hindu state formation in response to Islamic expansion.
* Describe how new Hindu states in South and Southeast Asia incorporated traditional Hindu practices to maintain their power.
* Discuss the influence of Hindu social hierarchy on governance in new Hindu states in South and Southeast Asia.
* Explain how new Hindu states in South and Southeast Asia established legitimacy through a combination of religious, cultural, and political practices.
* Explain the innovative political structures developed by new Hindu states in South and Southeast Asia.
* Identify examples of diversity in religious practices within new Hindu states in South and Southeast Asia.

Assessment Boundaries:
* Focus on the development of new Hindu states in South and Southeast Asia, specifically looking at examples of continuity, innovation, and diversity. Do not include Buddhist states or detailed case studies of individual states. Emphasize broader trends and patterns.

Common Misconceptions:
* Some students might assume that all Hindu states in South and Southeast Asia developed uniformly, not acknowledging the regional variations and unique adaptations in different areas.
* Students may believe that the continuity in these states means they were static, failing to recognize how they adapted to changing political, economic, and social conditions.
* Students often assume that the Hindu states of South and Southeast Asia were strictly traditional and did not adopt any new practices or ideas, ignoring evidence of innovation.
* There is a common misconception that the diversity in the Hindu states was limited to Hinduism alone, missing the influence of other cultures and religions in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 36.0
Standard ID: KC-3.2.I.B.i+2+H
Standard Description: Explain how the new Buddhist states that emerged in South and Southeast Asia demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the development of social and cultural practices in South and Southeast Asian states during the period of Buddhist influence.
* Describe the political and cultural characteristics of new Buddhist states in South and Southeast Asia.
* Discuss the general influence of Buddhism on the development of new states across South and Southeast Asia, focusing on broader themes rather than specific practices and institutions.
* Examine how cultural exchange and adaptation contributed to the unique characteristics of new South and Southeast Asian states.
* Explain how new states in South and Southeast Asia adapted existing social and political structures while introducing new elements to establish their authority.
* Interpret primary source passages to understand the social and cultural developments in South and Southeast Asian Buddhist states (requires a stimulus: primary source passages).

Assessment Boundaries:
* Include the examination of key Buddhist states in South and Southeast Asia, such as Srivijaya and the Khmer Empire, focusing on their religious, cultural, and administrative innovations. Focus on broader themes of Buddhist influence and cultural integration in Southeast Asia. Exclude the Kingdom of Pagan, King Anawrahta, Mon kingdom of Thaton, Pagan's architectural developments, monastery schools in Pagan, and Pagan's irrigation systems. Avoid mentioning King Jayavarman VII, Jayavarman VII's rule, Bayon temple, Bayon temple and Lokeshvara faces, integration of naga serpents and apsaras, and the Sailendra dynasty. Exclude specific details about Buddhist synthesis in the Khmer Empire and Buddhist concepts in political and agricultural systems. Avoid mentioning specific details of Buddhist synthesis in questions. Exclude the detailed study of non-Buddhist states or a comparative analysis with Hindu states in the region.

Common Misconceptions:
* Students may believe that all Buddhist states in South and Southeast Asia were culturally and politically homogeneous, failing to recognize the diversity among them.
* Students may think that the political structures of Buddhist states were entirely new and innovative, overlooking elements of continuity from previous regimes.
* Students often assume that the spread and influence of Buddhism were uniform across South and Southeast Asia, not recognizing the regional variations and local adaptations.
* There is often a misconception that Buddhism was the sole factor in the development of these states and that other cultural, economic, and political factors were less significant.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 37.0
Standard ID: KC-3.2.I.B.i+3+H
Standard Description: Explain how new states that emerged in South and Southeast Asia, other than Hindu and Buddhist states, demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the introduction and integration of new forms of governance in South Asia during the period of emerging Islamic states, with attention to the political fragmentation characterized by the Delhi Sultanate and various local states.
* Compare and contrast the socio-political structures of new Islamic states in South and Southeast Asia with traditional Hindu and Buddhist states, focusing on elements of continuity, innovation, and diversity.
* Describe the general methods used by maritime-based states in Southeast Asia to maintain and expand their power, focusing on trade control and cultural adaptation, with specific attention to the Srivijaya and Majapahit kingdoms and their control of strategic waterways like the Strait of Malacca.
* Explain how new states in South and Southeast Asia demonstrated innovation and diversity in their governance systems and religious policies.
* Illustrate how empires in Southeast Asia used water management systems to ensure economic prosperity and social stability.

Assessment Boundaries:
* Include examples of non-Hindu and non-Buddhist states such as the Delhi Sultanate, Srivijaya Empire, and other regional states in South and Southeast Asia. Focus on their methods of maintaining and demonstrating continuity, innovation, and diversity through governance, cultural practices, and economic strategies. Exclude detailed studies of Hindu and Buddhist states, and avoid in-depth comparisons with these states.

Common Misconceptions:
* Some students might believe that once new states emerged, they stayed the same over time, not considering the continuous processes of change and adaptation they underwent.
* Students may assume that only Hindu and Buddhist states demonstrated significant continuity, innovation, and diversity in South and Southeast Asia, overlooking contributions by Islamic and other states.
* Students often think that new states in South and Southeast Asia simply replicated existing political models without any local innovation, ignoring the unique adaptations and strategies they employed.
* There's a misconception that the political and cultural systems of these new states were completely distinct from the Hindu and Buddhist states, rather than understanding the fluid and often hybrid nature of their practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: Unit 1: Learning Objective G
Standard Description: Explain how the various belief systems and practices of South and Southeast Asia affected society over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.3
Cluster Name: 3. Developments in South and Southeast Asia from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: Unit 1: Learning Objective H
Standard Description: Explain how and why various states of South and Southeast Asia developed and maintained power over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.4
Cluster Name: 4. State Building in the Americas from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: KC-3.2.I.D.i
Standard Description: In the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.4
Cluster Name: 4. State Building in the Americas from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 38.0
Standard ID: KC-3.2.I.D.i+1+I
Standard Description: Explain how state systems in the Americas demonstrated continuity, innovation, and diversity, similarly to state systems in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how diversity was manifested within different state systems in the Americas, considering factors like cultural integration, regional differences, and variations between Mesoamerican, Andean, and North American civilizations such as the Mississippian culture.
* Compare the methods used by American state systems to expand their influence to those employed by state systems in Afro-Eurasia.
* Describe ways in which state systems in the Americas maintained continuity through social, political, and economic structures.
* Evaluate the societal impacts of continuity, innovation, and diversity within the state systems in the Americas through primary or secondary source analysis. (Stimulus required)
* Explain the various ways in which state systems in the Americas were similar to those in Afro-Eurasia in terms of governance, economic systems, social hierarchies, and the use of religion as a tool for political legitimacy and expansion.
* Identify and explain examples of innovation within the state systems of the Americas, such as agricultural practices or governance reforms.

Assessment Boundaries:
* Focus on the ways in which state systems in the Americas mirrored those in Afro-Eurasia in terms of maintaining continuity through established traditions and norms, while also highlighting specific innovations and diverse practices that emerged. Avoid covering state systems that did not have a clear link to changes in Afro-Eurasia or lack specific examples of innovation and diversity.

Common Misconceptions:
* Students may assume that the development of state systems in the Americas was disconnected from global trends, not realizing the parallel developments occurring in Afro-Eurasia.
* Students may think that all pre-Columbian American states were highly centralized and uniform, failing to recognize the diversity in political structures across different regions.
* Students might believe that innovation and continuity in state systems were unique to Afro-Eurasian states, disregarding similar processes in pre-Columbian American states.
* There can be a misconception that all changes in state systems were abrupt or externally driven, missing the gradual and internal evolution of state systems within the Americas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.4
Cluster Name: 4. State Building in the Americas from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 39.0
Standard ID: KC-3.2.I.D.i+2+I
Standard Description: Explain how state systems in the Americas expanded in scope and reach, similarly to state systems in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of administrative and organizational innovations on the expansion of state systems in the Americas and Afro-Eurasia.
* Compare general administrative techniques used by the Mexica state with those employed in Afro-Eurasia during their periods of expansion, focusing on broad patterns rather than specific dynasties.
* Compare the methods of state expansion in the Mexica and Inca civilizations with those used in Afro-Eurasia during the same period.
* Describe how trade networks influenced the scope and reach of state systems in both the Americas and Afro-Eurasia.
* Discuss the impact of conquest on indigenous populations in the Americas compared to conquered territories in Afro-Eurasia.
* Evaluate the role of religious institutions in the state expansion of the Inca Empire, considering how this compares to general patterns of state expansion in other regions.
* Explain how environmental factors facilitated the expansion of state systems in the Americas and Afro-Eurasia, as well as how environmental changes contributed to the decline of certain civilizations such as the Mississippian, Chaco, and Mesa Verde cultures.

Assessment Boundaries:
* Include the general patterns of expansion and reach of state systems in the Americas, focusing on the Mexica and Inca empires as illustrative examples. Address how these systems paralleled similar expansions in Afro-Eurasia, highlighting significant events and processes. Exclude detailed accounts of state systems across all Americas' civilizations or extensive comparative analysis among multiple Afro-Eurasian states beyond general thematic parallels. Avoid infrastructure and technology comparisons (1200-1450 CE), including transportation and communication systems, standardized road networks, relay stations (tampu system), Afro-Eurasian communication systems, and specific details about the Inca's 25,000-mile road network. Exclude detailed questions about Afro-Eurasian empires, Chinese tributary systems, and the Mongol yam system. Avoid mentioning specific administrative posts, way stations, or detailed Afro-Eurasian trade network information (1200-1450 CE). Do not include questions that require detailed knowledge of infrastructure comparisons between regions or specific systems. Exclude Song Dynasty administrative techniques, comparative analysis between Mexica and Song Dynasty, education of local nobles' sons, and civil service examination system. Avoid mentioning specific Song Dynasty practices or requiring detailed comparisons between Mexica and Song Dynasty administrative systems in questions.

Common Misconceptions:
* Some students might think that states in the Americas did not engage in trade or interactions similar to those of Afro-Eurasian states, disregarding the extensive trade networks and technological exchanges within and between these regions.
* Students may assume that the spread of state systems in the Americas was entirely independent of Afro-Eurasia and do not recognize the similar mechanisms of state expansion, such as military conquest and tribute systems.
* There can be confusion that diversity in state systems only refers to ethnic diversity, rather than encompassing a range of governance models, economic systems, and cultural practices used to maintain and expand states in both the Americas and Afro-Eurasia.
* There may be a misconception that innovations in state systems in the Americas were inferior to those in Afro-Eurasia, without understanding that both regions developed sophisticated administrative, infrastructural, and cultural advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.4
Cluster Name: 4. State Building in the Americas from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: Unit 1: Learning Objective I
Standard Description: Explain how and why states in the Americas developed and changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.5
Cluster Name: 5. State Building in Africa from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 40.0
Standard ID: KC-3.2.I.D.i+3
Standard Description: Explain how state systems in Africa demonstrated continuity, innovation, and diversity, similarly to those in Eurasia and the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the state systems in Zimbabwe and Mali demonstrate both continuity and innovation in governance.
* Compare the centralization processes of the Mali Empire with those of contemporary states in Eurasia and the Americas.
* Describe how political structures in inland Africa were developed and maintained by kin-based networks and district chiefs.
* Describe the causes and effects of political and social changes in African state systems from c. 1200-1450.
* Evaluate the significance of cultural exchange, such as through the spread of Islam, in shaping African state systems.
* Explain how technological and agricultural advances contributed to the expansion and maintenance of African state systems.
* Explain how trade networks like the Trans-Saharan routes facilitated the growth and diversity of African state systems.
* Explain the role of trade in the political and economic development of West and East African states.
* Explain why African states developed different types of state-building processes, such as centralization in Mali versus decentralized kinship networks in inland Africa.
* Identify and describe the impact of Islam on African political structures and cultural diversity.

Assessment Boundaries:
* Focus on the continuities, innovations, and diversity within specific African state systems such as Great Zimbabwe, Ethiopia, and the Hausa kingdoms. Exclude detailed comparative analyses between African state systems and those in Eurasia and the Americas beyond general thematic parallels.

Common Misconceptions:
* Some students may assume that African states simply copied state systems from Eurasia and the Americas without any local innovation or adaptation, overlooking the unique innovations and adaptations that took place in Africa.
* Students may mistakenly believe that all African states during this period were homogeneous in their governance and development, failing to recognize the diversity and variety among different state systems.
* Students often overlook the influences of trade, migration, and cultural exchange in the development and changes of African state systems, resulting in a narrow view of African history as isolated and static.
* There might be a misconception that African state systems were stagnant and did not demonstrate continuity, failing to understand the dynamic changes and sustained elements across time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.5
Cluster Name: 5. State Building in Africa from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 41.0
Standard ID: KC-3.2.I.D.i+4
Standard Description: Explain how state systems in Africa expanded in scope and reach, similarly to those in Eurasia and the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religious influence in the expansion of state systems in Africa and compare this with religious influences in Eurasian and American states.
* Describe the factors that led to the expansion of state systems in Africa and compare them to similar expansions in Eurasia and the Americas.
* Discuss the impact of technological innovations on state expansion in Africa and compare these innovations with those in state expansion in Eurasia and the Americas.
* Evaluate the significance of military conquest in the expansion of African state systems compared to Eurasian and American counterparts.
* Explain how trade contributed to the expansion and development of African states and compare this to its role in state expansion in Eurasia and the Americas.

Assessment Boundaries:
* Limit the discussion to how state systems such as the Great Zimbabwe and the Hausa Kingdoms expanded in scope and reach within Africa and how it paralleled state expansion in Eurasia and the Americas. Exclude detailed explorations of states outside of the mentioned African examples unless they directly illustrate the comparison.

Common Misconceptions:
* Students may assume that African state systems expanded solely due to European intervention or influence, overlooking the indigenous initiatives, innovations, and adaptability that played significant roles in this expansion.
* Students may wrongly categorize all African states as being identical in their expansion methods, not recognizing the diversity and specificity of state-building strategies used by different African polities.
* Students might believe that African state systems were isolated and did not interact significantly with external entities, ignoring the extensive trade networks and cultural exchanges that connected African states with Eurasia and the Americas.
* Students might misunderstand the technological and political complexity of African states, falsely believing that they were less advanced compared to their Eurasian and American counterparts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.5
Cluster Name: 5. State Building in Africa from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: KC-3.2.I.D.ii
Standard Description: In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity and expanded in scope and reach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.5
Cluster Name: 5. State Building in Africa from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: Unit 1: Learning Objective J
Standard Description: Explain how and why states in Africa developed and changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: KC-3.1.III.D.v
Standard Description: Christianity, Judaism, Islam, and the core beliefs and practices of these religions continued to shape societies in Europe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 42.0
Standard ID: KC-3.1.III.D.v+1
Standard Description: Explain how Christianity and its core beliefs and practices continued to shape societies in Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to understand the general influence of Christian beliefs on European culture and society during the medieval and early modern periods.
* Analyze the influence of the Roman Catholic Church on social structures and political dynamics in medieval European societies.
* Compare the experiences of Jews and Muslims in Christian-dominated Europe, highlighting instances of tolerance and persecution, and the socio-political factors influencing these interactions.
* Describe the influence of Christian institutions in promoting education and the development of centers of learning during the Middle Ages.
* Discuss the significance of Christian holidays and rituals in establishing communal identity and continuity across different European regions.
* Evaluate the effects of major religious changes in medieval Europe, including the Great Schism between Eastern Orthodox and Roman Catholic Christianity, and assess how these divisions created distinct regional identities and influenced political development.
* Explain how the Christian Crusades impacted the political and economic ties between Europe and the Middle East, and assess the long-term cultural exchanges that resulted.

Assessment Boundaries:
* Focus on the role of Christianity in shaping societal norms, values, cultural practices, and political structures in Europe from c. 1200 to c. 1450. Exclude the effects of Judaism and Islam on European societies during this period.

Common Misconceptions:
* Students may believe that Christianity only influenced religious practices, failing to understand its significant impact on political structures, social norms, and cultural developments in Europe.
* Students may overlook the role of Christian institutions, such as monasteries and universities, in preserving and transmitting knowledge, leading to advancements in various fields beyond theology.
* Students might assume that the influence of Christianity was uniform across Europe, neglecting the variations in how different regions and social classes experienced and interpreted Christian doctrines.
* Students often misunderstand the relationship between the Church and the state, thinking that the Church had absolute power over monarchs and political leaders, rather than a complex and often contentious relationship.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 44.0
Standard ID: KC-3.1.III.D.v+3
Standard Description: Explain how Islam and its core beliefs and practices continued to shape societies in Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the cultural and intellectual exchanges between Islamic and European societies during the Middle Ages.
* Analyze the cultural and intellectual exchanges between Islamic and European societies during the medieval period.
* Assess how Islamic scientific and mathematical knowledge influenced European art, architecture, and design.
* Describe the role of Islamic scientific, mathematical, and medical knowledge helped in shaping European society.
* Explain the influence of Islamic scientific and medical knowledge on European learning.

Assessment Boundaries:
* Include the influence of Islamic intellectual achievements on European societies, such as the transmission of scientific, mathematical, and medical knowledge through interactions in Spain and during the Crusades. Exclude the broader influences of Islamic political entities and military expansion on European societies.

Common Misconceptions:
* Some students may believe that Islamic influence in Europe was wholly negative due to conflicts like the Crusades, not acknowledging the periods of coexistence and cultural exchange.
* Students may think that Islam only played a minimal role in shaping European society, overlooking its influence in areas such as trade, science, and culture.
* Students might assume that the presence of Islam was limited to certain regions, without recognizing its broader impact throughout various parts of Europe during certain periods.
* There can be a misconception that Islamic cultural and scientific contributions were merely borrowed by Europe, without understanding the reciprocal nature of cultural exchanges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: KC-3.2.I.B.ii
Standard Description: Europe was politically fragmented and characterized by decentralized monarchies, feudalism, and the manorial system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 45.0
Standard ID: KC-3.2.I.B.ii+1
Standard Description: Explain the factors that led to the political fragmentation of Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how prolonged conflicts like the Hundred Years' War contributed to the gradual centralization of monarchical power and the development of national identities, challenging the previously fragmented political landscape.
* Describe the impact of manorialism on European political fragmentation during this period.
* Explain how wars and conflicts among European monarchies contributed to political fragmentation.
* Explain the role of feudalism in creating and maintaining political decentralization in Europe.
* Identify specific political structures in Europe between 1200 and 1450 that contributed to political fragmentation.

Assessment Boundaries:
* Assessment should focus on the fragmentation caused by decentralized monarchies, feudalism, and the manorial system. Avoid exploration of isolated regional conflicts or details of every individual European political entity.

Common Misconceptions:
* It's common for students to overlook the economic factors, like the manorial economy, that contributed to political fragmentation, focusing solely on political or social causes.
* Some students might believe that the Church had no involvement in political fragmentation, ignoring its substantial influence and power during this period.
* Students may incorrectly assume that Europe's political fragmentation was unique and not understand it in the broader context of state formation and development seen in other regions.
* Students may think that political fragmentation in Europe was solely caused by military conflicts, disregarding the significant roles of feudalism and the manorial system.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 46.0
Standard ID: KC-3.2.I.B.ii+2
Standard Description: Explain why decentralized monarchies were a characteristic of a politically fragmented Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the manorial system in maintaining political fragmentation in Europe, and evaluate how economic self-sufficiency limited the power of centralized monarchies.
* Compare the political structures of decentralized monarchies with those of centralized states during the same period, using examples from both Western and Eastern Europe.
* Corroborate claims about decentralized monarchies using diverse evidence, such as historical texts and archaeological findings, to present a complex understanding of their historical significance.
* Evaluate the impact of decentralized monarchies on the military and economic stability of European regions by examining primary and secondary sources from the period.
* Explain the social and political factors, such as feudal obligations and the manorial system, that led to the emergence of decentralized monarchies in Europe during the period.
* Identify and describe key characteristics of decentralized monarchies in medieval Europe, including their reliance on feudalism and agreements between lords and vassals.
* Interpret images or depictions of feudal ceremonies or manorial life to explain the social hierarchy and power dynamics within decentralized monarchies.
* Using historical maps or documentation, identify regions where decentralized monarchies were prevalent and discuss how geographical features influenced political fragmentation.

Assessment Boundaries:
* Include the rise and impact of decentralized monarchies in Europe from c. 1200 to c. 1450. Focus on specific factors such as the role of feudalism, local lords' power over territories, and the impact of geographic and political fragmentation on the governance structure. Exclude detailed comparisons with other regions' political systems or extensive exploration of non-European political entities.

Common Misconceptions:
* Many students think that the Church played no role in the political fragmentation, overlooking its significant influence in both supporting and challenging monarchic authority.
* Students may believe that decentralized monarchies were unique to Europe, failing to see similar structures in other regions during the same period.
* Students might assume that decentralized monarchies always resulted in weak governance and instability, ignoring instances where some regions maintained relative stability despite decentralization.
* There is often a misconception that the political fragmentation in Europe was solely due to frequent warfare, without recognizing the broader socio-economic and feudal structures that contributed to it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 47.0
Standard ID: KC-3.2.I.B.ii+3
Standard Description: Explain why feudalism was a characteristic of a politically fragmented Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic structures underlying feudalism and how they supported the political decentralization in Europe.
* Assess the impact of feudalism in Europe on subsequent political developments and state formations.
* Compare the characteristics of European feudalism with another feudal system outside of Europe, such as Japan, to highlight factors contributing to political fragmentation.
* Describe the main characteristics of feudalism in Europe from c. 1200 to c. 1450, focusing on the relationships between lords, vassals, and serfs.
* Evaluate the social implications of feudalism in a politically fragmented Europe, including the roles and status of different social classes.
* Explain how the political fragmentation of Europe contributed to the development and persistence of feudalism.
* Use primary source documents from the medieval period to identify viewpoints about the effectiveness of feudalism in maintaining social and political order.

Assessment Boundaries:
* Include how feudalism functioned as a political system in the absence of centralized power in Europe c. 1200 to c. 1450. Exclude detailed descriptions of specific monarchies, individual feudal contracts, and the manorial system.

Common Misconceptions:
* Some students might misunderstand that feudalism represented a unified system across Europe, not recognizing the regional variations and adaptations that occurred.
* Students may think that feudalism emerged solely as a consequence of failed governments, rather than understanding it as a structured response to the need for security and resource management in a politically fragmented context.
* Students often believe feudalism was a purely economic arrangement, ignoring the intricate social and political relationships that formed its foundation.
* There can be a misconception that feudalism disappeared entirely once centralized monarchies began to emerge, rather than recognizing the persistence and adaptation of feudal practices over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 48.0
Standard ID: KC-3.2.I.B.ii+4
Standard Description: Explain why the manorial system was a characteristic of a politically fragmented Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social roles of the manorial system in maintaining order and self-sufficiency in local communities during political fragmentation in Europe.
* Compare the manorial system in Europe with similar socio-economic structures in other regions of the world during the same period.
* Describe how political fragmentation in Europe from c. 1200 to c. 1450 contributed to the implementation of the manorial system.
* Evaluate the effectiveness of the manorial system in providing defense and economic stability in a politically fragmented European context.
* Explain the relationship between feudalism and the manorial system and how these systems functioned within a politically fragmented Europe.
* Identify the key components of the manorial system in medieval Europe.

Assessment Boundaries:
* Assessments should focus on how the manorial system functioned within the context of a fragmented Europe, specifically its roles in local economies and social hierarchies. Exclude detailed comparisons with centralized political systems outside Europe during the same period.

Common Misconceptions:
* Students may assume that political fragmentation directly created the manorial system, rather than seeing it as a mutual development where the manorial system both shaped and was shaped by political decentralization.
* Students may believe that the manorial system and feudalism are the same, not recognizing the distinct economic focus of the manorial system and its role within the broader feudal framework.
* Students might think that the manorial system was unique to Europe, without understanding that similar systems existed in other parts of the world.
* There might be a misunderstanding that the manorial system was solely beneficial, failing to recognize the hardships and limitations it imposed on peasants and serfs.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: KC-3.3.III.C
Standard Description: Europe was largely an agricultural society dependent on free and coerced labor, including serfdom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 49.0
Standard ID: KC-3.3.III.C+1
Standard Description: Europe was largely an agricultural society dependent on free and coerced labor, including serfdom.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of free and coerced labor systems on the social hierarchy and organization within European agricultural societies.
* Assess how agricultural dependency influenced the structuring of European feudal societies by discussing the interrelation between lords, serfs, and the manorial system.
* Describe the role of serfdom and how it contributed to the agricultural economy of medieval Europe.
* Evaluate the economic necessity of serfdom in sustaining the agricultural needs of feudal lords during the Middle Ages.

Assessment Boundaries:
* Limit the scope to understanding the feudal system as the basis of the European agricultural society, focusing on the roles and dependencies of free peasants and serfs. Exclude exploration of trade beyond the nexus of local manorial economies and any influence from external trade networks or broader social changes post-1450.

Common Misconceptions:
* Some students may assume that the agricultural economy was primarily static, failing to recognize the dynamic changes and developments that occurred within agricultural and labor systems from 1200 to 1450.
* Students might believe that agricultural labor was predominantly voluntary, not realizing the extent to which coercion and systems like serfdom were integral to agricultural production.
* Students might overlook the regional variations in how free and coerced labor were applied, thinking the systems were uniform across all of Europe.
* There might be a misunderstanding that serfdom was equivalent to slavery, whereas serfs had limited rights and were legally distinct from slaves.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 140.0
Standard ID: Unit 1: Learning Objective K
Standard Description: Explain how the beliefs and practices of the predominant religions in Europe affected European society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: Unit 1: Learning Objective L
Standard Description: Explain the causes and consequences of political decentralization in Europe from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.6
Cluster Name: 6. Developments in Europe from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: Unit 1: Learning Objective M
Standard Description: Explain the effects of agriculture on social organization in Europe from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: KC-3.2.I
Standard Description: As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: KC-3.2.I.A
Standard Description: Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: KC-3.2.I.B.i
Standard Description: State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: KC-3.2.I.D.i
Standard Description: In the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: KC-3.2.I.D.ii
Standard Description: In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 1
Unit Name: The Global Tapestry
Cluster ID: AP World Topic 1.7
Cluster Name: 7. Comparison in the Period from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: Unit 1: Learning Objective N
Standard Description: Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: KC-3.1.I.A.i
Standard Description: Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes-including the Silk Roads-promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 55.0
Standard ID: KC-3.1.I.A.i+1+A
Standard Description: Explain how improved commercial practices led to an increased volume of trade in the Silk Roads, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic factors that led to the growth of powerful new trading cities along the Silk Roads, incorporating maps and primary sources to support the analysis (Stimulus required).
* Analyze the role of safety measures, such as improved law enforcement and road maintenance, in enhancing the volume of trade.
* Describe the effects of improved transportation technologies on trade volume along the Silk Roads.
* Describe the relationship between increased demand for luxury goods and the production practices in Afro-Eurasian societies.
* Evaluate the impact of commercial practices on the development and prosperity of trading cities (e.g., Kashgar, Samarkand).
* Explain how the institution of "flying cash" and other financial innovations in China facilitated an increase in long-distance trade.
* Explain how the rise of the Mongol Empire unified trade routes and increased the security of merchants, leading to an increase in trade volume.
* Explain the historical context and key factors that contributed to the reemergence of the Silk Roads between 1200 and 1450, including political stability, infrastructure development, and increased demand for goods.

Assessment Boundaries:
* Focus on specific examples of improved commercial practices such as caravanserais, forms of credit, and the use of paper money. Exclude detailed descriptions of the Silk Roads themselves or the specific technological innovations unrelated to commercial practices.

Common Misconceptions:
* Learners might believe that the increase in trade volume and the rise of trading cities were purely economic phenomena, disregarding the cultural and technological impacts of these changes.
* Students could misunderstand the role of improved commercial practices, thinking they only involved trade agreements, rather than including innovations such as credit systems and banking.
* Students may assume that all regions experienced uniform growth of trading cities, ignoring regional variations in the rise and development of these cities.
* Students might think that new trading cities emerged only due to improved transportation technologies, overlooking the importance of commercial practices in increasing trade volume.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 56.0
Standard ID: KC-3.1.I.A.i+2+A
Standard Description: Explain how improved commercial practices expanded the geographical range of the Silk Roads, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how increased connectivity along the Silk Roads facilitated not only beneficial exchanges but also the spread of diseases, particularly the Bubonic plague, and evaluate its impact on Afro-Eurasian societies.
* Compare the roles of different trading cities in supporting the Silk Roads’ network, noting the variations and similarities.
* Describe the commercial practices that led to the extension of the geographical range of the Silk Roads.
* Explain the impact of safer and more efficient trade routes on the economic development of trade cities.
* Identify and explain how improved transportation technologies contributed to the expansion of trade networks.

Assessment Boundaries:
* Focus on how specific commercial practices such as the usage of paper money, banking houses, and bills of exchange led to the geographical expansion of the Silk Roads, and how this in turn promoted the growth of important trading cities like Kashgar and Samarkand. Exclude other unrelated trade routes and cities not connected to the Silk Roads.

Common Misconceptions:
* Some may think that the development of powerful new trading cities was immediate, not realizing the gradual nature of this growth.
* Students may assume that the geographical expansion of the Silk Roads occurred uniformly without recognizing the varied impact in different regions.
* Students may believe that the expansion of the Silk Roads was solely due to military conquests, overlooking improved commercial practices.
* Students might misunderstand that new trading cities existed before the rise in trade volume, rather than arising as a result of expanded trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: KC-3.1.I.C.i
Standard Description: The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 58.0
Standard ID: KC-3.1.I.C.i+1+A
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation technologies, including but not limited to the caravanserai.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of innovations in transportation technology on the safety and efficiency of interregional trade routes in the 13th century.
* Assess the role of enhanced naval and other technologies, such as the rudder, magnetic compass, papermaking, and gunpowder, in the expansion of trade and cultural exchange across regions, including the spread of religious beliefs.
* Describe how the innovation of caravanserai contributed to the growth of interregional trade in luxury goods.
* Explain the significance of improved saddles for camels in facilitating long-distance trade routes for luxury goods.

Assessment Boundaries:
* Focus on how the caravanserai and other specific transportation technologies such as camels and camel saddles encouraged the growth of interregional trade in luxury goods. Exclude broader discussions on commercial technologies or the development of money economies.

Common Misconceptions:
* Students may believe that interregional trade networks only connected distant regions sporadically, rather than forming continuous and reliable trade routes.
* Students may think that all innovations in transportation technologies were equally significant, failing to recognize the varying impacts of different technologies such as the compass, astrolabe, and larger ship designs.
* Students might assume that the caravanserai were simply resting places without understanding their role in the facilitation of trade and cultural exchanges along trade routes.
* There is often confusion regarding the timeline, with some students assuming these transportation innovations all developed simultaneously rather than progressively over a period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 59.0
Standard ID: KC-3.1.I.C.i+2+A
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by innovations in previously existing commercial technologies, including but not limited to forms of credit and the development of money economies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of existing commercial technologies, such as flying cash, on the expansion of high-value trade networks.
* Assess the significance of economic incentives provided by credit forms and money economies in trade expansion.
* Compare the effectiveness of different commercial innovations in promoting the growth of trade in luxury goods.
* Describe how the development of money economies facilitated the growth of interregional trade in luxury goods.
* Explain the interconnection between the advancements in commercial technologies and the increase in demand for luxury items.
* Explain the role of forms of credit in encouraging the trade of luxury goods across regions.

Assessment Boundaries:
* Include specific examples of how forms of credit (e.g., bills of exchange, banking practices) and the development of money economies (e.g., standardized currencies) facilitated the growth of interregional trade in luxury goods. Exclude details on general transportation innovations and other commercial practices not directly related to credit and money systems.

Common Misconceptions:
* Some students could mistakenly think that all regions equally benefited from the innovations in commercial technologies, without considering the geographical and political disparities.
* Students may assume that the development of money economies was swift and universally adopted without resistance or delay, ignoring the regional variations and gradual process involved.
* Students might believe that forms of credit and money economies were invented during this period, rather than recognizing they were innovations on existing concepts.
* There may be a misunderstanding that commercial technologies alone were responsible for trade growth, overlooking other influential factors like political stability and cultural exchanges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 240.0
Standard ID: KC-3.3.I.B
Standard Description: Demand for luxury goods increased in Afro- Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 60.0
Standard ID: KC-3.3.I.B+1+A
Standard Description: Explain how and why the demand for luxury goods increased in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of cultural exchanges on the demand for luxury goods in Afro-Eurasia.
* Compare the roles of different regions (China, Persia, India) in the production of luxury goods in response to increased demand.
* Describe how the Mongol Empire facilitated trade and increased the demand for luxury goods.
* Explain how advancements in transportation and financial systems increased the demand for luxury goods in Afro-Eurasia.
* Explain why Chinese, Persian, and Indian artisans expanded their production of luxury goods after 1200.
* Identify the economic and social factors that led to increased demand for luxury goods in Afro-Eurasia.
* Identify the effects of increased demand for luxury goods on social and economic structures in Afro-Eurasia.

Assessment Boundaries:
* Include examples of how production expanded for specific luxury goods, such as textiles, porcelains, iron, and steel in regions like China, Persia, and India. Exclude detailed analysis of the effects of this increased production capacity on social and environmental processes.

Common Misconceptions:
* A frequent misunderstanding is that all regions in Afro-Eurasia participated equally in the trade of luxury goods, when in fact, the level of participation varied significantly depending on regional resources, political conditions, and market access.
* Some students might think that the increase in demand for luxury goods was a sudden phenomenon, rather than a gradual process influenced by long-term developments in trade networks and artisan techniques.
* Students often believe that the demand for luxury goods was purely based on socio-cultural factors, disregarding the significant economic drivers such as wealth accumulation from trade and political stability.
* There is a common misconception that luxury goods only included textiles and porcelains, without acknowledging the variety of other luxury products such as spices, precious metals, and artworks that were also in high demand.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 61.0
Standard ID: KC-3.3.I.B+2+A
Standard Description: Explain how and why Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of merchant activity on the cultural exchange and diffusion of textiles and porcelains in Afro-Eurasia.
* Analyze the role of regional trade networks in facilitating the export of textiles and porcelains from China, Persia, and India.
* Compare the production techniques utilized by Chinese, Persian, and Indian artisans in the manufacturing of textiles and porcelains for export.
* Describe the technological and artistic advancements, including those developed during the Song Dynasty such as improved metal production, that enabled Chinese, Persian, and Indian artisans to meet the high demand for their goods.
* Evaluate the effect of expanding textile and porcelain production on local economies and societies in China, Persia, and India.
* Explain how political stability and state policies in China, Persia, and India influenced the growth of their export industries.
* Explain the economic motivations behind the expansion of textile and porcelain production among Chinese, Persian, and Indian artisans.
* Identify the key factors that led to the increasing demand for luxury goods in Afro-Eurasia after 1200.

Assessment Boundaries:
* Include the primary reasons motivating the expansions, such as increased demand for luxury goods, technological advancements, and trade opportunities. Exclude extensive details on specific manufacturing techniques or individual artisan biographies.

Common Misconceptions:
* A common misconception is that the expansion of production was solely due to external demand, neglecting internal factors such as local market growth, technological innovations, and state support.
* Some students think that all production technologies and methods for textiles and porcelains were identical in China, Persia, and India, ignoring regional variations and advancements.
* Students may believe that the demand for luxury goods was uniform across all regions, rather than recognizing varying degrees of demand in different parts of Afro-Eurasia.
* Students often assume that artisans and merchants had unlimited resources and infrastructure to expand production, without understanding the challenges and investments required.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.1
Cluster Name: 1. The Silk Roads from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: Unit 2: Learning Objective A
Standard Description: Explain the causes and effects of growth of networks of exchange after 1200.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: KC-3.1.I.E.i
Standard Description: The expansion of empires-including the Mongols-facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors' economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 66.0
Standard ID: KC-3.1.I.E.i+1
Standard Description: Explain how the expansion of the Mongols facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors' economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that depict the Mongol Empire’s impact on the Silk Roads, noting any biases or limitations in these sources.
* Analyze the economic strategies the Mongols employed to integrate new territories into their trade networks.
* Assess how the Mongol Empire's expansion influenced cultural exchanges between Asia, the Middle East, and Europe.
* Compare the methods used by the Mongols to facilitate trade with those of earlier empires in Afro-Eurasia.
* Describe the infrastructure improvements made by the Mongols that facilitated Afro-Eurasian trade, including the Yam communication system and its role in maintaining imperial control.
* Evaluate the impact of the Pax Mongolica on the safety and stability of trade routes across Afro-Eurasia.
* Explain how the Mongol policy of religious tolerance contributed to increased trade and communication across Afro-Eurasia.
* Explain how the inclusion of various people and regions into the Mongol Empire’s trade networks altered local economies and societies.
* Investigate the role of key figures in the Mongol Empire in promoting trade and maintaining the empire’s economic networks.

Assessment Boundaries:
* Include the impacts of Mongol expansion on various trade networks in Afro-Eurasia, focusing on the economic integration and the movement of goods and ideas among new regions under Mongol influence. Exclude details unrelated to the Mongol Empire or peripheral regions outside Afro-Eurasia.

Common Misconceptions:
* Some students may incorrectly assume that the Mongols' facilitation of trade was limited to the Silk Road, not recognizing their impact on a broader Afro-Eurasian network.
* Students may think the Mongol expansion was solely about conquest and ignore the importance of their facilitation of trade and communication.
* Students might believe that the economic benefits of the Mongol expansion were short-term, failing to understand the long-lasting effects on the regions involved.
* There is often a misunderstanding that the Mongols imposed their own culture on the regions they conquered, rather than facilitating a blend of cultures through trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 67.0
Standard ID: KC-3.1.I.E.i+2
Standard Description: Explain how the expansion of empires other than the Mongols facilitated Afro-Eurasian trade and communication as new people were drawn into their conquerors' economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the spread of Islam and the resulting cultural exchanges on Afro-Eurasian trade networks during the early Islamic period.
* Compare the trade policies of the Byzantine Empire and the Chinese Song Dynasty, focusing on how each controlled and promoted international trade through Afro-Eurasian routes.
* Evaluate how the Delhi Sultanate's control over the Indian subcontinent facilitated trade routes between the Indian Ocean and the rest of Afro-Eurasia.
* Explain the role of the Mali Empire in promoting trade across the Sahara, detailing the ways in which they integrated new territories and peoples into their trade networks.
* Identify and describe the mechanisms through which various empires influenced trade and communication across Afro-Eurasia, highlighting their trade networks and cultural exchanges.
* Using primary and secondary sources, discuss the ways in which the Ottoman Empire's geographical and political expansion contributed to trade dynamics in the Mediterranean and beyond.

Assessment Boundaries:
* Focus on specific examples of empires other than the Mongols, such as the Byzantine Empire, the Islamic Caliphates, or the Mali Empire, and their role in facilitating Afro-Eurasian trade and communication. Exclude detailed histories of these empires' internal politics or military conquests that do not directly relate to trade and communication.

Common Misconceptions:
* Students could misunderstand that the expansion of empires was always a peaceful process that welcomed new people into their trade networks, failing to recognize that this often involved conflict, coercion, and significant cultural ramifications.
* Students may think that the influence of the Mongol Empire is the sole reason for the facilitation of Afro-Eurasian trade, ignoring contributions from other empires like Mali, the Abbasid Caliphate, and the Byzantine Empire.
* Students may underestimate the role of local intermediaries and regional trade hubs in facilitating Afro-Eurasian trade, instead assuming it was directly managed by the empires' central authorities.
* Students might believe that Afro-Eurasian trade was only facilitated through land routes such as the Silk Road, overlooking the significance of maritime routes in the Indian Ocean and Mediterranean Sea.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: KC-3.2.I.B.iii
Standard Description: Empires collapsed in different regions of the world and in some areas were replaced by new imperial states, including the Mongol khanates.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 63.0
Standard ID: KC-3.2.I.B.iii+1
Standard Description: Explain how and why empires collapsed in different regions of the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of external invasions on the decline of empires across various regions.
* Compare the decline of empires in different regions due to administrative and political failures.
* Corroborate the reasons for the fall of empires using diverse primary source evidence.
* Describe the effects of the collapse of empires on the subsequent rise of new states and powers.
* Discuss how environmental factors and natural disasters contributed to the decline of certain empires.
* Evaluate the role of social upheaval and internal dissent in the fall of prominent empires.
* Explain how economic difficulties and resource management issues led to the decline of specific empires.
* Identify the major internal factors contributing to the collapse of empires in different regions.

Assessment Boundaries:
* Limit the scope to discussing factors leading to the collapse of empires in various regions, such as internal strife, economic challenges, and external invasions. Exclude detailed discussions on the replacement by new imperial states, including the Mongol khanates.

Common Misconceptions:
* Students may assume that the collapse of an empire always leads directly to chaos and disorder, not understanding that some regions experienced relatively smooth transitions to new forms of governance.
* Students may believe that the collapse of empires was due to a single cause, rather than a complex interplay of multiple internal and external factors.
* Students may overlook the role of economic factors, such as resource depletion or trade disruptions, focusing only on political or military reasons for collapse.
* Students may think that all empires collapsed in the same way, failing to recognize regional differences in the causes and processes of decline.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 64.0
Standard ID: KC-3.2.I.B.iii+2
Standard Description: Explain how and why empires in some areas were replaced by the Mongol khanates.

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the administrative structures, cultural policies, and lasting impacts of different Mongol khanates (Yuan Dynasty, Il-khanate, Golden Horde) in their respective regions.
* Describe the military tactics used by the Mongols that contributed to the collapse of existing empires in Eurasia.
* Evaluate the long-term effects of Mongol domination on the political landscapes of Eurasia, including the transformation of Russian political structures and the rise of Moscow under Golden Horde rule.
* Explain how the Mongols’ policies of religious tolerance and cultural assimilation helped them maintain control over conquered territories.
* Explain the administrative strategies employed by the Mongols that facilitated the replacement of previous empires with Mongol khanates.
* Identify and describe the impact of the Mongol invasions on trade routes and economic structures in Eurasia.

Assessment Boundaries:
* Include the causes and consequences of the Mongol invasions and the establishment of khanates. Focus on the political, economic, and social factors leading to the replacement of existing empires by the Mongol khanates, such as military strategy, administrative organization, and the impact on local populations. Exclude the detailed study of other non-Mongol imperial states.

Common Misconceptions:
* Some students might assume the Mongol khanates were entirely new entities, failing to recognize that they often incorporated existing administrative structures and local rulers into their governance system.
* Students may incorrectly believe that the Mongol conquests were solely about military domination without understanding the complex administrative methods they used to integrate and govern the conquered territories.
* Students may wrongly think that the Mongol replacements of empires were welcomed by the conquered peoples, not understanding the varied and often resistant responses to Mongol rule.
* There can be a misunderstanding that the Mongol Empire's expansion was an unorganized series of raids, rather than a coordinated and strategic campaign aimed at creating a unified and controlled empire.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 65.0
Standard ID: KC-3.2.I.B.iii+3
Standard Description: Explain how and why empires in some areas were replaced by new imperial states other than the Mongol khanates.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the factors contributing to the decline of Mongol rule and the emergence of successor states like the Ming Dynasty, focusing on how these new powers both rejected and built upon Mongol legacies.
* Compare the state-building approaches of different regional powers following the decline of earlier political entities in various parts of the world between 1200-1450 CE.
* Evaluate the impact of trade and cultural exchanges in the development of new imperial states from former empires in various regions.
* Explain the relationship between the decline of centralized imperial authority and the rise of new regional powers in the Islamic world during the medieval period.
* Identify the emergence of new states following the collapse of prior empires and explain the underlying factors that led to their formation.

Assessment Boundaries:
* Focus on explaining how and why empires in regions such as Europe, Africa, and Southeast Asia were replaced by new imperial states. Exclude detailed analysis of the Mongol khanates.

Common Misconceptions:
* Some students may believe that the replacement of empires always led to an immediate and complete overhaul of local governance and cultural systems, ignoring instances of continuity and adaptation.
* Students may erroneously consider external invasions as always leading to the replacement of empires, disregarding internal factors such as economic instability, political corruption, and social strife that could also contribute to such changes.
* Students might assume that all empires declined for the same reasons, neglecting the unique factors that led to the downfall and replacement of specific empires other than the Mongol khanates.
* There can be a misconception that new imperial states that replaced previous empires were always more advanced or superior, without understanding the complex socio-political dynamics that influenced these transitions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: KC-3.2.II.A.ii
Standard Description: Interregional contacts and conflicts between states and empires, including the Mongols, encouraged significant technological and cultural transfers.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 68.0
Standard ID: KC-3.2.II.A.ii+1
Standard Description: Explain how and why interregional contacts and conflicts between states and the Mongols encouraged significant technological transfers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why the Mongol Empire was particularly effective in encouraging technological transfers.
* Compare the impact of Mongol-facilitated technological transfers on different regions within their empire.
* Describe the key technological transfers that occurred due to the interregional contacts and conflicts between the Mongol Empire and other states.
* Evaluate the long-term significance of technological transfers initiated during the Mongol Empire in shaping future technological developments.
* Explain how the Mongol conquests facilitated the spread of technological knowledge across different regions.

Assessment Boundaries:
* Focus on the specific technological transfers facilitated by the Mongol invasions and settlements, such as military technologies (e.g., gunpowder weapons) and navigational techniques. Exclude broader cultural transfers or technological innovations not directly linked to the Mongol Empire's interregional conflicts and contacts.

Common Misconceptions:
* It is commonly misunderstood that the technological transfers were primarily forced upon subjugated peoples, rather than often being willingly adopted and adapted by various cultures for their own use
* Some students might believe that the Mongol Empire facilitated technological transfers only through conquest, without understanding the crucial role of peace and stability (Pax Mongolica) in allowing these exchanges to happen more fluidly.
* Students often assume that technological transfers during the Mongol period were unidirectional, from the Mongols to other regions, rather than recognizing that these exchanges were reciprocal and multinational.
* There is a misconception that technological advances introduced through the Mongol Empire were solely military in nature, ignoring the significant contributions in areas like medicine, astronomy, and papermaking.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 70.0
Standard ID: KC-3.2.II.A.ii+3
Standard Description: Explain how and why interregional contacts and conflicts between states and the Mongols encouraged significant cultural transfers.

Key Concepts:
*None specified*

Learning Objectives:
* Describe and analyze the technological transfers that occurred between the Mongols and other regions, focusing on specific innovations like the transfer of medical knowledge or the adoption of the Arabic numbering system.
* Explain how the Mongol Empire's unification of disparate territories under one rule contributed to the broader pattern of continuity and change in Afro-Eurasian history.
* Explain how the enforced security on the Silk Roads under Mongol rule contributed to cultural and technological exchanges across Eurasia.
* Explain the significance of the Mongol policy of religious tolerance in facilitating cultural exchanges across their empire.
* Identify and explain the role of key figures (such as Genghis Khan and his successors) in promoting contacts and conflicts that facilitated cultural transfers.
* Use a primary source excerpt to infer the point of view of a contemporary observer about the impact of the Mongol invasions on cultural exchanges.

Assessment Boundaries:
* Focus on the specific forms of cultural transfer between the Mongols and other states, including the transfer of religious beliefs, artistic practices, and languages. Exclude technological transfers and other forms of exchange not directly tied to cultural aspects.

Common Misconceptions:
* Students may assume that cultural transfers were one-way, primarily from the Mongols to other regions, rather than recognizing the mutual exchange of cultural practices and ideas between the Mongols and the diverse peoples they interacted with.
* Students may incorrectly believe that the cultural transfers were solely beneficial, ignoring the complex impacts, including potential negative effects, that such exchanges might have had on societies both within and outside the Mongol Empire.
* Students might mistakenly think that the cultural transfers were only limited to the Mongol Empire's immediate neighbors, without understanding the extensive reach and influence the Mongol networks had on regions far across Afro-Eurasia.
* There can be a misunderstanding that the cultural transfers were purely incidental and spontaneous, rather than facilitated and often actively promoted by Mongol policies such as religious tolerance and the promotion of trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 71.0
Standard ID: KC-3.2.II.A.ii+4
Standard Description: Explain how and why interregional contacts and conflicts between states and empires other than the Mongols encouraged significant cultural transfers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of trans-Saharan trade routes and its cultural influence in Sub-Saharan Africa.
* Describe how interregional trade and diplomacy facilitated cultural and technological transfers between different civilizations during the period.
* Describe the effects of various empires' interactions with neighboring regions in promoting cultural and technological transfers during the period.
* Explain how Chinese innovations were transferred to Europe through the Silk Roads and the impact these innovations had on European society.
* Explain how interregional trade networks facilitated cultural exchanges between different civilizations during the pre-modern era.

Assessment Boundaries:
* Focus on the Mongol Empire (c. 1200-1450 CE). Exclude mention of any events outside of the time period 1200-1450 CE. Exclude questions on contemporary rulers' religious approaches, taxation of religious institutions, clerics in administrative roles, religion as a tool for governance, cultural hybridization, challenges to societal norms, and urbanization in West Africa. Avoid asking students to make complex comparisons or inferences.

Common Misconceptions:
* Students may disregard the impact of other empires and states.
* Students may fail to recognize instances where conflicts led to negative consequences or were resisted.
* Students often overlook the role of non-state actors, such as merchants and missionaries, in facilitating cultural exchanges between empires.
* There may be a misunderstanding that cultural transfers were unidirectional

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: Unit 2: Learning Objective B
Standard Description: Explain the process of state building and decline in Eurasia over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: Unit 2: Learning Objective C
Standard Description: Explain how the expansion of empires influenced trade and communication over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.2
Cluster Name: 2. The Mongol Empire and the Making of the Modern World from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: Unit 2: Learning Objective D
Standard Description: Explain the significance of the Mongol Empire in larger patterns of continuity and change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: KC-3.1.I.A.ii
Standard Description: Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the Indian Ocean, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 72.0
Standard ID: KC-3.1.I.A.ii+1
Standard Description: Explain how improved transportation technologies led to an increased volume of trade, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify the impact of Chinese naval technology advancements, such as the rudder and magnetic compass, on the expansion of maritime trade networks.
* Corroborate the idea that transportation innovations were central to the economic growth of empires by comparing different trade networks, such as the Indian Ocean trade and the trans-Saharan routes.
* Describe specific improvements in transportation technologies during the period after 1200 and how they increased the safety and efficiency of trade routes.
* Discuss how increased trade volume led to the rise and prosperity of cities located along major trade networks, using historical data and maps.
* Evaluate the role of powerful new trading cities in fostering cultural and technological diffusion between different societies.
* Explain the ways in which the use of saddles for camels and other innovations impacted trade across the Silk Road and other trading routes.

Assessment Boundaries:
* Focus on specific improved transportation technologies such as the astrolabe, compass, and larger ship designs, and connect these directly to the increase in trade volume and the rise of new trading cities. Do not include the impacts of commercial practices or other technological developments beyond transportation technologies.

Common Misconceptions:
* Some students might think that improved transportation technologies automatically resulted in powerful new trading cities without considering the role of strategic geographic locations and other factors in this development.
* Students may believe that all transportation technologies had an equal impact on trade volume, not recognizing the specific advancements that were most influential.
* Students may overlook the relationship between improved transportation technologies and commercial practices, considering them independently rather than interdependently.
* There might be a misconception that improved transportation technologies only affected trade routes within certain regions, while in reality, their impact was much broader.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 73.0
Standard ID: KC-3.1.I.A.ii+2
Standard Description: Explain how improved transportation technologies expanded the geographical range of existing trade routes on the Indian Ocean, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of monsoon wind patterns in shaping trade routes and how innovations in shipbuilding and navigation technologies took advantage of these natural phenomena.
* Describe the technological advancements in maritime navigation and how they increased the efficiency and safety of long-distance trade across the Indian Ocean.
* Discuss how the growth of powerful new trading cities facilitated the spread of ideas, goods, and cultural practices across the Indian Ocean trade network.
* Evaluate the economic and cultural impact on the regions connected by the expanded Indian Ocean trade network, supported by transportation advancements.
* Explain the impact of specific transportation technologies—such as the magnetic compass, astrolabe, and lateen sail—on the expansion of Indian Ocean trade routes.
* Identify and compare the growth of trading cities like Kilwa, Malacca, and Calicut, and explain how these cities benefited from the increased volume of trade routes made possible by improved technologies.
* Utilize maps and historical records to illustrate the expansion of Indian Ocean trade routes and the emergence of major trade hubs as a result of improved transportation technologies.

Assessment Boundaries:
* Focus on the impact of improved transportation technologies on the expansion of trade routes and the growth of trading cities specifically around the Indian Ocean, such as dhow ships and lateen sails. Exclude detailed descriptions of trading cities outside the Indian Ocean basin.

Common Misconceptions:
* Some students may misunderstand that natural barriers like monsoons were purely obstacles, rather than seeing how advanced knowledge of these barriers facilitated trade.
* Students may think that improved transportation technologies only included ships, ignoring other advancements like navigational instruments and maritime knowledge.
* Students might assume that the expansion of trade routes was uniform across all regions, rather than varying greatly depending on regional factors.
* There can be a misconception that the growth of new trading cities was solely due to technology, without considering the role of political, social, and economic factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 75.0
Standard ID: KC-3.1.I.A.ii+4
Standard Description: Explain how improved commercial practices led to an increased volume of trade in the Indian Ocean, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how regional specialization in the production of goods contributed to the increased volume of trade and interdependence among regions connected by the Indian Ocean trade network.
* Describe how advancements in maritime technology, navigational tools, and environmental knowledge contributed to increased trade volume and urban expansion in the Indian Ocean region.
* Evaluate the significance of wind in the growth of powerful trading cities.
* Explain how innovations contributed to the rise of new trading hubs and cities.
* Explain how strategic trading cities, such as Malacca, Calicut, and Swahili city-states, facilitated economic growth through state oversight, taxation, and regional specialization.

Assessment Boundaries:
* Focus on the time period. Exclude mention of currency, credit systems, letters of credit, and financial instruments. Exclude mention of any financial or administrative innovations, even in the distractors. Exclude the relationship between ship design and navigation capabilities. Exclude specific knowledge about commercial standardization practices. Exclude currency systems, credit systems, financial instruments, ship design, commercial standardization, specific administrative practices of Malacca, spice trade monopoly, and shipbuilding techniques. Avoid mentioning detailed governance structures or trade regulations.

Common Misconceptions:
* Students may believe that innovations were limited to material goods, neglecting the importance of other innovations.
* Students may misunderstand that the growth of powerful new trading cities happened right away with the innovations, rather than over time as trade volume increased.
* Students may overlook the role of local and regional political stability in allowing for innovation, erroneously attributing trade growth to single innovations without considering the broader social and political context.
* Students might assume that only one or two practices were responsible for the increased volume of trade and the growth of trading cities, not recognizing the cumulative effect of multiple innovations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 76.0
Standard ID: KC-3.1.I.A.ii+5
Standard Description: Explain how improved commercial practices expanded the geographical range of existing trade routes on the Indian Ocean, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources, such as maps or trade records, to explain the expansion of Indian Ocean trade routes (stimulus required).
* Describe how improved commercial practices facilitated the expansion of existing trade routes in the Indian Ocean.
* Explain the relationship between increased trade volume and the development of powerful trading cities along the Indian Ocean trade routes.
* Explain the role of maritime technology advancements in the geographical expansion of Indian Ocean trade routes.
* Identify and analyze the impact of financial innovations on the growth of trading cities in the Indian Ocean region.

Assessment Boundaries:
* Focus on specific improved commercial practices such as the use of the dhow and junk ships, the establishment of trade diasporas, and advancements in maritime technology like the astrolabe and compass. Exclude the detailed political history or governance of the trading cities themselves.

Common Misconceptions:
* Some students may incorrectly believe that the growth of trading cities was only a result of merchant activities, not understanding the significance of commercial practices like banking, credit, and joint-stock companies.
* Students might assume that the geographical expansion of trade routes was a random process, not influenced by systematic commercial practices and policies.
* Students might think caravans only traveled on land, not recognizing maritime caravans played a role in Indian Ocean trade.
* There is a misconception that technological advancements like the compass and lateen sails were solely used in European waters, ignoring their crucial role in Indian Ocean trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: KC-3.1.I.A.iii
Standard Description: The Indian Ocean trading network fostered the growth of states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 81.0
Standard ID: KC-3.1.I.A.iii+1
Standard Description: The Indian Ocean trading network fostered the growth of states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of trade dynamics on political stability and state formation in the Indian Ocean region.
* Evaluate the influence of the Indian Ocean trade on the expansion and consolidation of states, using primary and secondary source materials.
* Examine the role of the Indian Ocean network in fostering cultural and economic exchanges, including the trade in enslaved people, that contributed to state development.
* Explain how advancements in maritime technology facilitated state-building efforts in the Indian Ocean region.
* Identify key factors that led to the growth of states along the Indian Ocean trading network.

Assessment Boundaries:
* Focus on the role of the Indian Ocean trading network in fostering state growth through economic prosperity tied to maritime trade routes and state institutionalization to handle trade revenue. Exclude broader discussions of societal changes and cultural exchanges unrelated to state growth.

Common Misconceptions:
* Many students misunderstand that the Indian Ocean trade network was only a sea route, ignoring the extensive land-based infrastructure that complemented maritime trade.
* Students may assume that state growth in the region was solely due to trade interactions and fail to see how political strategies, military power, and cultural exchanges also contributed to state formation.
* Students often think that the Indian Ocean trade provided only exotic luxury goods without recognizing its role in the exchange of critical everyday goods and resources crucial for state development.
* There is a misconception that the Indian Ocean trading network operated in isolation without realizing the interconnectedness with other networks like the Silk Road, which jointly facilitated regional state growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: KC-3.1.I.C.ii
Standard Description: The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies, including the use of the compass, the astrolabe, and larger ship designs.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 78.0
Standard ID: KC-3.1.I.C.ii+1
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by the use of the compass.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical sources to explain how the compass was used to navigate and promote long-distance trade, focusing on its general impact rather than specific individuals or technical details.
* Analyze the impact of the compass on maritime trade, particularly in the exchange of luxury goods.
* Compare the roles of the compass and other navigational technologies, like the astrolabe, in facilitating trade across different regions.
* Describe how the use of the compass facilitated the expansion of interregional trade networks.
* Evaluate the ways in which the compass contributed to the reliability and safety of maritime voyages, thereby encouraging the growth of trade in luxury goods.
* Explain how the introduction of the compass improved navigation and influenced trade routes during the period after 1200.

Assessment Boundaries:
* Focus on the role of the compass in facilitating the navigation and trade routes necessary for interregional trade in luxury goods. Exclude other technological innovations such as the astrolabe and ship designs.

Common Misconceptions:
* Some students might assume that the compass was the sole factor in the growth of interregional trade, neglecting other innovations like the astrolabe and improved ship designs.
* Students may believe that the compass was only useful for land navigation and not understand its crucial role in maritime trade and exploration.
* Students might think that the compass was universally accurate and reliable immediately after its introduction, without recognizing the gradual improvements and adoption process over time.
* There can be a misconception that the compass was invented during the period after 1200, whereas it was a refinement and increased use during this time that was significant.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 79.0
Standard ID: KC-3.1.I.C.ii+2
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by the use of the astrolabe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the astrolabe on the trade routes between different regions.
* Describe how the astrolabe influenced the efficiency and safety of long-distance sea voyages.
* Evaluate how the use of the astrolabe contributed to the economic growth of the regions involved in interregional trade.
* Explain the connection between the use of the astrolabe and the expansion of trading networks.
* Identify the technological advancements of the astrolabe that facilitated maritime navigation.

Assessment Boundaries:
* Include the role of the astrolabe in facilitating navigation and trade across extensive maritime routes, highlighting its impact on the trade of luxury goods between regions. Exclude detailed discussions of other navigation tools such as the compass or the innovation of larger ship designs.

Common Misconceptions:
* Students may think the astrolabe was used exclusively for astronomical observations and fail to understand its practical application in navigation, which was crucial for long-distance sea voyages.
* Students might mistakenly believe that the astrolabe alone was responsible for the growth of interregional trade in luxury goods, whereas it was one of several navigational tools and technologies.
* Students might overlook the fact that the astrolabe required specialized knowledge and training to use effectively, assuming it was a simple tool accessible to all sailors.
* There is a common misconception that the astrolabe's impact was immediate, without recognizing the gradual process of technological dissemination and adoption in trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 80.0
Standard ID: KC-3.1.I.C.ii+3
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by the use of larger ship designs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of larger ship designs on the volume and variety of luxury goods traded interregionally after 1200.
* Compare the effectiveness of larger ship designs with earlier or smaller ship designs in enhancing interregional trade in luxury goods.
* Describe the technological innovations in larger ship designs that facilitated the growth of interregional trade in luxury goods after 1200.
* Evaluate the influence of larger ship designs on the development of major trade routes and trading cities during the period.
* Explain how larger ship designs specifically enabled the transportation of luxury goods over long distances and across regions.

Assessment Boundaries:
* Include how larger ship designs specifically contributed to the efficiency and volume of interregional trade in luxury goods. Exclude detailed descriptions of other technological innovations such as the compass and the astrolabe.

Common Misconceptions:
* Some students might misunderstand and believe that larger ship designs were used uniformly across all types of trade, not recognizing that they were primarily for long-haul, high-value goods.
* Students may think that the size of ships was the only factor in increased trade, overlooking navigational instruments, port infrastructure, and trade policies that were also key.
* Students might assume that larger ship designs were a completely new invention post-1200, rather than an improvement on existing technology.
* There could be a misconception that larger ships necessarily meant faster trade, not recognizing that speed also depended on other factors like weather and sea conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: KC-3.1.II.A.i
Standard Description: The expansion and intensification of long-distance trade routes often depended on environmental knowledge, including advanced knowledge of the monsoon winds.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 88.0
Standard ID: KC-3.1.II.A.i+1
Standard Description: Explain how and why the expansion and intensification of long-distance trade routes often depended on advanced knowledge of the monsoon winds.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of advanced knowledge of monsoon winds on the expansion and intensification of long-distance trade routes between East Africa, the Arabian Peninsula, South Asia, and Southeast Asia.
* Compare the reliance on monsoon winds for trade in the Indian Ocean with other environmental factors influencing trade in different regions during the same period.
* Describe the role of monsoon winds in facilitating maritime trade routes in the Indian Ocean during the period from c. 1200 to c. 1450.
* Evaluate the importance of monsoon wind patterns in the development and operation of key Indian Ocean port cities, using maps of trade routes.
* Explain how the seasonal patterns of monsoon winds influenced the economic activities of traders in the Indian Ocean network.
* Explain how traders adapted their maritime technology and navigation techniques to take advantage of monsoon wind patterns in the Indian Ocean, using primary source accounts from the period.

Assessment Boundaries:
* Focus on the specific technological and navigational advancements related to monsoon winds that facilitated trade in the Indian Ocean during the period from c. 1200 to c. 1450. Exclude detailed examinations of other environmental factors or trade routes outside of the Indian Ocean context.

Common Misconceptions:
* Some students may not grasp how the predictability of monsoon winds reduced the risk and cost of long-distance maritime trade, assuming that traders heavily relied on trial and error.
* Students may think the monsoon winds were consistent all year round, rather than understanding their seasonal nature and alternating directions.
* Students might believe that technological developments or political factors were more important than environmental knowledge in the expansion of trade routes, underestimating the impact of monsoon wind knowledge.
* There may be a misunderstanding that only the Indian Ocean trade network used the knowledge of monsoon winds, ignoring its application in other regions like the Arabian Sea.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: KC-3.1.III.B
Standard Description: In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous cultures and, in turn, indigenous cultures influenced merchant cultures.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 82.0
Standard ID: KC-3.1.III.B+1
Standard Description: Explain how and why, in key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous cultures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how shared religious frameworks, particularly Islam, facilitated trust and cooperation among merchant communities across the Indian Ocean trade network.
* Compare the development of merchant diasporic communities across different regions and their impacts on local societies.
* Describe the mutual influences between merchant cultures and indigenous cultures in these diasporic communities.
* Evaluate the long-term effects of the intercultural exchanges facilitated by these diasporic communities.
* Explain the various cultural traditions introduced by merchants in diasporic communities.
* Identify key places along important trade routes where merchants established diasporic communities.
* Use primary sources or maps to explain the spread of cultural traditions along trade routes (requiring stimulus).

Assessment Boundaries:
* Focus on the reasons behind the establishment of diasporic communities by merchants along key trade routes and how these merchants introduced their cultural traditions into indigenous cultures. Exclude the influence of indigenous cultures on merchant communities and detailed descriptions of individual diasporic communities.

Common Misconceptions:
* Students may assume that all merchants in diasporic communities shared the same cultural traditions, overlooking the diversity within merchant communities and the various cultural practices they brought.
* Students may believe that merchants only settled in places with large populations and wealth, rather than recognizing the strategic importance of trade routes in fostering diasporic communities.
* Students may misunderstand that the cultural exchange was one-sided, thinking that only merchants influenced indigenous cultures without considering the mutual influence.
* Students often think that the establishment of diasporic communities was a rapid process, failing to grasp the gradual nature of the establishment and integration over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 83.0
Standard ID: KC-3.1.III.B+2
Standard Description: Explain how and why, in key places along important trade routes, indigenous cultures influenced merchant cultures.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of indigenous cultural practices on the daily lives and business practices of merchant communities.
* Compare the mutual influence between indigenous and merchant cultures, identifying both similarities and differences.
* Describe the cultural interactions between indigenous cultures and merchant cultures along key trade routes.
* Evaluate specific examples of how indigenous art, religion, or customs were adopted by merchant cultures.
* Explain the reasons behind the influence of indigenous cultures on merchant cultures in key trade route locations.

Assessment Boundaries:
* Focus on specific examples of how indigenous cultures in key locations along major trade routes influenced merchant practices, beliefs, or cultural norms. Exclude the influence of cultures outside these key trade locations or detailed studies on the establishment of the diasporic communities.

Common Misconceptions:
* Students may believe that cultural exchange was only one-sided, assuming merchants only imposed their customs on indigenous populations without being influenced in return.
* Students may not understand the significance of local languages and trade jargon that evolved from the interaction between merchants and indigenous cultures.
* Students may often overlook the role of intermediaries and think that merchants directly and always interacted with the local populations without involving local brokers or translators.
* Students might assume that the influence was only limited to tangible goods and not recognize the transfer of intangible aspects like social norms, religious practices, and business techniques.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: KC-3.2.II.A.iii
Standard Description: Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, including during Chinese maritime activity led by Ming Admiral Zheng He.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 84.0
Standard ID: KC-3.2.II.A.iii+1
Standard Description: Explain how and why interregional contacts and conflicts between states and empires during Chinese maritime activity led by Ming Admiral Zheng encouraged significant technological transfers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to identify technological transfers documented during Zheng He's voyages (requires stimulus).
* Analyze the ways in which technological transfers influenced global trade and exchange networks after Zheng He's expeditions.
* Compare the technological transfers during Zheng He's voyages to other instances of interregional technological exchange in the same period.
* Describe the historical context of Zheng He's maritime activities and their relation to Ming China's broader political and economic goals.
* Describe the key technological transfers that occurred due to interregional contacts during the Ming Dynasty's maritime activities led by Zheng He.
* Evaluate the long-term impacts of the technological transfers facilitated by Zheng He's voyages on the receiving regions
* Explain the reasons behind the significant technological transfers during Zheng He's voyages.
* Identify and explain technological innovations introduced to other regions as a result of Chinese maritime activity under Zheng He.

Assessment Boundaries:
* Focus on explaining specific technological transfers occurring during Chinese maritime activity led by Ming Admiral Zheng He, such as the introduction of advanced shipbuilding techniques, navigation technologies, and other technological innovations resulting from interactions with different regions. Exclude the broader cultural transfers and conflicts unrelated to technological aspects within this period.

Common Misconceptions:
* Some students might think that Zheng He's voyages were solely military expeditions and miss their primary purpose of establishing trade relationships and showcasing Chinese advancements.
* Students may assume that the technological exchanges initiated by Zheng He consisted only of Chinese technologies, ignoring the significant impact of foreign technologies on China as well.
* Students may believe that technological transfers were unidirectional, flowing only from China to other regions, rather than understanding the mutual nature of these exchanges.
* There might be a misconception that the technological transfers were immediate and widespread, instead of recognizing the gradual and selective nature of the adoption of new technologies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 85.0
Standard ID: KC-3.2.II.A.iii+2
Standard Description: Explain how and why interregional contacts and conflicts between states and empires during Chinese maritime activity led by Ming Admiral Zheng He encouraged significant cultural transfers.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a map depicting Zheng He’s routes to identify the key regions visited and discuss the significance of these voyages on interregional contacts.
* Analyze the political impact of Zheng He’s voyages on the relationships between the Ming Dynasty and other states and empires.
* Compare and contrast the methods of cultural transfer employed during Zheng He’s expeditions with those used by other major empires during the same period.
* Describe the types of goods, ideas, and technologies that were exchanged during Zheng He’s voyages and their influence on Ming China and recipient societies.
* Evaluate the role of religion and cultural artifacts in the interactions between the Ming Dynasty and other regions during Zheng He’s expeditions.
* Examine a written account from a contemporary of Zheng He to identify and explain the cultural exchanges that took place during these voyages.
* Explain the economic motives behind the Ming Dynasty's maritime expeditions under Zheng He and how these supported cultural exchanges with other regions.
* Identify the technological advancements facilitated by Ming Admiral Zheng He's voyages and their significance in promoting cultural transfers.

Assessment Boundaries:
* Focus on the specific cultural transfers that occurred as a result of interregional contacts and conflicts during the expeditions of Ming Admiral Zheng He, such as the diffusion of Chinese culture, art, technologies, and trade practices. Exclude wider technological transfers and specific case studies of other empires or regions not involved in Zheng He's voyages.

Common Misconceptions:
* Some students may believe that China only imposed its culture on other regions, instead of there being a bidirectional exchange of cultural practices and ideas.
* Students may think that Zheng He's voyages were only about exploration and not realize they were diplomatic missions aimed at establishing tributary relationships and cultural exchanges.
* Students might assume that cultural transfers during Zheng He's expeditions were immediate and visible, rather than gradual and complex processes influenced by multiple factors.
* There could be a misconception that the technological advancements were the primary driver of cultural exchanges, ignoring the significant role of diplomatic and economic relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: Unit 2: Learning Objective E
Standard Description: Explain the causes of the growth of networks of exchange after 1200.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: Unit 2: Learning Objective F
Standard Description: Explain the effects of the growth of networks of exchange after 1200.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.3
Cluster Name: 3. Exchange in the Indian Ocean from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 330.0
Standard ID: Unit 2: Learning Objective G
Standard Description: Explain the role of environmental factors in the development of networks of exchange in the period from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: KC-3.1.I.A.iv
Standard Description: Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 91.0
Standard ID: KC-3.1.I.A.iv+1
Standard Description: Explain how and why improved transportation technologies led to an increased volume of trade within the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of caravans in expanding the geographical range of the trans-Saharan trade network.
* Compare the trans-Saharan trade network before and after the adoption of advanced transportation technologies by analyzing trade volume and diversity of goods traded.
* Evaluate the impact of improved transportation technologies on the economic prosperity of West African societies such as Mali and Ghana.
* Explain how the introduction of camel saddles improved efficiency and volume in trans-Saharan trade.
* Identify and describe the transportation technologies that facilitated the growth of the trans-Saharan trade network, such as the use of camel saddles and caravans.
* Interpret maps to trace the expansion of trade routes in the trans-Saharan network and identify key trading cities that emerged as a result of improved transportation.
* Use primary source passages to discuss the perceptions of contemporary observers regarding the efficiency of trans-Saharan trade routes.

Assessment Boundaries:
* Focus on the impact of specific transportation technologies like the camel saddle and caravans on the increased volume of trans-Saharan trade. Exclude broader technological advancements or transportation technologies not directly linked to the trans-Saharan route.

Common Misconceptions:
* Students may believe that all transportation technologies had the same impact on trade volume, not recognizing the specific contributions of innovations like camel saddles and caravans.
* Students may think improved transportation technologies were introduced only by local populations and ignore the influence of external innovations from other regions.
* Students might assume that the volume of trans-Saharan trade increased solely because of the availability of more goods, without considering how transportation advancements directly facilitated this increase.
* There may be a misunderstanding that improved transportation technologies completely replaced traditional methods, rather than enhancing and complementing them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 92.0
Standard ID: KC-3.1.I.A.iv+2
Standard Description: Explain how and why improved transportation technologies expanded the geographical range of the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of transportation technologies on the geographical range of trans-Saharan trade routes.
* Compare the effectiveness of different transportation technologies used in the trans-Saharan trade.
* Describe the key transportation technologies that facilitated the expansion of the trans-Saharan trade network.
* Explain how environmental factors influenced the development and adoption of transportation technologies in trans-Saharan trade.
* Explain the reasons why improved transportation technologies were necessary for the expansion of the trans-Saharan trade network.

Assessment Boundaries:
* Focus on the improved transportation technologies specific to the trans-Saharan trade network, such as the use of camel saddles and caravans, which contributed to the expansion of this trade route’s geographical range. Exclude broader details about transportation technologies in other regions or trade networks.

Common Misconceptions:
* Some students might think that the geographical expansion of trade routes was a linear and uncontested process, ignoring the complexities such as the impact of local geographies and political barriers.
* Students may believe that the use of camels and caravans was the only improved transportation technology contributing to the expansion, disregarding the role of technologies such as saddles and stirrups.
* Students might assume that the technologies were adopted uniformly and immediately across regions, not considering the gradual and uneven spread and adaptation of these innovations.
* There may be a misconception that the trans-Saharan trade network operated in isolation, without connections to other trade routes and networks, missing the broader context of interregional trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 93.0
Standard ID: KC-3.1.I.A.iv+3
Standard Description: Explain how and why improved commercial practices led to an increased volume of trade within the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the introduction of new financial systems, such as the use of standardized currency, improved trade efficiency in the trans-Saharan network.
* Describe the impact of taxation policies implemented by West African empires like Mali on the growth of trans-Saharan trade.
* Evaluate the significance of urban centers like Timbuktu and Gao in promoting trade and cultural exchanges within the trans-Saharan network.
* Explain how the establishment of trade routes and protection of merchants by local governments encouraged trade expansion across the Sahara.
* Explain the role of improved transportation technologies, such as camel saddles, in facilitating increased trade across the trans-Saharan network.
* Identify and describe commercial practices that improved during the period of trans-Saharan trade and contributed to increased trade volumes.

Assessment Boundaries:
* Focus on specific improved commercial practices such as the introduction of camel caravans and the development of caravanserai that led to an increased volume of trade within the trans-Saharan trade network. Exclude broader discussions on transportation technologies or unrelated commercial practices from other trade routes.

Common Misconceptions:
* Students might believe that improved commercial practices were limited to the salting and packing of goods, overlooking the role of organizational methods like credit systems.
* Students might think that commercial practices such as currency standardization were static and did not evolve over time, failing to see how these practices adapted to growing trade volumes.
* There is often a misconception that improved commercial practices only benefited traders and merchants, ignoring how these practices facilitated broader economic integration and growth in West Africa.
* There may be a misunderstanding that the increased trade was solely due to the demand for goods, neglecting the impact of safer and more reliable routes like the development of camel caravans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 94.0
Standard ID: KC-3.1.I.A.iv+4
Standard Description: Explain how and why improved commercial practices expanded the geographical range of the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of Islamic merchants and the spread of Islam in expanding trans-Saharan trade.
* Compare the trade commodities exchanged along the trans-Saharan routes and their influence on regional economies.
* Describe how the establishment of trade hubs like Timbuktu facilitated the growth of the trans-Saharan trade network.
* Evaluate the supporting factors in the expansion of the trans-Saharan trade network.
* Explain how the taxation policies of the Mali Empire encouraged the expansion of trade routes within and beyond its borders.
* Explain the impact of camel saddle design improvements on the efficiency and reach of trans-Saharan trade routes.
* Identify and describe the practices that led to the expansion of the trans-Saharan trade network.

Assessment Boundaries:
* Exclude financial and administrative innovations (1200-1450 CE), specific details about trans-Saharan trade infrastructure, and detailed currency and credit systems. Avoid mentioning caravanserais, specific currency names (e.g., mithqal, dinars), and detailed mechanisms for reducing transaction costs in questions.

Common Misconceptions:
* Some students might incorrectly believe that the trans-Saharan trade network operated in isolation without any influence from other regional trade networks such as those in the Mediterranean or Indian Ocean.
* Students may think that the trans-Saharan trade network was not significantly influenced by updated commercial practices such as new credit systems and accounting methods, focusing rather only on physical transportation improvements.
* Students might assume that the trans-Saharan trade network only expanded geographically due to political conquests or the establishment of new settlements, neglecting the role of commercial innovations.
* There may be a belief that the spread of commercial practices across the trans-Saharan trade network happened uniformly and instantly, rather than gradually and with varying degrees of adoption in different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 96.0
Standard ID: KC-3.1.I.A.iv+6
Standard Description: Explain how and why improved transportation technologies expanded the geographical range of existing trade routes other than the trans-Saharan trade network.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of improved technologies on the geographical range of oceanic trade routes and their connectivity with various regional markets during the period 1200-1450 CE.
* Compare trade routes before and after the adoption of advanced transportation technologies such as camel saddle, and caravans by assessing the diversity of goods traded and the distance covered.
* Evaluate the effects of improved transportation technologies, on the economic interactions between regions connected by various trade networks.
* Examine historical evidence to trace the evolution and expansion of trade routes facilitated by improved transportation technologies such as caravans and identify key trading centers that emerged as a result.
* Explain how advancements in transportation technology contributed to the expansion of trade routes beyond the trans-Saharan network.
* Identify and describe how improvements in transportation technologies, contributed to the expansion of trade routes beyond the trans-Saharan network, considering their impact on trade volume and geographical reach.

Assessment Boundaries:
* Focus on improved land-based transportation technologies such as the camel saddle and caravans, and their impact on trade routes beyond trans-Saharan. Exclude detailed discussions of geographical regions solely within the Sahara. Avoid mentioning specific maritime trade routes or oceanic weather patterns in questions, focusing instead on land-based trade and transportation technologies. Exclude Indian Ocean trade, monsoon patterns, maritime trade technologies, ship design, and navigation methods. This includes avoiding specific questions on Indian Ocean maritime trade technologies (600-1200 CE), such as lateen sails, dhows, and navigation methods. Also exclude currency, credit systems, financial instruments, and commercial standardization.

Common Misconceptions:
* Students may overlook the fact that transportation technologies also improved the safety and efficiency of trade, focusing only on the distance covered.
* Students may think that only land-based trade routes benefited from transportation technology improvements, ignoring the significant impact on maritime routes.
* Students might assume that transportation technologies like the compass and astrolabe were only used for exploration, not for commercial trade which expanded existing routes.
* There can be a misunderstanding that only new trade routes were created due to improved transportation technologies, rather than the expansion of already existing networks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: KC-3.1.I.E.ii
Standard Description: The expansion of empires-including Mali in West Africa- facilitated Afro-Eurasian trade and communication as new people were drawn into the economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 99.0
Standard ID: KC-3.1.I.E.ii+1
Standard Description: Explain how the expansion of Mali in West Africa facilitated Afro-Eurasian trade as new people were drawn into the economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the adoption of Islam in Mali influenced its trade relationships with other Muslim regions.
* Describe the changes in Mali's economy and trade as it expanded its territory.
* Describe the key commodities that were traded between Mali and other regions of Afro-Eurasia.
* Discuss the impact of Mali's wealth on its ability to engage in and benefit from Afro-Eurasian trade networks.
* Explain how the cities of Timbuktu and Gao contributed to Mali's position in the Afro-Eurasian trade networks.
* Explain the role of Mali's geographic location in facilitating trade across the Sahara Desert.
* Use primary or secondary sources to illustrate the trade routes that connected Mali with North Africa and beyond.

Assessment Boundaries:
* Focus on the mechanisms through which the Mali Empire influenced trade networks, such as the establishment of key trading cities like Timbuktu, and the role of Mali's strategic location and wealth in gold. Exclude detailed accounts of other empires' influences on Afro-Eurasian trade networks.

Common Misconceptions:
* Some students might assume that the expansion of Mali impacted only the local economy and not understand its influence on long-distance trade across Afro-Eurasia.
* Students may think that the Mali Empire's impact on Afro-Eurasian trade was limited to the trans-Saharan trade routes, not realizing the broader connections to other trade networks.
* There can be a misconception that the Mali Empire's trade expansion was purely for economic reasons without recognizing the cultural, technological, and social implications that came with it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 100.0
Standard ID: KC-3.1.I.E.ii+2
Standard Description: Explain how the expansion of Mali in West Africa facilitated Afro-Eurasian communication as new people were drawn into the economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the spread of Islam on Mali’s integration into Afro-Eurasian trade and communication networks.
* Describe the role of Mali's wealth, particularly its gold resources, in attracting traders and fostering communication between different regions of Afro-Eurasia.
* Explain how Mansa Musa’s pilgrimage to Mecca enhanced Mali's global connections and positioned it within the broader Afro-Eurasian world.
* Explain how the Mali Empire's strategic location facilitated trade across trans-Saharan routes, integrating it into broader Afro-Eurasian trade networks.
* Identify and explain how the cities of Timbuktu and Gao became centers of learning and trade due to Mali's expansion.
* Identify the key factors that contributed to the expansion of the Mali Empire in West Africa and its impact on Afro-Eurasian communication and trade networks.
* Use primary sources or maps to identify trade routes involving the Mali Empire and analyze their significance in connecting different parts of Afro-Eurasia.

Assessment Boundaries:
* Focus on the role of Mali in West Africa in facilitating trade routes such as the Trans-Saharan trade network, including key cities like Timbuktu. Exclude the detailed impacts of other contemporary empires outside of West Africa.

Common Misconceptions:
* Students may assume that trade and communication were only beneficial for the Mali Empire, overlooking the reciprocal nature and how other regions also influenced Mali.
* Students may not recognize the technological and organizational innovations Mali adopted and how these innovations facilitated broader trade and communication.
* Students may think that the Mali Empire only impacted West Africa, not understanding its broader influence on Afro-Eurasian trade networks.
* Students might believe that Mali's expansion was solely for economic gain, ignoring the political and cultural reasons behind it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 101.0
Standard ID: KC-3.1.I.E.ii+3
Standard Description: Explain how the expansion of empires other than Mali in West Africa facilitated Afro-Eurasian trade as new people were drawn into the economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Ottoman Empire’s control over key trade routes between Europe and Asia stimulated economic growth and facilitated the movement of goods, people, and ideas.
* Assess how the expansion of empires facilitated trade networks and economic integration across regions.
* Describe how the Mongol Empire's rule in China (Yuan Dynasty) contributed to the flourishing of trade across Afro-Eurasia.
* Describe the role of the Mongol Empire in facilitating safety and unity along the Silk Roads, and how this promoted increased trade across Afro-Eurasia.
* Explain how the expansion of empires in various regions integrated local economies into broader trade networks, increasing cultural and economic exchanges.

Assessment Boundaries:
* Include examples of how empires such as the Mongol Empire and the Ottoman Empire expanded and facilitated trade and communication networks, drawing new participants into the economies. Exclude detailed exploration of the specific methods or internal governance of these empires. Exclude the Delhi Sultanate, South Asian trade networks, Ibn Battuta's observations, road improvement in South Asia, Islamic expansion in South Asia, and administrative systems under Islamic rule. Avoid mentioning specific policies or events related to the Delhi Sultanate, and ensure that questions about cultural and technological transfers, Indian Ocean trade, and currency standardization are not tied to South Asian or Islamic contexts. Exclude the Abbasid Caliphate, Baghdad as a trade center, Abbasid trade policies, Abbasid banking systems, port of Basra, Houses of Wisdom, and Abbasid religious tolerance. Avoid mentioning specific Abbasid policies or achievements in questions.

Common Misconceptions:
* Some students may think that the expansion of empires was a uniformly peaceful process that automatically led to increased trade, not recognizing the conflicts and resistance that also occurred.
* Students may believe that only trade in luxury goods was influenced by the expansion of empires, ignoring the impact on staple goods and everyday items.
* Students might assume that communication improvements were a direct result of expanded trade without considering other factors such as technological advancements and state policies.
* There might be a misconception that only major empires like the Mongols influenced trade networks, overlooking the role of smaller, regional powers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 102.0
Standard ID: KC-3.1.I.E.ii+4
Standard Description: Explain how the expansion of empires other than Mali in West Africa facilitated Afro-Eurasian communication as new people were drawn into the economies and trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of communication and infrastructure improvements by empires other than Mali in facilitating trade across Afro-Eurasia.
* Assess the long-term consequences of the inclusion of new regions into Afro-Eurasian trade networks due to the expansion of empires other than Mali by using primary or secondary sources, maps, and relevant data.
* Compare and contrast the strategies used by different empires, excluding Mali, to control and benefit from Afro-Eurasian trade routes.
* Describe the specific methods through which empires other than Mali integrated new regions into Afro-Eurasian trade networks.
* Evaluate the influence of cultural and religious exchanges on Afro-Eurasian trade prompted by the expansion of empires other than Mali.
* Explain the economic impacts of the expansion of empires other than Mali on local and regional trade networks in Afro-Eurasia.
* Identify the empires, other than Mali, which facilitated Afro-Eurasian trade and communication through their expansions.

Assessment Boundaries:
* Focused primarily on the influence of empires such as the Mongol Empire, Byzantine Empire, Abbasid Caliphate, and Swahili city-states on Afro-Eurasian trade and communication. Exclude the detailed economic policies of individual empires or specific trade goods.

Common Misconceptions:
* Some students might believe that Afro-Eurasian communication was solely dependent on trade, failing to recognize the importance of other factors like military campaigns, migration, and diplomatic missions.
* Students may assume that all empires influenced Afro-Eurasian communication in similar ways, not considering the unique cultural, technological, and governmental contributions of each.
* Students might think that the expansion of empires only facilitated trade through direct trade routes, neglecting the role of intermediary cities and regions that sprang up as a result.
* There might be a misunderstanding that the economic and trade networks were always peaceful and mutually beneficial, ignoring conflicts and coercive practices associated with empire expansions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: KC-3.1.II.A.ii
Standard Description: The growth of interregional trade was encouraged by innovations in existing transportation technologies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 90.0
Standard ID: KC-3.1.II.A.ii+1
Standard Description: Explain why the growth of interregional trade was encouraged by innovations in existing transportation technologies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of transportation innovations on trade routes and economic exchanges between societies.
* Evaluate the role of transportation technologies in increasing the volume and types of goods exchanged in interregional trade.
* Explain how specific transportation innovations facilitated the expansion of interregional trade networks.
* Identify innovations in transportation technologies that contributed to the growth of interregional trade.
* Interpret a map illustrating key transportation routes and innovations and how they contributed to interregional trade growth. (Stimulus required)

Assessment Boundaries:
* Limit the scope to the examination of specific innovations in transportation technology during the period c. 1200 to c. 1450, such as the development of the camel saddle and improvements in maritime navigation, including the use of the magnetic compass and improvements in shipbuilding (e.g., the dhow and junk ships). Emphasize how these innovations facilitated the expansion of trade networks like the Silk Roads and the Indian Ocean trade routes. Do not include other non-transportation related technological changes or innovations that influenced trade.

Common Misconceptions:
* Some students may assume that these technological advancements were universally adopted instantly, when in reality, there was significant regional variation in when and how they were implemented.
* Students might mistakenly think that technological innovations were limited to mechanical inventions, ignoring modifications and enhancements to existing methods, such as camel saddles or caravanserais.
* Students often believe that transportation technologies were only relevant to maritime trade, neglecting their importance on land routes like the trans-Saharan trade.
* There can be a misconception that the growth of interregional trade was solely due to the availability of trade items such as gold and salt, without understanding the critical role of transportation advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: Unit 2: Learning Objective H
Standard Description: Explain the causes and effects of the growth of trans-Saharan trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.4
Cluster Name: 4. Trans-Saharan Trade Routes from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: Unit 2: Learning Objective I
Standard Description: Explain how the expansion of empires influenced trade and communication over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: KC-3.1.III.C
Standard Description: As exchange networks intensified, an increasing number of travelers within Afro- Eurasia wrote about their travels.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 111.0
Standard ID: KC-3.1.III.C+1
Standard Description: As exchange networks intensified, an increasing number of travelers within Afro- Eurasia wrote about their travels.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of cultural exchanges on the production of travel literature in Afro-Eurasia from c. 1200 to c. 1450.
* Compare the motivations and content of travel writings from different regions within Afro-Eurasia.
* Describe the role of increased economic interactions in facilitating the writing of travel accounts in Afro-Eurasia between 1200 and 1450.
* Determine the impact of political stability on the increase in travel writings during this period in Afro-Eurasia.
* Explain how technological advancements in travel contributed to the rise of travel writings in Afro-Eurasia during the specified period.
* Identify factors that led to an increase in written travel accounts in Afro-Eurasia from c. 1200 to c. 1450.
* Utilize primary source excerpts from travel writings of the time to identify key themes and motivations underlying their composition. (Stimulus required)

Assessment Boundaries:
* Focus on the motivations for travelers to document their journeys, such as cultural exchange, intellectual pursuit, and the spread of religious or technological knowledge due to intensifying trade networks. Exclude detailed biographical studies of individual travelers or unrelated geographic areas such as outside of Afro-Eurasia.

Common Misconceptions:
* A common misunderstanding could be that these writings solely focused on commerce and trade, neglecting their contribution to cross-cultural exchanges of ideas, technologies, and cultural practices.
* Some students may assume that travel accounts were purely factual and objective, not acknowledging the personal biases and the subjective nature of these narratives, influenced by the author's cultural background and experiences.
* Students might mistakenly believe that an increase in travel writing was exclusively due to technological advancements in travel, ignoring the social and cultural motivations, such as curiosity, religious pilgrimage, and the desire for acquiring knowledge.
* There may be a misconception that travel writings were only produced by traders or merchants, overlooking other significant groups such as religious scholars, explorers, and diplomats who also contributed to travel literature.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: KC-3.1.III.D
Standard Description: Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 103.0
Standard ID: KC-3.1.III.D+1
Standard Description: Explain the diffusion of literary traditions that resulted from increased cross-cultural interactions in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the point of view, purpose, historical situation, and audience of sources, such as texts detailing the spread of Buddhism in East Asia or Islamic writings in sub-Saharan Africa, reveal the processes of cultural diffusion and the influence of Afro-Eurasian trade networks from c. 1200 to c. 1450​​.
* Analyze the role of trade routes, such as the Silk Road, in facilitating the diffusion of literary and cultural traditions among Afro-Eurasian societies between c. 1200 to c. 1450.
* Assess the contributions of specific diasporic communities to the literary exchanges and diffusion in Afro-Eurasia during the period c. 1200 to c. 1450.
* Compare the literary contributions of two different cultures within Afro-Eurasia, demonstrating the effects of their interactions and exchanges in the period from c. 1200 to c. 1450.
* Describe the influence of Islamic scholars on the preservation and dissemination of Greek literary classics via translation during increased cross-cultural interactions in Afro-Eurasia from c. 1200 to c. 1450.
* Evaluate the impact of cross-cultural interactions within the flourishing trade cities on the exchange and transformation of literary traditions in Afro-Eurasia from c. 1200 to c. 1450.

Assessment Boundaries:
* Focus on the transmission of specific literary traditions, such as Islamic, Chinese, and Indian, through trade routes and interactions in Afro-Eurasia. Exclude non-literary cultural exchanges or scientific and technological innovations.

Common Misconceptions:
* Some students may think that only major, well-documented civilizations (such as China, Persia, or the Islamic Caliphates) contributed to literary diffusion, overlooking the contributions from less-documented societies and regions.
* Students may misunderstand the timeline and think that literary diffusion happened rapidly, while in reality, the process was gradual and often spanned several generations.
* Students might believe that literary traditions and works were only influenced by direct contact between cultures, rather than acknowledging the intermediary roles of traders, scholars, and other networks that facilitated diffusion.
* There can be a misconception that literary traditions remained unchanged when adopted by different cultures, failing to recognize that these traditions were often adapted to local contexts and incorporated into pre-existing cultural frameworks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 104.0
Standard ID: KC-3.1.III.D+2
Standard Description: Explain the diffusion of artistic traditions that resulted from increased cross-cultural interactions in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources depicting artistic traditions to determine the influence of cross-cultural exchanges.
* Compare the artistic traditions of two different regions in Afro-Eurasia and the role of cross-cultural interactions in their development.
* Evaluate the significance of artistic exchanges among different societies in Afro-Eurasia and their broader cultural implications.
* Explain the impact of increased cross-cultural interactions on the development of artistic traditions in Afro-Eurasia.
* Identify how artistic traditions spread through different regions of Afro-Eurasia due to cross-cultural interactions.

Assessment Boundaries:
* Include examples of the diffusion of artistic traditions due to increased cross-cultural interactions in Afro-Eurasia, such as the spread of Buddhist art and architecture along the Silk Roads and the influence of Islamic art in Al-Andalus (Spain). Exclude the detailed diffusion of scientific, literary, or other cultural traditions.

Common Misconceptions:
* Students may believe that artistic traditions were only transmitted through trade goods, overlooking other means like migration, wars, and religious missions.
* Students may erroneously assume that diffusion led to the homogenization of artistic traditions, rather than the emergence of new, hybrid forms of art and expression.
* Students may think that only tangible art (e.g., sculptures, paintings) were exchanged, ignoring the diffusion of intangible artistic forms like music, poetry, and theater.
* Students might assume that artistic diffusion was unidirectional, not recognizing the reciprocal influence and syncretism resulting from cross-cultural interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 105.0
Standard ID: KC-3.1.III.D+3
Standard Description: Explain the diffusion of cultural traditions that resulted from increased cross-cultural interactions in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary or secondary source text describing cultural traditions in Afro-Eurasia to identify the point of view, purpose, and historical context that facilitated their diffusion through cross-cultural interactions.
* Analyze how the spread of religious traditions such as Buddhism, Islam, and Hinduism influenced societies in Afro-Eurasia.
* Compare the cultural effects of the Indian Ocean trade network with those of the Trans-Saharan trade routes on Afro-Eurasian societies.
* Evaluate the impact of cultural diffusion on social structures and practices within Afro-Eurasian societies.
* Explain how the point of view, purpose, historical situation, and audience of sources, such as accounts of the transmission of Islamic architectural styles to West Africa or the adoption of Confucian principles in Korea, reflect the diffusion of cultural traditions facilitated by Afro-Eurasian networks of exchange from c. 1200 to c. 1450.
* Identify specific examples of literary or artistic traditions that spread as a result of Afro-Eurasian exchange networks.

Assessment Boundaries:
* Focus on how cross-cultural interactions specifically resulted in the diffusion of cultural traditions within Afro-Eurasia during the period from c. 1200 to c. 1450. Emphasize major religions such as Buddhism, Hinduism, and Islam and their spread into various regions such as East Asia, Southeast Asia, and sub-Saharan Africa. Exclude the diffusion of literary, artistic, scientific, and technological traditions.

Common Misconceptions:
* It is common for students to think that only major trade routes like the Silk Roads facilitated cultural diffusion, overlooking the role of smaller, regional trade networks and local interactions.
* Some students may simplify the process of cultural diffusion to the mere movement of goods, failing to understand the complex interplay of ideas, beliefs, and practices that accompanied trade and migration.
* Students may assume that the diffusion of cultural traditions during this period was a one-way process, not recognizing the mutual influence and exchange between different cultures.
* Students might believe that all cultural traditions spread uniformly across all regions of Afro-Eurasia, neglecting the varying degrees and forms of cultural assimilation and adaptation that occurred.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 106.0
Standard ID: KC-3.1.III.D+4
Standard Description: Explain the scientific innovations that resulted from increased cross-cultural interactions in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Compare scientific innovations transmitted through various cross-cultural interactions in Afro-Eurasia, including those facilitated by the Crusades, using primary source passages to analyze the impact of cultural exchange on scientific advancement.
* Describe the role of scholars in facilitating the exchange and development of scientific knowledge across cultures during the medieval period.
* Evaluate secondary sources on scientific innovations to determine the historical situation and audience influencing these advancements through cross-cultural interactions in Afro-Eurasia.
* Explain how the spread of papermaking technology from China affected scientific advancements in Afro-Eurasia.
* Identify the contributions of scientists from various cultures to the advancement of scientific knowledge as a result of cross-cultural exchanges.

Assessment Boundaries:
* Focus on specific examples of scientific innovations such as advancements in astronomy, medicine, and mathematics that were shared through increased interactions between diverse cultures in Afro-Eurasia. Exclude a broad overview of literary, artistic, and cultural traditions unless they specifically relate to scientific achievements.

Common Misconceptions:
* A common misunderstanding is that all scientific knowledge flowed from the Muslim world to Europe, ignoring other significant exchanges between East Asia, South Asia, and the Muslim world.
* Some students might believe that increased interactions only led to the diffusion of ideas without tangible scientific advancements or innovations.
* Students often think that scientific innovations were isolated to specific regions, failing to recognize that they were often a result of cross-cultural interactions and exchanges.
* There can be a misconception that scientific innovations were purely theoretical without any practical applications or influence on daily life and commerce during the period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 107.0
Standard ID: KC-3.1.III.D+5
Standard Description: Explain the technological innovations that resulted from increased cross-cultural interactions in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological exchanges on the economic and military capabilities of societies involved in the Silk Roads network, including the role of political entities such as the Mongol Empire in facilitating these exchanges.
* Compare the technological innovations shared across different regions of Afro-Eurasia and their significance in enhancing connectivity and trade.
* Describe how the transfer of technologies such as papermaking and gunpowder from East Asia influenced other regions within Afro-Eurasia.
* Explain how the point of view, purpose, historical situation, and audience of sources, such as accounts of the development and spread of gunpowder, reveal the role of Afro-Eurasian cross-cultural interactions in driving technological innovation from c. 1200 to c. 1450.
* Identify key technological innovations that resulted from cross-cultural interactions in Afro-Eurasia between 1200 and 1450.

Assessment Boundaries:
* Focus on technological innovations like the compass, astrolabe, and gunpowder that resulted from increased cross-cultural interactions. Exclude detailed studies on other areas like artistic or literary traditions and scientific innovations.

Common Misconceptions:
* Learners might believe that technological innovations were limited to high-profile exchanges, overlooking the significance of grassroots and local interactions.
* Some students may assume technological advancements were evenly distributed across regions, not understanding that some areas benefitted more due to specific interactions.
* Students might think that technological innovations resulted only from one-way influences, failing to recognize the reciprocal nature of cultural exchange.
* There can be a misconception that technological innovations were immediate and uniformly accepted, ignoring the varied pace and resistance in different societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 380.0
Standard ID: KC-3.3.II
Standard Description: The fate of cities varied greatly, with periods of significant decline and periods of increased urbanization, buoyed by rising productivity and expanding trade networks.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 108.0
Standard ID: KC-3.3.II+1
Standard Description: Explain how and why the fate of cities varied greatly, with periods of significant decline and periods of increased urbanization

Key Concepts:
*None specified*

Learning Objectives:
* Compare and contrast the urbanization processes of two cities, such as Venice and Byzantium, and how trade-controlling empires influenced their growth.
* Corroborate or refute arguments using multiple sources about how cultural interactions through trade routes influenced the growth of cities, focusing on the role of guilds and merchants.
* Evaluate the significance of environmental processes, like climate change, in influencing periods of decline in cities such as Great Zimbabwe.
* Explain the economic factors that led to periods of urban decline in certain cities, focusing on factors like trade route shifts and resource depletion.
* Identify and describe specific examples of cities that experienced urbanization due to increased trade networks, such as Timbuktu during the Mali Empire’s height.
* Interpret statistical data from c. 1200 to c. 1450 to identify patterns of urbanization and decline, and assess the role of geographical location in these patterns.
* Use primary and secondary sources to analyze how changes in trade networks influenced urban growth in cities on the Silk Roads, such as Samarkand.

Assessment Boundaries:
* Include factors such as the impact of trade networks on urbanization, specific historical cities that experienced decline and growth, and the role of productivity changes. Exclude other areas not related to trade or urban productivity, such as rural areas, specific non-trade-based urban declines, and environmental processes unrelated to urban growth.

Common Misconceptions:
* Learners could mistakenly believe that cities in decline never recovered and became major centers again, ignoring historical examples of cities that experienced cycles of decline and recovery.
* Some students may assume that increased trade networks alone caused urbanization, without considering internal factors like agricultural productivity and political stability.
* Students may think that periods of urban decline always resulted from external invasions, ignoring other factors like economic downturns or plagues.
* Students might believe that urbanization during this period was uniform across all regions, not recognizing that it varied greatly depending on regional circumstances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 109.0
Standard ID: KC-3.3.II+2
Standard Description: Explain how and why periods of increased urbanization were buoyed by rising productivity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of technological innovations on rising productivity and urbanization in major cities of Afro-Eurasia.
* Compare the effects of different trade networks (Silk Roads, Indian Ocean, Trans-Saharan) on urbanization and productivity in Afro-Eurasia.
* Describe how trade networks in Afro-Eurasia led to periods of increased urbanization from c. 1200 to c. 1450.
* Describe the role of governmental and financial systems in supporting urbanization and increased productivity during periods of expanding trade networks.
* Explain how increased demand for luxury goods contributed to urbanization and productivity in Afro-Eurasia.
* Explain the relationship between agricultural productivity and urbanization in Afro-Eurasia during periods of increased trade.

Assessment Boundaries:
* Include the focus on improved agricultural practices, technological advancements, and trade expansions that contributed to rising productivity and subsequent urbanization in Afro-Eurasia from c. 1200 to c. 1450. Exclude detailed accounts of social and gender structures, and environmental processes unless they directly relate to urban productivity.

Common Misconceptions:
* Some students may assume that urbanization was uniformly positive, not understanding that increased urbanization could also exacerbate social and environmental problems.
* Students may believe that increased urbanization was a simple, direct result of population growth, without recognizing the crucial role of rising productivity.
* Students may oversimplify the relationship between trade networks and urbanization, not realizing that the economic benefits driving productivity stemmed from complex interconnected trade networks.
* Students might misunderstand the term 'productivity' as only referring to agricultural productivity, ignoring its broader economic implications including industrial and commercial productivity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 110.0
Standard ID: KC-3.3.II+3
Standard Description: Explain how and why periods of increased urbanization were buoyed by expanding trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between trade routes and the prosperity of cities built along these networks.
* Assess the impact of technological and financial innovations on urban development as a result of expanded trade networks.
* Describe the ways in which expanding trade networks facilitated urbanization in Afro-Eurasia from 1200 to 1450.
* Examine the role of cultural exchange through trade in promoting urban growth in Afro-Eurasia.
* Explain how the increase in trade volume contributed to the rise of new urban centers during this period.

Assessment Boundaries:
* Focus on key cities such as Baghdad, Samarkand, and Timbuktu to illustrate the role of expanding trade networks in buoying urbanization. Limit discussion to the impacts of trade networks on urban growth and infrastructure development. Exclude more detailed studies of political changes and the roles of non-commercial factors.

Common Misconceptions:
* Students may misunderstand that urbanization occurred uniformly across all regions, without recognizing the specific role and influence of expanding trade networks that varied by location.
* Students may overlook the interdependency between trade networks and urban centers, failing to recognize that increased urbanization and trade networks often mutually reinforced each other’s growth.
* Students might assume that urbanization was solely driven by internal factors within cities, such as political stability or population growth, without acknowledging the critical external influence of expanding trade networks.
* Students might incorrectly believe that urbanization was solely a result of technological advancements without understanding how these advancements facilitated trade, which in turn supported urban growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.5
Cluster Name: 5. Cultural Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: Unit 2: Learning Objective J
Standard Description: Explain the intellectual and cultural effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.6
Cluster Name: 6. Environmental Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: KC-3.1.IV
Standard Description: There was continued diffusion of crops and pathogens, with epidemic diseases, including the bubonic plague, along trade routes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.6
Cluster Name: 6. Environmental Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 112.0
Standard ID: KC-3.1.IV+1
Standard Description: Explain how and why there was continued diffusion of crops along trade routes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of crop diffusion on the societies connected by these trade routes in terms of agricultural practices.
* Compare the diffusion of crops along different trade routes (e.g., Silk Roads, Indian Ocean routes, Trans-Saharan trade) in terms of their scope and significance.
* Describe the types of crops that were commonly exchanged along the trade routes in Afro-Eurasia during this period.
* Explain how environmental factors influenced the diffusion of crops across various regions connected by trade routes from c. 1200 to c. 1450.
* Explain the economic motives behind the diffusion of crops along Afro-Eurasian trade routes during this time frame.
* Identify the routes through which crops were diffused along the trade networks in Afro-Eurasia from c. 1200 to c. 1450.

Assessment Boundaries:
* Focus on the specific mechanisms and reasons for the diffusion of crops along trade routes in Afro-Eurasia, such as the role of trade networks like the Silk Roads and the Indian Ocean trade, and specific crop examples like bananas in Africa, new rice varieties in East Asia, and the spread of citrus in the Mediterranean. Exclude more general discussions of trade practices or the diffusion of goods other than crops.

Common Misconceptions:
* Students frequently think that the crops that diffused were primarily luxury items, failing to recognize the importance of staple crops in changing agricultural practices and diets.
* Students may assume that the diffusion of crops along trade routes was a simple process without significant obstacles, ignoring factors such as climate, soil conditions, and local acceptance that impacted the success of introducing new crops.
* Students might believe that crops were spread only for economic purposes, overlooking the roles of cultural exchange, migration, and environmental necessity in the dissemination of crops.
* There is a misconception that the diffusion of crops only benefited the receiving regions economically, not understanding the reciprocal nature of trade where donor regions also experienced benefits, such as new agricultural techniques.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.6
Cluster Name: 6. Environmental Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 113.0
Standard ID: KC-3.1.IV+2
Standard Description: Explain how and why there was continued diffusion of pathogens, with epidemic diseases, along trade routes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Bubonic Plague on various regions along the trade routes in Afro-Eurasia.
* Describe how the Mongol conquests facilitated the spread of the Bubonic Plague along trade routes.
* Evaluate the role of increased trade and human interaction in the diffusion of epidemic diseases during the period c. 1200 to c. 1450.
* Explain the relationship between the trade routes and the transmission of epidemic diseases such as the Bubonic Plague.
* Identify the mechanisms by which pathogens were transmitted along trade routes from c. 1200 to c. 1450.

Assessment Boundaries:
* Focus on the spread of epidemics, specifically the bubonic plague, along significant trade routes like the Silk Roads and the maritime routes of the Indian Ocean. Exclude in-depth analysis of the biological specifics of the plague or detailed accounts of non-epidemic diseases.

Common Misconceptions:
* Some students might assume that the diffusion of pathogens along trade routes was a short-term phenomenon, not realizing it was a continuous process over centuries.
* Students may believe that travel and trade routes were not regular or consistent enough to facilitate the spread of diseases, underestimating the frequency and volume of movement along these routes.
* Students may think that only a few major diseases spread along trade routes, not recognizing the wide variety of pathogens that could travel with traders, merchants, and armies.
* There may be a misconception that pathogens traveled exclusively with goods, failing to understand the role of human and animal carriers in the spread of diseases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.6
Cluster Name: 6. Environmental Consequences of Connectivity from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: Unit 2: Learning Objective K
Standard Description: Explain the environmental effects of the various networks of exchange in Afro-Eurasia from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: KC-3.1.I.A.i
Standard Description: Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes-including the Silk Roads-promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 411.0
Standard ID: KC-3.1.I.A.i+1
Standard Description: Explain how improved commercial practices led to an increased volume of trade, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 412.0
Standard ID: KC-3.1.I.A.i+2
Standard Description: Explain how improved commercial practices expanded the geographical range of the Silk Roads, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 413.0
Standard ID: KC-3.1.I.A.i+3
Standard Description: Explain how improved commercial practices expanded the geographical range of existing trade routes other than the Silk Roads, promoting the growth of powerful new trading cities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: KC-3.1.I.C.i
Standard Description: The growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation and commercial technologies, including the caravanserai, forms of credit, and the development of money economies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 421.0
Standard ID: KC-3.1.I.C.i+1
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by innovations in previously existing transportation technologies, including but not limited to the caravanserai.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 422.0
Standard ID: KC-3.1.I.C.i+2
Standard Description: Explain how the growth of interregional trade in luxury goods was encouraged by innovations in previously existing commercial technologies, including but not limited to forms of credit and the development of money economies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 430.0
Standard ID: KC-3.3.I.B
Standard Description: Demand for luxury goods increased in Afro- Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; manufacture of iron and steel expanded in China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 431.0
Standard ID: KC-3.3.I.B+1
Standard Description: Explain how and why the demand for luxury goods increased in Afro-Eurasia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Limit the assessment to understanding how and why westward migration led to the growth of frontier cultures, focusing on specific social tensions such as conflicts over land, interactions between settlers and Native American groups, and the impact on established social hierarchies. Avoid extending the scope to unrelated political or ethnic tensions that don't directly relate to the social aspects sparked by the migration within the specified period.

Common Misconceptions:
* Many students mistakenly believe that all frontier interactions and westward migrations were peaceful and mutually beneficial, not recognizing the widespread social and cultural tensions that often accompanied them.
* Some students might think that the growth of frontier cultures was solely due to economic opportunities, without understanding the social dynamics, such as ethnic enclaves forming as migrants sought familiar communities.
* Students often assume that frontier cultures were homogeneous and unified, overlooking the diverse backgrounds and conflicting interests of the various migrant groups involved in westward expansion.
* There is a common misconception that social tensions only arose from conflicts between settlers and Native American populations, ignoring the tensions that arose among different groups of European immigrants and with established colonial societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 432.0
Standard ID: KC-3.3.I.B+2
Standard Description: Explain how and why Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
* Focus the assessment on analyzing specific political tensions that arose as frontier cultures developed due to westward migration. This includes assessing knowledge of conflicts such as those related to land claims, representation, or regional governance as settlers moved into new territories. Avoid broader social or ethnic tensions unless they directly influence political disputes of the period.

Common Misconceptions:
* Some might incorrectly assume that westward expansion led only to economic growth, overlooking how it resulted in significant political strife, including debates over statehood, governance, and regional power dynamics.
* Students may also believe that the political tensions resulting from westward migration were isolated to that time, misunderstanding that these tensions laid foundational disputes that continued to influence American politics for decades.
* Students may mistakenly believe that political tensions during westward migration were solely due to conflicts with Native American tribes, ignoring the significant role of competition among settlers over land and resources.
* There is often a misconception that the growing frontier cultures were harmonious in their political development, failing to recognize the intense conflicts and rivalries between different ethnic groups and settlers with varying political views.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 435.0
Standard ID: KC-3.3.I.B+5
Standard Description: Explain how and why manufacture of iron and steel expanded in China.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 2
Unit Name: Networks of Exchange
Cluster ID: AP World Topic 2.7
Cluster Name: 7. Comparison of Economic Exchange from c. 1200 to c. 1450
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: Unit 2: Learning Objective L
Standard Description: Explain the similarities and differences among the various networks of exchange in the period from c. 1200 to c. 1450.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: KC-4.3.II
Standard Description: Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 117.0
Standard ID: KC-4.3.II+1+A
Standard Description: Explain why imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons for the reliance on gunpowder and cannons as a means of imperial expansion during the 1450-1750 period.
* Assess the economic motivations behind the use of armed trade in imperial expansion, utilizing economic data or records as a stimulus.
* Describe how gunpowder technology shaped the power dynamics between competing empires internationally.
* Evaluate the role of armed trade in facilitating the establishment of large empires across hemispheres.
* Explain how reliance on gunpowder innovation affected the governance strategies of empires.
* Explain the influence of military technology on the strategies and successes of imperial expansion in various regions from 1450 to 1750.
* Interpret primary source documents (e.g., treaties, contracts) to determine perspectives on the use of military force in expansion.

Assessment Boundaries:
* Focus on explaining the strategic advantages of gunpowder, cannons, and armed trade in imperial expansion, particularly in logistics, military effectiveness, and territorial control. Exclude in-depth discussions on the specific socioeconomic impacts or cultural exchanges that these technologies facilitated.

Common Misconceptions:
* Learners may mistakenly believe that empires spread gunpowder technology to new regions rather than relying on existing sources and innovation.
* Some students might confuse the reasons for expansion in different regions, failing to recognize that gunpowder and cannons were crucial in establishing and maintaining power both in Europe and non-European regions.
* Students might think that gunpowder and cannons alone were responsible for imperial expansion while ignoring the significance of armed trade.
* There is often a misconception that military force alone enabled imperial growth, without acknowledging the economic incentives and power gained through control of trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: KC-4.3.II.B
Standard Description: Land empires included the Manchu in Central and East Asia; the Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 118.0
Standard ID: KC-4.3.II.B+1+A
Standard Description: Explain how and why the Manchu land empire in Central and East Asia developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how claims or evidence support, modify, or refute arguments related to the influence and limitations of land-based empires in Eurasia from 1450 to 1750, particularly through the shifts in power dynamics and patterns of trade.
* Analyze the role of political alliances and diplomacy in the Manchu's territorial expansion.
* Compare and contrast the Manchu expansion with another contemporary land-based empire's expansion.
* Describe the administrative innovations implemented by the Manchu to govern newly acquired territories.
* Discuss the role of cultural policies enacted by the Manchu in integrating diverse populations within the empire.
* Evaluate the significance of economic factors, such as trade, in the Manchu's development and consolidation of power.
* Explain the military strategies utilized by the Manchu in their expansion efforts.
* Identify the key motivations behind the Manchu expansion into Central and East Asia.
* Interpret primary source passages illustrating Manchu justifications for their expansionist policies.

Assessment Boundaries:
* The assessment should focus on the role of military technology (such as gunpowder and cannons) and strategies (including military campaigns and diplomatic maneuvers) in the development and expansion of the Manchu land empire in Central and East Asia. Exclude detailed comparisons with other land empires such as the Mughal, Ottoman, or Safavids.

Common Misconceptions:
* Students may misunderstand the timeline and believe that the Manchu expansion was an overnight process, rather than a gradual one extending over several decades.
* Students may think the Manchu expansion was solely due to military conquests, ignoring the role of diplomacy, marriage alliances, and incorporation of local elites.
* Students might assume that the Manchu were ethnically homogeneous and did not incorporate various ethnic groups into their empire.
* There might be a misconception that the Manchu ruling style was identical to previous Chinese dynasties, overlooking unique administrative practices they implemented.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 119.0
Standard ID: KC-4.3.II.B+2+A
Standard Description: Explain how and why the Mughal land empire in South and Central Asia developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the factors that contributed to the Mughal Empire's territorial growth in South Asia.
* Analyze the general economic strategies employed by the Mughal Empire to support their territorial growth and governance.
* Analyze the significance of key leaders in the development and expansion of the Mughal Empire.
* Describe the general factors that contributed to the Mughal Empire's territorial expansion in South and Central Asia.
* Evaluate the impact of the Mughal Empire's expansion on the social structure of South and Central Asia.
* Identify the role of religious tolerance in the administration and expansion of the Mughal Empire.

Assessment Boundaries:
* Include focus on the technological innovations, military strategies, and administrative policies used by the Mughals in South and Central Asia to develop and expand their empire. Exclude in-depth comparisons with other empires like the Manchu, Ottoman, or Safavid within the same period.

Common Misconceptions:
* It is frequently misunderstood that the Mughal Empire's economic expansion was solely dependent on agricultural revenue, overlooking the importance of trade, artisanal production, and urbanization in the empire's economic prosperity.
* Students may mistakenly believe that the Mughal Empire's expansion was purely driven by military conquest, ignoring the significant role of diplomacy, alliances, and marriage policies.
* Students often think that the religious policies of the Mughal rulers were uniformly tolerant, failing to account for variations and shifts, such as the changes in Akbar's and Aurangzeb's policies over time.
* There is a common misconception that the Mughal Empire's development did not involve sophisticated administrative and revenue collection systems, underestimating the role of the Mansabdari system and other bureaucratic measures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 120.0
Standard ID: KC-4.3.II.B+3+A
Standard Description: Explain how and why the Ottoman land empire in Southern Europe, the Middle East, and North Africa developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the military strategies and technologies that facilitated the expansion of the Ottoman Empire.
* Assess the impact of religious policies on the expansion and consolidation of the Ottoman Empire.
* Describe the geographical regions controlled by the Ottoman Empire from 1450 to 1750.
* Evaluate the political and administrative structures established by the Ottoman Empire to manage its vast territories.
* Explain the methods used by the Ottoman Empire to expand its territory in Southern Europe, the Middle East, and North Africa.
* Explain the role of trade and economy in the development and expansion of the Ottoman Empire.

Assessment Boundaries:
* Focus on the specific ways the Ottoman Empire in Southern Europe, the Middle East, and North Africa employed gunpowder weapons, cannons, and strategic armed trade to expand their territory and influence. Exclude detailed military campaigns of other empires or extensive coverage of non-military administrative strategies used by the Ottomans.

Common Misconceptions:
* It is a common misunderstanding that the Ottoman Empire's expansion was uniformly accepted and uncontested by local populations, missing the nuances of local resistance and negotiation.
* Students may believe that the Ottoman Empire's expansion relied solely on military conquest, overlooking the role of strategic marriages, diplomacy, and alliances.
* Students may struggle to differentiate between the different regions within the Ottoman Empire (Southern Europe, the Middle East, North Africa) and the localized strategies used for expansion in each area.
* Students might not recognize the importance of the use of gunpowder weapons and military innovations in the Ottoman expansion, assuming it was achieved with traditional means.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 121.0
Standard ID: KC-4.3.II.B+4+A
Standard Description: Explain how and why the Safavids land empire in the Middle East developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the general patterns of Safavid Empire expansion to discuss broad factors influencing their growth and development in the region.
* Analyze the role of cultural and political policies in consolidating and maintaining Safavid rule.
* Describe the factors that contributed to the military success and territorial expansion of the Safavid Empire.
* Explain the economic strategies the Safavid Empire employed to support its expansion and governance.
* Identify the socio-political structures established by the Safavids to maintain control over their territories.
* Using historical evidence, analyze the general strategies employed by Safavid leaders to expand and maintain their empire.

Assessment Boundaries:
* Focus on the role of military technology, trade connections, and the role of religion in the development and expansion of the Safavid Empire in the Middle East. Exclude detailed comparison with other contemporary empires and the administrative changes within the Safavid Empire.

Common Misconceptions:
* A common error could be overestimating the unity within the Safavid Empire, failing to recognize internal conflicts and regional differences.
* Students may not recognize the role of European trade and interactions in influencing Safavid expansion, possibly thinking the empire developed in isolation.
* Students might incorrectly assume that the Safavid Empire only expanded through military conquest, ignoring the roles of political and economic strategies.
* There may be confusion about the significance of Shia Islam in the Safavid Empire, with some students thinking it was a minor or purely cultural aspect rather than a central component to their state-building and expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: KC-4.3.III.i
Standard Description: Political and religious disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 122.0
Standard ID: KC-4.3.III.i+1+A
Standard Description: Explain how and why political disputes led to rivalries and conflicts between states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of economic, territorial, and dynastic factors on political disputes and subsequent conflicts between states in the early modern period.
* Compare two specific cases of political disputes turning into conflicts, identifying the causes, stakeholders, and outcomes.
* Evaluate the impact of leadership transitions on political disputes leading to state conflicts, with a global perspective.
* Explain the role of territorial claims in exacerbating political rivalries and conflicts between states during this period, focusing on how competing claims to land and resources led to tensions between neighboring powers.
* Identify key political disputes from 1450 to 1750 that escalated into conflicts between states, using historical examples.

Assessment Boundaries:
* Include causes of political disputes, such as territorial expansion or succession, and their direct outcomes in terms of conflict or rivalry. Focus on empires from 1450-1750, particularly the Ottoman, Safavid, Mughal, Qing, Russian, and Songhai. Exclude detailed discussions of religious disputes unless they are directly tied to the political disputes being discussed.

Common Misconceptions:
* Students may assume that political disputes were resolved through warfare, overlooking the significant instances where treaties, marriages, and negotiations played crucial roles in settling disputes and shaping the political landscape.
* Students may believe that political disputes were driven by clear-cut ideological differences, not recognizing that disputes often originated from complex webs of alliances, territorial ambitions, and economic interests.
* Students may misunderstand that rivalries and conflicts between states were the result of mutual hostility, without considering that internal political instability and changes in leadership within states could also escalate external conflicts.
* Students might think that political disputes involved direct military confrontation, failing to acknowledge the role of diplomacy, espionage, and proxy wars in escalating and sustaining rivalries between states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 123.0
Standard ID: KC-4.3.III.i+2+A
Standard Description: Explain how and why religious disputes led to rivalries and conflicts between states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of religious leaders and institutions in fomenting state rivalries and conflicts.
* Assess the impact of major religious conflicts on the political landscape of affected regions.
* Compare the religious conflicts between two or more states and their outcomes during this era.
* Evaluate the significance of specific incidents of religious rivalry in shaping international relations in the period.
* Explain how religious differences intensified political and military conflicts between states in this period.
* Identify the different religious disputes that contributed to rivalries and conflicts between states from 1450 to 1750.

Assessment Boundaries:
* Focus on the role of religious disputes between major states (like the rivalry between the Ottoman and Safavid Empires) and their impact on state conflicts. Exclude detailed economic or political causes of conflicts unrelated to religious disputes.

Common Misconceptions:
* Many students may assume religious conflicts were isolated events rather than part of broader regional or global rivalries.
* Students could overlook the economic factors intertwined with religious disputes, such as resource control and trade advantages.
* Students might think religious disputes were solely driven by theological differences without considering underlying political motivations.
* There is often a misconception that religious disputes were one-sided, where one religion was the clear aggressor, ignoring the mutual escalation and complexities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.1
Cluster Name: 1. Empires Expand from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 440.0
Standard ID: Unit 3: Learning Objective A
Standard Description: Explain how and why various land-based empires developed and expanded from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: KC-4.3.I.A
Standard Description: Rulers continued to use religious ideas, art, and monumental architecture to legitimize their rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 126.0
Standard ID: KC-4.3.I.A+1
Standard Description: Explain how and why rulers continued to use religious ideas to legitimize their rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of religious symbolism in reinforcing monarchical authority within land-based empires.
* Assess how rulers used religious ideas to justify their legitimacy and maintain social order.
* Compare the use of religious ideas by different rulers to consolidate their power from 1450 to 1750.
* Evaluate the effectiveness of religious-based legitimacy strategies used by rulers in diverse regions.
* Identify the reasons behind rulers' reliance on religious ideas to support their rule.

Assessment Boundaries:
* Focus on the use of religious ideas such as the divine right of kings, the Mexica practice of human sacrifice, and the promotion of Islam by the Songhai Empire to explain how and why rulers continued to use religious ideas to legitimize their rule. Exclude detailed exploration of art and monumental architecture as methods of legitimization.

Common Misconceptions:
* Some students might believe that religious legitimization ceased to be important after early modern periods and didn't recognize its continued significance in the given timeframe.
* Students may confuse religious legitimization with forced religious conversion, not understanding how rulers could incorporate and use existing religious traditions.
* Students may think that religious legitimization was always a genuine reflection of the rulers' personal piety, without considering the pragmatic or political motives behind it.
* Students might assume that only one type of religious idea was used uniformly across all empires, rather than recognizing the diversity in religious strategies employed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 127.0
Standard ID: KC-4.3.I.A+2
Standard Description: Explain how and why rulers continued to use art to legitimize their rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary source description of a piece of monumental architecture, explaining how such architecture was used to legitimize the ruler’s authority and its historical significance.
* Analyze the impact of monumental architecture on the perception of rulers' legitimacy in various empires from 1450 to 1750.
* Compare the use of art to legitimize rule across different land-based empires during the period of 1450 to 1750.
* Evaluate the effectiveness of employing art as a method of legitimizing rule, providing examples from multiple empires studied.
* Examine and interpret the use of symbolism in a given piece of art from a land-based empire between 1450 and 1750, explaining how it was used to support the ruler's legitimacy.
* Explain the significance of art in reinforcing the legitimacy of rulers' power in land-based empires.
* Identify and describe how specific art forms were used by rulers between 1450 and 1750 to legitimize their authority.

Assessment Boundaries:
* Focus on specific examples of how rulers from prominent land-based empires (like the Qing, Mughal, and Ottoman) used visual art forms—such as paintings, sculptures, and court art—to legitimize their rule. Exclude non-artistic methods and developments in regions outside the 1450-1750 period.

Common Misconceptions:
* Some students might assume that artistic methods remained the same over centuries without evolving to fit changing political and social contexts.
* Students may think that art was used merely for decoration rather than understanding its role in projecting power and authority.
* Students might believe that all forms of artistic expression were universally accepted and did not face any resistance or criticism.
* There can be a misconception that the use of art to legitimize rule was unique to a few cultures rather than a widespread practice.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 128.0
Standard ID: KC-4.3.I.A+3
Standard Description: Explain how and why rulers continued to use monumental architecture to legitimize their rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons behind rulers' continued use of monumental architecture for legitimizing their rule during this period.
* Contrast the use of monumental architecture by different rulers across the major empires from 1450 to 1750.
* Describe examples of monumental architecture used by rulers between 1450 to 1750 for legitimizing their power.
* Evaluate the impact of monumental architecture on the perceptions of rulers' legitimacy among their subjects.
* Explain how rulers' monumental architectural projects served as a means of consolidating their power and authority.
* Interpret the symbolic meanings embedded in monumental architectural works from this era using visual analysis (stimulus-based).

Assessment Boundaries:
* Focus on specific examples of monumental architecture used by rulers between 1450 and 1750 to legitimize their power, such as the Taj Mahal in India, and the Palace of Versailles in France. Exclude religious ideas and art as methods of legitimation.

Common Misconceptions:
* Students may believe that monumental architecture served only as symbols of power, without recognizing their functional uses in administration, religion, or social gatherings.
* Students may overlook the propagandistic elements of architecture, underestimating how rulers used architecture to convey their legitimacy and right to rule to their subjects and rivals.
* Students may think that monumental architecture was only constructed for religious purposes, without considering its political and social messages.
* Students often assume that all empires built monumental architecture for the same reasons, ignoring the specific historical and cultural contexts of each empire.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: KC-4.3.I.C
Standard Description: Recruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 124.0
Standard ID: KC-4.3.I.C+1
Standard Description: Explain how and why recruitment and use of bureaucratic elites became more common among rulers who wanted to maintain centralized control over their populations and resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of bureaucratic elites on the governance and administration of land-based empires during this period.
* Compare the use and effectiveness of bureaucratic elites in different land-based empires between 1450 and 1750.
* Describe how rulers recruited bureaucratic elites to maintain centralized control over their populations and resources.
* Evaluate how bureaucratic elites contributed to the consolidation of power by rulers over diverse populations and regions within their empires.
* Explain how the recruitment of bureaucratic elites was influenced by the broader historical context of state formation.
* Explain the motivations behind the increased use of bureaucratic elites among rulers of land-based empires from 1450 to 1750.
* Use historical reasoning to explain the relationship between the development of bureaucratic systems and the centralization of power in land-based empires.

Assessment Boundaries:
* Focus on the motivations and methods for the recruitment and use of bureaucratic elites specifically within the context of maintaining centralized control over diverse populations and resources in land-based empires between 1450 to 1750. Exclude comparisons with other periods or unrelated dynamics outside bureaucratic elites, such as military professionals or tax systems.

Common Misconceptions:
* Some may believe that centralized control was achieved only through the development of bureaucratic elites, without considering other strategies like military professionals or economic reforms.
* Students may assume that bureaucratic elites always acted in the best interests of the ruler, not recognizing instances where they had their own agendas and power struggles.
* Students might think that bureaucratic elites were used solely for administrative tasks, ignoring their significant role in enforcing and maintaining centralized power.
* There can be a misunderstanding that the process of recruiting bureaucratic elites was uniform across different empires, rather than varied and adapted to local contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 125.0
Standard ID: KC-4.3.I.C+2
Standard Description: Explain how and why the development of military professionals became more common among rulers who wanted to maintain centralized control over their populations and resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the development of military professionals contributed to the consolidation of power in empires during this period.
* Compare the impact of military professionals on the centralization of power across different land-based empires from 1450 to 1750.
* Describe the role of military professionals in maintaining centralized control in land-based empires between 1450 and 1750.
* Examine primary source documents to identify evidence of the role and significance of military professionals in the administration of empires between 1450 and 1750. (Stimulus-based)
* Explain why the recruitment and use of military professionals became more common among land-based empires from 1450 to 1750.

Assessment Boundaries:
* Include specific examples such as the Ottoman Devshirme system and salaried Samurai in Japan to explain the development of military professionals. Exclude detailed accounts of civilian bureaucratic recruitment methods or other regional practices unrelated to the military focus.

Common Misconceptions:
* Students could believe that all rulers developed military professionals for purely defensive purposes, neglecting the use of these forces in offensive campaigns to expand or consolidate power.
* Students may misunderstand that the presence of a professional military force automatically ensured centralized control and stability, overlooking the various other political, social, and economic strategies rulers employed.
* Students might assume that military professionals always acted independently rather than understanding that these professionals were often closely tied to and controlled by the central government for the purpose of maintaining control.
* Students might think that the development of military professionals was a uniform process across all land-based empires, ignoring the diverse methods and circumstances that influenced the establishment and role of military forces in different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: KC-4.3.I.D
Standard Description: Rulers used tribute collection, tax farming, and innovative tax-collection systems to generate revenue in order to forward state power and expansion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 129.0
Standard ID: KC-4.3.I.D+1
Standard Description: Explain how and why rulers used tribute collection to generate revenue in order to forward state power and expansion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of tribute collection on the expansion policies of land-based empires from 1450 to 1750.
* Compare the methods of tribute collection used by different land-based empires to consolidate power during 1450 to 1750.
* Describe the role of tribute collection in generating revenue for land-based empires from 1450 to 1750.
* Evaluate the effectiveness of tribute collection systems in maintaining the stability and control of empires from 1450 to 1750.
* Explain how tribute collection systems contributed to the centralization of power in empires during the period 1450 to 1750.
* Explain the role of tribute collection in fostering economic and political integration within the empires during the 1450 to 1750 period.
* Use primary or secondary sources to illustrate how tribute collection was perceived by both the rulers and the subjects in different empires during the period from 1450 to 1750.

Assessment Boundaries:
* Include the methods and reasons behind rulers' use of tribute collection as a means to generate revenue for strengthening state power and enabling expansion. Exclude discussions on other methods of revenue generation such as tax farming and innovative tax-collection systems, and any in-depth analysis of specific regional implementations or case studies.

Common Misconceptions:
* Some students may assume tribute collection was a peaceful process without resistance or rebellion, ignoring the conflicts and opposition it often generated.
* Students may misunderstand that tribute collection was purely a financial transaction, ignoring its purposes in demonstrating loyalty and reinforcing political dominance.
* Students may think that tribute collection was a voluntary act by the states under control, rather than a forced obligation imposed by the ruling empire.
* Students might believe that tribute collection was uniform and consistent across all empires, not recognizing the variations in methods and demands depending on the circumstances and regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 130.0
Standard ID: KC-4.3.I.D+2
Standard Description: Explain how and why rulers used tax farming to generate revenue in order to forward state power and expansion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of tax farming on both the state and the population under its control.
* Describe the system of tax farming and its implementation in land-based empires from 1450 to 1750.
* Evaluate the effectiveness of tax farming compared to other revenue generation methods used by rulers during this period.
* Examine the social consequences and resistance movements associated with tax farming policies in various empires.
* Explain the rationale behind rulers' use of tax farming for revenue generation and state expansion.
* Interpret historical documents or data that illustrate the use and outcomes of tax farming in select empires (stimulus required).

Assessment Boundaries:
* Include the role of tax farming in generating revenue for state power and expansion, with a focus on specific empires using this method such as the Ottoman Empire. Exclude detailed examination of other tax-collection systems or tribute collection methods.

Common Misconceptions:
* Students may believe that tax farming was a universally effective system, failing to recognize the significant issues such as corruption and inefficiency that often accompanied it.
* Students may misunderstand that tax farming was a unique practice of a specific empire, rather than a common method used by many different empires to consolidate power.
* Students may overlook the economic motivations behind tax farming, thinking it was primarily a political maneuver without understanding the financial necessities driving its adoption.
* There is a misconception that tax farming was simply a method of tax collection, ignoring its broader political and social implications, including the empowerment of local elites.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 131.0
Standard ID: KC-4.3.I.D+3
Standard Description: Explain how and why rulers used innovative tax-collection systems to generate revenue in order to forward state power and expansion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of innovative tax-collection systems on the consolidation of state power and territorial expansion.
* Assess the effectiveness of tax-collection systems in achieving state goals related to revenue generation and expansion using maps or statistical data (stimulus-based).
* Compare the innovative tax-collection systems used by two different empires from 1450 to 1750.
* Describe how innovative tax-collection systems were developed in various land-based empires from 1450 to 1750.
* Explain the economic and administrative reasons for the adoption of innovative tax-collection methods by rulers of land-based empires.
* Identify specific examples of innovative tax-collection systems employed by different empires in this period.

Assessment Boundaries:
* Focus specifically on how rulers in land-based empires from 1450 to 1750 developed and implemented innovative tax-collection systems, such as tax farming and centralized revenue collection, and how these systems contributed to state power and expansion. Exclude detailed examination of tribute collection or general tax policies common in prior eras.

Common Misconceptions:
* Some students could misunderstand that these tax systems were uniformly applied across an empire, ignoring regional variations and local adaptations.
* Some students may assume that innovative tax systems were entirely new inventions during this period, rather than adaptations or improvements of existing methods.
* Students may believe that innovative tax-collection systems were universally accepted without resistance or corruption, not recognizing the challenges and opposition rulers faced.
* Students might think that the sole purpose of these tax systems was revenue generation, overlooking their roles in consolidating power and controlling populations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.2
Cluster Name: 2. Empires: Administration from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: Unit 3: Learning Objective B
Standard Description: Explain how rulers used a variety of methods to legitimize and consolidate their power in land-based empires from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: KC-4.1.VI.i
Standard Description: The Protestant Reformation marked a break with existing Christian traditions and both the Protestant and Catholic reformations contributed to the growth of Christianity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 132.0
Standard ID: KC-4.1.VI.i+1
Standard Description: Explain how and why the Protestant Reformation marked a break with existing Christian traditions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political and social implications of the Protestant Reformation on European societies.
* Compare the theological principles of Protestantism with those of Catholicism during the Reformation period.
* Describe the primary doctrinal changes brought about by the Protestant Reformation.
* Describe the response of the Catholic Church to the Protestant Reformation, including specific measures taken during the Counter-Reformation.
* Evaluate the significance of the Protestant Reformation in the context of broader religious and cultural changes in Europe from 1450 to 1750.
* Explain the key factors that led to the Protestant Reformation and its challenge to existing Christian traditions.
* Explain the role of key figures such as Martin Luther and John Calvin in leading the Protestant Reformation.
* Use primary source texts to discuss the arguments made by Protestant reformers against the Catholic Church. (stimulus required)

Assessment Boundaries:
* Focus on the theological, political, and social reasons behind the Protestant Reformation's break with existing Christian traditions. Exclude detailed exploration of the Catholic Reformation or later Protestant movements.

Common Misconceptions:
* Some students believe the Reformation was uniformly supported by all social classes and groups, without recognizing the divergent interests and opposition from various societal factions, including peasants and nobles.
* Students might assume that the Protestant Reformation was solely about religious doctrine and fail to recognize the political and social ramifications, such as how it shifted power dynamics between church and state.
* Students often think that Martin Luther's 95 Theses immediately caused a widespread and uniform break from the Catholic Church, not understanding the complex and varied local responses and adaptations to Protestant ideas.
* There is a misconception that the Protestant Reformation displaced Catholicism completely in regions where Protestantism took root, ignoring the continued presence and influence of Catholicism even in predominantly Protestant areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 133.0
Standard ID: KC-4.1.VI.i+2
Standard Description: Explain how and why the Protestant Reformation contributed to the growth of Christianity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the theological doctrines introduced during the Protestant Reformation differed from those of the Catholic Church and contributed to the appeal and spread of Protestantism.
* Compare the spread of Protestantism to that of Catholicism during the Counter-Reformation and analyze how competition between these movements contributed to the expansion of Christianity.
* Evaluate the social and political factors that facilitated the spread of Protestantism in Europe during the 16th century.
* Explain the role of printing technology in disseminating the ideas of the Protestant Reformation and its impact on the growth of Christianity.
* Identify the key figures and their contributions during the Protestant Reformation that led to the growth of Christianity.

Assessment Boundaries:
* Include the specific ways the Protestant Reformation led to the expansion of Christianity, such as the translation of the Bible into vernacular languages, the spread of Protestant beliefs through printing technology, and the establishment of new Protestant churches. Exclude detailed comparisons between Protestant and Catholic doctrines, specific theological disputes within Protestantism, or the geographical spread of particular Protestant denominations outside the context of growth in Christianity during the period of 1450 to 1750.

Common Misconceptions:
* Students may believe that the Protestant Reformation was solely a schism within Christianity without understanding its role in spreading and diversifying Christian beliefs across Europe and beyond.
* Students may think that the growth of Christianity during the Reformation was only due to the Protestant movement, overlooking the Catholic Reformation's impacts.
* Students might assume that the Reformation led to immediate and uniform growth of Christianity across all regions, not recognizing the varied and sometimes contentious spread of new denominations.
* Students often fail to recognize the broader socio-political factors, including the printing press and state support, that helped propagate Protestant ideas and thus drove the growth of Christianity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 134.0
Standard ID: KC-4.1.VI.i+3
Standard Description: Explain how and why the Catholic Reformation contributed to the growth of Christianity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources from Catholic Church leaders during the Reformation period to evaluate how their perspective and purpose reflected both defensive responses to Protestant challenges and proactive strategies for expanding Christianity.
* Analyze the impact of the Council of Trent in addressing the abuses within the Catholic Church and affirming Catholic doctrine in response to Protestant critiques.
* Describe the role of the Jesuits in opposing the spread of Protestantism and their contributions to missionary activity in various parts of the world.
* Discuss the long-term effects of the Catholic Reformation on European and global Christianity, including changes in religious practices, educational efforts, and the geographical spread of the faith.
* Explain how claims or evidence support, modify, or refute the arguments made by Catholic leaders during the Reformation to justify the church’s practices and doctrines, using primary source passages.
* Explain how the societal and political climate of the period facilitated or hindered the Catholic Church's efforts to reform itself and expand its influence.
* Explain the strategies used by the Catholic Church during the Catholic Reformation to maintain and spread Christianity, such as the Inquisition, the establishment of new religious orders like the Jesuits, and the Council of Trent.

Assessment Boundaries:
* Focus on the specific methods and strategies the Catholic Church employed, such as the Council of Trent, the formation of the Society of Jesus (Jesuits), and the use of Baroque art and architecture to reaffirm Catholic doctrines. Exclude broader discussions of Protestant Reformation impacts or detailed analysis of other religious reforms or movements, unless they directly relate to the Catholic Church's strategies for growth.

Common Misconceptions:
* Some students may misunderstand that the Catholic Reformation had limited impact and did not realize that the reforms led to a revitalization of Catholic spirituality and education, contributing significantly to the growth of Christianity worldwide.
* Students might assume that the Jesuits only worked within Europe, not recognizing their extensive missionary activities in Asia, Africa, and the Americas that contributed to the growth of Christianity.
* Students might believe that the Catholic Reformation was solely a reaction to the Protestant Reformation and fail to see it as part of a broader effort to reform and renew the Catholic Church from within.
* There is a misconception that the Catholic Reformation was entirely about suppressing Protestantism, rather than also focusing on internal criticisms and reforms within the Catholic Church, such as through the Council of Trent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 135.0
Standard ID: KC-4.1.VI.i+4
Standard Description: Explain how and why political rivalries between the Ottoman and Safavid empires intensified the split within Islam between Sunni and Shi’a.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Ottoman-Safavid rivalry on the social and religious cohesion within their respective empires.
* Compare a visual representation (e.g., map, political cartoon) from the period depicting Sunni and Shia expansion, explaining the significance of these shifts within the context of the Ottoman-Safavid rivalry. (Stimulus required)
* Describe the Safavid policies that reinforced the adherence to Shia Islam.
* Evaluate the role of religious scholars (ulama) in promoting Sunni identity within the Ottoman Empire and how it contrasted with the religious structure in the Safavid Empire.
* Explain how territorial disputes between the Ottoman and Safavid empires affected their sectarian divide.
* Identify the political aims of the Ottoman Empire that contributed to the Sunni-Shia split.
* Using a primary source document excerpt detailing an Ottoman-Safavid confrontation, identify the underlying religious and political motivations for the conflict. (Stimulus required)

Assessment Boundaries:
* Include the political, social, and religious contexts of the Ottoman-Safavid rivalry as it pertains specifically to the Sunni-Shi’a split. Exclude broader discussions of Ottoman or Safavid governance, unrelated military conflicts, or other Islamic sects.

Common Misconceptions:
* Students may mistakenly conflate the Sunni-Shi’a split as solely a religious conflict, without recognizing the substantial political dimensions involved.
* Students might believe that the Ottoman and Safavid empires were always in direct violent conflict, ignoring periods of intense diplomacy and political maneuvering.
* Students often overlook the economic motivations behind these political rivalries, focusing only on religious and military factors.
* There may be a misconception that the Sunni-Shi’a split was a new development in this period, rather than an existing division that was exacerbated by political rivalries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: KC-4.1.VI.ii
Standard Description: Political rivalries between the Ottoman and Safavid empires intensified the split within Islam between Sunni and Shi’a.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: KC-4.1.VI.iii
Standard Description: Sikhism developed in South Asia in a context of interactions between Hinduism and Islam.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.3
Cluster Name: 3. Empires: Belief Systems from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: Unit 3: Learning Objective C
Standard Description: Explain continuity and change within the various belief systems during the period from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: KC-4.1.VI
Standard Description: In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 532.0
Standard ID: KC-4.1.VI+2
Standard Description: Compare how and why the increase and intensification of interactions between newly connected hemispheres sometimes contributed to religious conflicts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 534.0
Standard ID: KC-4.1.VI+2+D
Standard Description: Compare how and why the increase and intensification of interactions between newly connected hemispheres sometimes contributed to religious conflicts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which trade interactions led to religious conflicts during this period.
* Compare the impact of religious conflicts in different regions resulting from the intensification of hemispheric interactions.
* Describe the causes of religious conflicts resulting from interactions between newly connected hemispheres.

Assessment Boundaries:
* Focus on the causes and specific instances of religious conflicts due to interactions between newly connected hemispheres, such as the conflicts involving Christianity, Islam, and indigenous belief systems. Exclude syncretic belief systems and the impact on the development of new religions.

Common Misconceptions:
* Students may assume that religious conflicts were primarily one-sided, failing to recognize that opposition and pushback from indigenous or local religions also played a significant role.
* Students may confuse syncretic belief development with religious conflicts, not understanding that while syncretism did occur, it was a separate process from conflicts that arose due to religious differences.
* Students might mistakenly believe that religious conflicts arising from increased hemispheric interactions were solely due to forced conversions or aggressive missionary activities, ignoring other contributory factors like political alliances and economic competition.
* There can be a misconception that all religious conflicts were immediate and directly caused by initial contact, rather than recognizing that many conflicts developed over time as beliefs, practices, and influences spread and intertwined.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 533.0
Standard ID: KC-4.1.VI+3
Standard Description: Compare how and why the increase and intensification of interactions between newly connected hemispheres sometimes contributed to the development of syncretic belief systems and practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: KC-4.3.II
Standard Description: Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 550.0
Standard ID: KC-4.3.II.B
Standard Description: Land empires included the Manchu in Central and East Asia; the Mughal in South and Central Asia; the Ottoman in Southern Europe, the Middle East, and North Africa; and the Safavids in the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 551.0
Standard ID: KC-4.3.II.B+1
Standard Description: Compare how and why the Manchu, Mughal, Ottoman, and Safavids land empires developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 552.0
Standard ID: KC-4.3.II.B+2
Standard Description: Explain how and why the Manchu land empire in Central and East Asia developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 553.0
Standard ID: KC-4.3.II.B+3
Standard Description: Explain how and why the Mughal land empire in South and Central Asia developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 554.0
Standard ID: KC-4.3.II.B+4
Standard Description: Explain how and why the Ottoman land empire in Southern Europe, the Middle East, and North Africa developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 555.0
Standard ID: KC-4.3.II.B+5
Standard Description: Explain how and why the Safavids land empire in the Middle East developed and expanded.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 560.0
Standard ID: KC-4.3.III.i
Standard Description: Political and religious disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 561.0
Standard ID: KC-4.3.III.i+1
Standard Description: Compare how political disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 562.0
Standard ID: KC-4.3.III.i+2
Standard Description: Compare how religious disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 3
Unit Name: Land-Based Empires
Cluster ID: AP World Topic 3.4
Cluster Name: 4. Comparison in Land-Based Empires from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 530.0
Standard ID: Unit 3: Learning Objective D
Standard Description: Compare the methods by which various empires increased their influence from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: KC-4.1.II
Standard Description: Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 141.0
Standard ID: KC-4.1.II+1+A
Standard Description: Explain how knowledge, scientific learning, and technology from the Classical world spread, facilitating European technological developments and innovation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the technological and scientific exchanges between the Classical world and Europe, and assess their impacts on European innovation.
* Describe the continuity and change in the use of Classical knowledge in European contexts, focusing on a specific scientific or mathematical principle.
* Describe the process through which knowledge from the Classical world, such as Greco-Roman scientific and mathematical texts, was preserved and transferred to Europe.
* Explain how Classical astronomical knowledge facilitated European advancements in cartography and navigation.
* Explain the role of Classical technologies and scientific principles in advancing European navigation and exploration technologies in the period from 1450 to 1750.
* Identify and describe how Classical Greek literature influenced European intellectual movements during the Renaissance.
* Using primary source excerpts, analyze the impact of Greco-Roman medical knowledge on European scientific developments during the 15th to 17th centuries. *(stimulus-based)*

Assessment Boundaries:
* Focus on European advancements in cartography, navigation, technology, and innovation within the time period of 1450-1750. Include specific contributions from the Classical world, such as Greco-Roman scientific texts, mathematical principles, and engineering innovations, that facilitated these European advancements. Exclude Islamic scholars' contributions, content outside 1450-1750, Asian world contributions, Copernicus and heliocentric models, Renaissance astronomy, specific Classical astronomers, translation movements in Toledo and Sicily, and detailed astronomical theories. Avoid mentioning Islamic and Asian world contributions. Ensure questions focus on European developments within the specified time period and their connection to relevant Classical world influences.

Common Misconceptions:
* Students may mistakenly believe that the spread of knowledge from the Classical world to Europe was solely through the Renaissance, overlooking earlier contributions from periods such as the High Middle Ages.
* Students might assume that technological and scientific advancements were only one-way (from the Classical world to Europe), ignoring the fact that there was a significant exchange of knowledge.
* Students often overlook the role of translation movements, such as the direct translations of Greek and Roman texts into Latin, and how this facilitated the spread of this knowledge.
* There can be a misconception that these advancements directly led to innovations without considering the incremental nature of scientific developments and the amalgamation of ideas over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 580.0
Standard ID: KC-4.1.II.A
Standard Description: The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns-all of which made transoceanic travel and trade possible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 144.0
Standard ID: KC-4.1.II.A+1+A
Standard Description: Explain how the production of new tools made transoceanic travel and trade possible.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of ship design innovations on the efficiency and safety of transoceanic voyages.
* Describe the advancements in navigational tools and their specific functions that facilitated transoceanic travel.
* Explain how astronomical charts and the magnetic compass improved maritime navigation during the 1450 to 1750 period.
* Identify the contribution of understanding regional wind and current patterns to the success of transoceanic trade routes.

Assessment Boundaries:
* Include the specific new tools produced between 1450 and 1750, such as the astrolabe, magnetic compass, and caravel, and explain their role in enabling transoceanic travel and trade. Exclude detailed technological advancements outside this time frame or unrelated to navigation and transoceanic voyages.

Common Misconceptions:
* Some students may confuse the tools developed for transoceanic travel with later technologies from the Industrial Revolution, leading to anachronistic views of 15th-17th century trade and navigation.
* Students may believe that the production of new tools was a rapid process and had immediate effects on transoceanic travel and trade, not recognizing that these developments were gradual and built on earlier knowledge.
* Students may believe that these new tools eliminated all dangers associated with sea travel, not understanding that while they improved safety and efficiency, risks and challenges still persisted.
* Students might assume that all tools utilized for transoceanic travel and trade during this period originated in Europe, ignoring the significant influence of technologies and innovations from Classical, Islamic, and Asian worlds.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 145.0
Standard ID: KC-4.1.II.A+2+A
Standard Description: Explain how innovations in ship designs made transoceanic travel and trade possible.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of improved navigational tools and ship designs in enabling long-distance sea voyages.
* Compare the designs of various European ships used for exploration and trade in the 15th to 17th centuries, including the caravel, carrack, fluyt, and galleon, highlighting their advantages and limitations.
* Describe how alterations in ship design, such as the addition of multiple masts and changes in hull construction, improved maritime navigation and efficiency.
* Discuss how technological exchanges between different cultures contributed to innovations in shipbuilding.
* Explain how the development of the caravel, with its lateen sails, impacted European exploration and trade routes.
* Explain the influence of understanding wind and current patterns on the evolution of ship designs during this period.
* Identify the key innovations in ship designs that facilitated transoceanic travel from 1450 to 1750.
* Use primary source images of ship designs to identify and explain specific features that contributed to the success of transoceanic voyages. (Stimulus required)

Assessment Boundaries:
* Focus on specific innovations in ship design, such as the caravel, carrack, and fluyt, and how these ships were able to enhance long-distance travel through improved maneuverability, speed, and cargo capacity. Exclude a detailed analysis of regional wind and current patterns unless directly related to these innovations.

Common Misconceptions:
* Students may assume that all ships during the 1450-1750 period were uniformly designed and do not recognize that different ship designs were developed to suit specific needs, such as navigating different types of waters or carrying varying types of cargo.
* Students might incorrectly believe that ship design innovations were an isolated development, failing to connect them with other factors such as navigation technology, political backing, and economic incentives.
* Students might think the only important ship innovations were European, overlooking significant contributions from other cultures such as the Chinese and Arabs.
* There may be a misconception that ship innovations were only technological and do not realize the importance of understanding wind and current patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.1
Cluster Name: 1. Technological Innovations from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 570.0
Standard ID: Unit 4: Learning Objective A
Standard Description: Explain how cross-cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: KC-4.1.III
Standard Description: New state-supported transoceanic maritime exploration occurred in this period.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 147.0
Standard ID: KC-4.1.III+1
Standard Description: Explain why new state-supported transoceanic maritime exploration occurred in this period.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political motivations behind states' investments in maritime exploration.
* Compare European approaches to maritime exploration with those of other advanced civilizations (particularly Ming China) and analyze the factors that led to different outcomes in global influence.
* Discuss the impact of European desire for new trade routes on state-supported exploration.
* Evaluate the influence of religious motivations in promoting state-supported explorations.
* Explain the role of technological advancements in enabling state-supported explorations.
* Identify the economic factors that led to state-supported transoceanic maritime exploration during this period.

Assessment Boundaries:
* Focus on providing reasons why state-supported maritime exploration expanded, such as economic motivations, technological advancements, and the search for new trade routes. Exclude in-depth details of specific explorations by individual explorers or nations beyond the general incentives and motivations.

Common Misconceptions:
* Learners often think that technological advancements were the only reason for transoceanic voyages, without recognizing state financial and political support as critical enablers.
* Some students incorrectly assume that the state support of exploration was universally successful, not considering the failures or limited successes certain efforts encountered.
* Students may believe that state-sponsored exploration was solely motivated by a desire for territorial expansion, overlooking economic, religious, and political motivations such as access to resources, spreading Christianity, and national prestige.
* There is a misconception that only European states were involved in maritime exploration during this period, ignoring the roles of non-European powers and earlier efforts by regions like China.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: KC-4.1.III.A
Standard Description: Portuguese development of maritime technology and navigational skills led to increased travel to and trade with Africa and Asia and resulted in the construction of a global trading-post empire.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 610.0
Standard ID: KC-4.1.III.B
Standard Description: Spanish sponsorship of the voyages of Columbus and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 150.0
Standard ID: KC-4.1.III.B+1
Standard Description: Explain how and why Spanish sponsorship of the voyages of Columbus across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Spanish expeditions contributed to the competitive nature of European maritime exploration and the search for new trade routes.
* Evaluate the significance of Columbus's voyages in shaping European geopolitical strategies and fostering an era of transoceanic exploration and trade.
* Explain the impact of Columbus’s voyages on the European pursuit of overseas colonies and the subsequent expansion of trade networks across the Atlantic and Pacific Oceans.
* Explain the role of Spanish sponsorship in facilitating cultural exchanges and economic transformations between Europe, the Americas, and Asia during this period.
* Identify the motivations behind Spanish sponsorship of Columbus's voyages and subsequent expeditions across the Atlantic and the Pacific, focusing on economic and geopolitical factors.
* Interpret primary source accounts of Spanish explorations to assess the perceptions and motivations of Europeans regarding transoceanic travel during the era.
* Use a map to identify the major transoceanic routes developed as a result of Spanish voyages and analyze the economic effects on Europe and newly encountered regions.

Assessment Boundaries:
* The assessment should focus on the economic and political motivations behind Spain's sponsorship of Columbus. Highlight the direct impact of these voyages on enhancing European trade interest and competition, as well as the resulting shift in global trade dynamics during the late 15th and early 16th centuries. Exclude detailed biographies of individual explorers, cultural narratives, or broader European exploration not directly incentivized by Spain.

Common Misconceptions:
* Many students assume that the immediate results of Spanish sponsorship of voyages were purely positive for Europe, neglecting the complex and often negative impacts on indigenous populations.
* Some students erroneously think that transoceanic travel and trade lacked existing precedents before Spanish sponsorship, underestimating earlier maritime advancements.
* Students often believe that the Spanish solely funded Columbus for wealth acquisition and overlook the role of religious motivations, such as spreading Christianity.
* There is a misconception that Columbus's voyages were the first European contacts with the Americas, ignoring earlier Norse exploration.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 620.0
Standard ID: KC-4.1.III.C
Standard Description: Northern Atlantic crossings were undertaken under English, French, and Dutch sponsorship, often with the goal of finding alternative sailing routes to Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 152.0
Standard ID: KC-4.1.III.C+1
Standard Description: Explain the purpose and significance of Northern Atlantic crossings undertaken under English sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of English maritime exploration in the context of European competition for Asian trade routes.
* Assess the impact of John Cabot's voyages on England's subsequent colonial aspirations in North America.
* Evaluate how the exploration of Northern Atlantic routes influenced England's economic policies in the late 15th and early 16th centuries.
* Explain how the English sponsorship of Northern Atlantic crossings facilitated the establishment of shorter trading routes and territorial claims.
* Explain the strategic goals of England in seeking alternative routes to Asia via the Northern Atlantic.
* Identify the economic motivations for English-sponsored Northern Atlantic crossings.

Assessment Boundaries:
* Include motivations such as economic profit through trade routes and territorial expansion. Exclude detailed accounts of individual voyages or the involvement of French and Dutch sponsorship.

Common Misconceptions:
* Students may believe that the English faced no competition or conflict with other European powers during these explorations, ignoring the rivalries and conflicts with the French and Dutch.
* Students may think that the primary goal of English-sponsored Northern Atlantic crossings was solely to establish colonies, rather than also seeking alternative routes to Asia.
* Students might assume that the English sponsorship of these explorations had no economic motives, ignoring the desire to bypass Ottoman and Venetian middlemen in Asian trade.
* There could be a misunderstanding that the significance of these voyages was only in the territory claimed, rather than also in the mapping and increased knowledge of the Atlantic.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 153.0
Standard ID: KC-4.1.III.C+2
Standard Description: Explain the purpose and significance of Northern Atlantic crossings undertaken under French sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how French-sponsored Northern Atlantic crossings influenced French economic policies.
* Describe the impact of French-sponsored Northern Atlantic crossings on geopolitical rivalries in the Atlantic region.
* Evaluate the significance of French-sponsored Northern Atlantic crossings on the development of global trade networks.
* Explain the economic motivations behind French-sponsored Northern Atlantic crossings in the 15th and 16th centuries.
* Identify the primary objectives of the Northern Atlantic crossings undertaken under French sponsorship.

Assessment Boundaries:
* Focus on the specific goals and motivations of the French in undertaking Northern Atlantic crossings. Highlight the search for alternative routes to Asia and their economic implications. Exclude detailed comparisons with English and Dutch sponsorships in similar voyages.

Common Misconceptions:
* A common misunderstanding is that French Northern Atlantic crossings were less impactful or successful in comparison to their English and Dutch counterparts, despite notable French exploration by figures like Jacques Cartier which greatly contributed to European knowledge of North American geography and potential resources.
* Students may incorrectly assume that French-sponsored Northern Atlantic crossings were significantly different in their purposes and methods compared to those under English or Dutch sponsorship, not recognizing the shared motivations to find alternative sailing routes to Asia among these European powers.
* Students may overlook the significance of these crossings in contributing to France’s later colonial and trading ambitions, failing to see them as foundational steps in establishing a presence in the New World.
* There is a misconception that French exploration in the Northern Atlantic was primarily focused on colonization or immediate settlement, rather than understanding the emphasis on exploration and establishing trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 154.0
Standard ID: KC-4.1.III.C+3
Standard Description: Explain the purpose and significance of Northern Atlantic crossings undertaken under Dutch sponsorship.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Dutch-sponsored Northern Atlantic crossings on the development of transoceanic trade routes.
* Analyze visual depictions (maps, illustrations) of Dutch Northern Atlantic crossings to deduce the strategic interests pursued.
* Assess the broader political and economic effects of Dutch Northern Atlantic crossings on global trade networks.
* Compare the motives and outcomes of Dutch Northern Atlantic crossings with those of other European powers such as the English and French.
* Describe the role of advancements in navigation and shipbuilding in enabling Dutch Northern Atlantic crossings.
* Determine the effects of Dutch Northern Atlantic crossings on indigenous populations encountered during these missions.
* Evaluate how Dutch Northern Atlantic crossings influenced European competition for maritime dominance in the 17th century.
* Explain the strategic goals of the Dutch during their Northern Atlantic exploration missions.
* Identify the economic motivations behind Dutch Northern Atlantic crossings in the early modern period.
* Interpret primary source documents related to Dutch Northern Atlantic crossings to determine their perspectives and purposes.

Assessment Boundaries:
* Include the objectives of Dutch-sponsored Northern Atlantic crossings, specifically focusing on their intentions and outcomes with the goal of finding alternative sailing routes to Asia. Exclude comparative analysis with English and French sponsorships or detailed discussions of the broader economic impacts on European states.

Common Misconceptions:
* Students may think that the primary purpose of Dutch Atlantic crossings was similar to the Spanish or English, without understanding the unique economic goals of the Dutch such as access to North American fisheries and establishing trade routes with indigenous populations.
* Students might assume that Dutch exploration was limited to the South East Asian trade routes and fail to recognize their activities and interests in the Northern Atlantic.
* Students might believe that all European nations had the same economic motivations and strategies for maritime exploration, not recognizing the specific economic interests and factors driving Dutch sponsorship.
* There could be a misunderstanding that the Dutch did not compete effectively with other European nations in Northern Atlantic exploration, whereas in reality, they had significant successes and impacts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 590.0
Standard ID: Unit 4: Learning Objective B
Standard Description: Describe the role of states in the expansion of maritime exploration from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.2
Cluster Name: 2. Exploration: Causes and Events from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 600.0
Standard ID: Unit 4: Learning Objective C
Standard Description: Explain the economic causes and effects of maritime exploration by the various European states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: KC-4.1.V
Standard Description: The new connections between the Eastern and Western Hemispheres resulted in the exchange of new plants, animals, and diseases, known as the Columbian Exchange.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 155.0
Standard ID: KC-4.1.V+1
Standard Description: Describe the Columbian Exchange as the exchange of new plants, animals, and diseases.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a primary or secondary source to explain the role of the Columbian Exchange in transforming societies in either the Eastern or Western Hemisphere.
* Describe the diseases exchanged between the Eastern and Western Hemispheres during the Columbian Exchange.
* Describe the types of animals exchanged between the Eastern and Western Hemispheres during the Columbian Exchange.
* Describe the types of plants exchanged between the Eastern and Western Hemispheres during the Columbian Exchange.
* Explain the impact of diseases introduced to the indigenous populations of the Americas due to the Columbian Exchange.
* Explain the impact of new animals introduced to the Western Hemisphere as a result of the Columbian Exchange, including both economic benefits and environmental consequences such as overgrazing and habitat alteration.
* Explain the impact of new plants introduced to the Eastern Hemisphere as a result of the Columbian Exchange.
* Use a map to identify the geographical movement of specific plants, animals, and diseases as part of the Columbian Exchange.
* Use a primary source to identify claims about the introduction of specific plants or animals in either hemisphere during the Columbian Exchange.

Assessment Boundaries:
* Focus on the specific types of plants, animals, and diseases exchanged between the Eastern and Western Hemispheres as part of the Columbian Exchange. Exclude broader socio-economic impacts and detailed cases of population decline.

Common Misconceptions:
* Students may believe that the introduction of European animals and plants always had positive effects, without understanding the environmental and ecological disruptions caused.
* Students might assume that the Columbian Exchange only involved positive cultural exchanges and mutually beneficial trade, ignoring the forced labor and exploitation involved, particularly with cash crops cultivated by enslaved Africans.
* Students often overlook the role of less known diseases apart from smallpox that were transferred during the Columbian Exchange, such as measles and malaria.
* Students often think the Columbian Exchange was an equal exchange of goods, failing to recognize the asymmetrical nature of the exchange, especially the devastating impact of diseases on the indigenous populations of the Americas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 156.0
Standard ID: KC-4.1.V+2
Standard Description: Explain how and why the Columbian Exchange resulted from new connections between the Eastern and Western Hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of the Columbian Exchange on European and Native American societies.
* Describe how the Columbian Exchange affected the demographic patterns in the Americas.
* Describe the exchange of plants, animals, and pathogens between the Eastern and Western Hemispheres.
* Explain how the shifting trade patterns during the Columbian Exchange influenced global commerce.
* Explain the motivations of European nations to explore and establish connections with the Americas.
* Explain the role of European colonization in the facilitation of the Columbian Exchange.
* Identify the technological innovations that enabled transoceanic connections between the Eastern and Western Hemispheres.

Assessment Boundaries:
* Include the motivations and technologies behind transoceanic voyaging that led to the connections between the Eastern and Western Hemispheres. Additionally, focus on the initial exchanges of plants, animals, and diseases as direct consequences of these connections. Exclude subsequent economic, social, and ecological impacts that developed later from the Columbian Exchange.

Common Misconceptions:
* Students may mistakenly think that only food items were exchanged, overlooking the significant impact of the transfer of diseases, animals, and people, including enslaved Africans.
* Students might assume that the connections between the Eastern and Western Hemispheres were solely beneficial, failing to recognize the catastrophic consequences for many native populations due to diseases and exploitation.
* Students might believe that the Columbian Exchange was a deliberate process initiated by European explorers, rather than understanding that many aspects of the exchange, like the spread of diseases, were unintentional.
* There can be a misconception that the Columbian Exchange had benefits only for Europeans, ignoring the complex effects on indigenous populations and African societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 640.0
Standard ID: KC-4.1.V.A
Standard Description: European colonization of the Americas led to the unintentional transfer of disease vectors, including mosquitoes and rats, and the spread of diseases that were endemic in the Eastern Hemisphere, including smallpox, measles, and malaria. Some of these diseases substantially reduced the indigenous populations, with catastrophic effects in many areas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 157.0
Standard ID: KC-4.1.V.A+1
Standard Description: Explain how and why European colonization of the Americas led to the unintentional transfer of disease vectors, including mosquitoes and rats.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the environmental and social factors that contributed to the spread of diseases in the Americas due to European colonization.
* Describe how European colonization led to the introduction of disease vectors such as mosquitoes and rats into the Americas.
* Explain the mechanisms behind the unintentional transfer of disease vectors by Europeans during their colonization of the Americas.
* Explain the process of how European ships facilitated the spread of disease vectors across the Atlantic.
* Identify the primary causes for the high mortality rates among indigenous populations resulting from diseases brought by Europeans.

Assessment Boundaries:
* Focus on the unintended ecological and social impacts of European colonization, specifically the introduction of European disease vectors like mosquitoes and rats, and their role in the spread of smallpox, measles, and malaria. Exclude broader discussions on European colonization strategies or the specific effects of these diseases on indigenous populations.

Common Misconceptions:
* Some students might believe that the diseases transferred only resulted from the exchange of goods, failing to recognize that the living conditions aboard ships and in colonies created prime environments for these vectors to thrive and spread diseases.
* Students may confuse the correlation between colonization and disease spread, thinking colonization was the only factor for this transfer, ignoring environmental and ecological changes brought by colonization that facilitated the proliferation of these vectors.
* Students might think that only intentional actions, such as direct human travel, led to the spread of disease vectors, underestimating the role of unintentional and indirect mechanisms like stowaway animals (mosquitoes and rats) on ships.
* There can be a misunderstanding that the transferred disease vectors were known and actively managed at the time, whereas Europeans were largely unaware of these vectors and their impacts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 158.0
Standard ID: KC-4.1.V.A+2
Standard Description: Explain how and why European colonization of the Americas led to the spread of diseases that were endemic in the Eastern Hemisphere, including smallpox, measles, and malaria.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources that depict the impact of diseases on indigenous populations and European colonists' observations.
* Compare the societal and demographic changes in the Americas before and after the introduction of European diseases.
* Discuss how trade and environmental changes introduced by Europeans contributed to the spread of disease vectors like mosquitoes and rats.
* Evaluate the long-term effects of the dramatic population decline among indigenous communities on the development of colonial societies.
* Explain the significance of the lack of immunity among the indigenous populations of the Americas to Eastern Hemisphere diseases and how this contributed to the catastrophic effects.
* Identify the European practices and conditions during colonization that facilitated the spread of diseases such as smallpox, measles, and malaria.

Assessment Boundaries:
* Focus on how the spread of smallpox, measles, and malaria was unintentional and linked to the presence of disease vectors such as mosquitoes and rats brought by Europeans. Exclude other aspects of European colonization such as cultural exchanges or economic impacts.

Common Misconceptions:
* Some students may assume that the European settlers were aware of the devastating impact these diseases would have on indigenous populations, not recognizing the lack of medical knowledge about disease transmission during that era.
* Students may believe that European colonization of the Americas led to the intentional spread of diseases, rather than understanding that the spread was largely unintentional due to lack of immunity among indigenous populations.
* Students may confuse the types of diseases spread to the Americas, sometimes assuming that all Old World diseases like the plague were transferred, rather than specific ones such as smallpox, measles, and malaria.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 159.0
Standard ID: KC-4.1.V.A+3
Standard Description: Explain how and why European colonization of the Americas led to diseases that substantially reduced the indigenous populations, with catastrophic effects in many areas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why indigenous populations were highly susceptible to diseases introduced by Europeans.
* Describe the demographic effects of disease outbreaks on indigenous populations in different regions of the Americas.
* Evaluate the long-term social and cultural impacts of population declines on indigenous societies as a result of disease.
* Explain how the introduction of diseases by Europeans influenced subsequent colonial policies and practices.
* Explain the mechanisms through which diseases such as smallpox, measles, and malaria were transmitted from Europeans to indigenous populations.
* Identify the specific diseases that were endemic in the Eastern Hemisphere and spread to the Americas as a result of European colonization.

Assessment Boundaries:
* Focus on the role of transoceanic voyaging in facilitating the transfer of disease vectors such as mosquitoes and rats, and the subsequent spread of diseases like smallpox, measles, and malaria. Exclude other factors contributing to population decline such as warfare and forced labor.

Common Misconceptions:
* Students may assume that the contact and trade between Europeans and indigenous peoples were uniformly accepted, rather than recognizing the resistance and different responses from various indigenous groups.
* Students might believe that European colonization spread diseases intentionally as part of a warfare strategy instead of understanding it as an unintentional consequence.
* Students often think that indigenous populations had no existing diseases prior to European contact, failing to recognize that they had their own sets of endemic diseases, which were different from those brought by Europeans.
* There is a common misconception that only smallpox caused the substantial reduction in indigenous populations, rather than acknowledging the impact of other diseases like measles and malaria as well.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 160.0
Standard ID: KC-4.1.V.A+4
Standard Description: Explain how and why a substantial reduction in the indigenous populations had catastrophic effects in many areas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the environmental consequences of the demographic changes caused by disease.
* Assess the role of disease in facilitating European colonization and territorial expansion in the Americas.
* Describe the immediate effects of the population reduction on the indigenous cultures and societies.
* Evaluate the social and cultural disruptions that occurred in indigenous societies as a result of population declines.
* Explain how the reduction in indigenous populations impacted the labor systems in the Americas.
* Explain the long-term economic impacts on the Americas resulting from the reduction of indigenous populations.

Assessment Boundaries:
* Focus on the demographic impact and the resultant social, economic, and political changes due to the substantial reduction in indigenous populations. Exclude detailed discussions of the diseases themselves or unrelated factors to European colonization.

Common Misconceptions:
* Students may assume that European colonization and the transmission of diseases were intentional and directed, rather than understanding the unintentional spread of disease vectors and pathogens.
* Students may believe that the reduction in indigenous populations affected only the local areas and not the larger global context of trade, politics, and culture.
* Students may misunderstand that the catastrophic effects of population reduction were limited exclusively to loss of life, without recognizing the broader impacts such as the collapse of social and economic structures.
* Students might think that the indigenous population collapse only benefitted European settlers without considering the demographic, labor, and economic shifts that also had far-reaching negative consequences on European and colonial societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 650.0
Standard ID: KC-4.1.V.B
Standard Description: American foods became staple crops in various parts of Europe, Asia, and Africa. Cash crops were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 161.0
Standard ID: KC-4.1.V.B+1
Standard Description: Explain how American foods became staple crops in various parts of Europe, Asia, and Africa.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of American crops on the agricultural practices and economic systems of Europe, Asia, and Africa.
* Compare the effects of the introduction of American crops on European, Asian, and African societies.
* Discuss the global spread and adoption of American crops in various regions during the Columbian Exchange.
* Explain the agronomic and nutritional factors that contributed to the rapid adoption of American crops in foreign lands.
* Understand the general impact of American food crops on agricultural practices and food supply in Europe, Asia, and Africa.

Assessment Boundaries:
* Focus on the integration and impact of specific American staple crops such as potatoes, maize, and tomatoes in Europe, Asia, and Africa. Exclude discussions on cash crops and the details of coercioned labor systems related to plantations.

Common Misconceptions:
* Some students might think that the introduction of American crops had only economic impacts, overlooking the significant social and environmental changes they brought, such as changes in diet and farming practices.
* Students may believe that American foods immediately became staple crops without understanding the gradual process of acceptance and adaptation by various cultures in Europe, Asia, and Africa.
* Students might assume that all American foods had the same level of importance and impact, not recognizing that some crops became more significant in certain regions due to local conditions and preferences.
* There is often a misunderstanding that the Columbian Exchange was a one-way process, with students not acknowledging the exchange and influence of Afro-Eurasian crops and foods on American agriculture.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 162.0
Standard ID: KC-4.1.V.B+2
Standard Description: Explain how cash crops were grown primarily on plantations with coerced labor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of coerced labor and plantation agriculture on both social structures and environmental systems within plantation societies, including deforestation, soil depletion, and water pollution.
* Describe the labor systems used on plantations for cash crop cultivation, with a focus on coerced labor methods such as slavery and indentured servitude.
* Explain the economic motivations behind the use of coerced labor on plantations growing cash crops.
* Identify and explain the role of European colonial powers in the proliferation of plantation systems using coerced labor.
* Identify the geographic regions most affected by plantation agriculture and the cultivation of cash crops with coerced labor.
* Use primary and secondary sources to explain the conditions and experiences of laborers on cash crop plantations.

Assessment Boundaries:
* Assessments should focus on the specific methods and impacts of coerced labor on the cultivation of cash crops on plantations during the Columbian Exchange. This includes: - The types of labor systems employed (e.g., slavery, indentured servitude). - The economic motivations behind using coerced labor. - Examples of specific cash crops (e.g., sugar, tobacco, cotton) and their primary destinations. Exclusions: - Detailed study of the overall Columbian Exchange mechanisms unrelated to coerced labor on plantations. - The specific impact of American staple crops on global populations except where directly connected to plantation labor systems. - Broader discussion of plantation systems outside the context of the Columbian Exchange timeframe.

Common Misconceptions:
* Some students may think that all plantations operated identically across the Americas, not understanding regional differences and variations in labor systems and crop types.
* Students may believe that coerced labor in plantation economies was only limited to African slaves, ignoring the use of other forms of indentured servitude and indigenous labor systems.
* Students might assume that the profitability of cash crops was purely due to market demand in Europe, without recognizing the role of coercive systems in maintaining low production costs.
* Students might overlook the fact that coerced labor systems, including slavery, had long-lasting social, economic, and cultural impacts on the societies where they were implemented.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 163.0
Standard ID: KC-4.1.V.B+3
Standard Description: Explain how cash crops were exported mostly to Europe and the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the profitability of cash crops influenced the use of coerced labor systems, including slavery, on plantations in the Americas.
* Describe the role of the Atlantic triangular trade system in the transportation of cash crops from the Americas to European and Middle Eastern markets.
* Explain the economic demand for cash crops such as sugar and tobacco in European markets that drove the export of these goods from the Americas.
* Explain the impact of European colonial policies on the establishment and maintenance of plantation economies focused on the export of cash crops.
* Using maps and trade routes, identify the primary destinations in Europe and the Middle East for American cash crops during the transoceanic trade era.

Assessment Boundaries:
* Focus on the key cash crops exported from the Americas, such as sugar, tobacco, and cotton, and their primary destinations in Europe and the Middle East. Exclude the detailed economic mechanisms and specific trade routes involved in the export process.

Common Misconceptions:
* Some students might assume that cash crops were exported equally to all parts of the world, rather than predominantly to Europe and the Middle East.
* Students may believe that cash crops were only grown for local consumption in the Americas, not understanding the extensive export networks established.
* Students may think that cash crops included only major commodities like cotton and sugar, overlooking the diversity of crops involved.
* There may be a misunderstanding that the exportation of cash crops did not involve significant economic and social impacts on the source regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 660.0
Standard ID: KC-4.1.V.C
Standard Description: Afro-Eurasian fruit trees, grains, sugar, and domesticated animals were brought by Europeans to the Americas, while other foods were brought by African enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 164.0
Standard ID: KC-4.1.V.C+1
Standard Description: Explain how Afro-Eurasian fruit trees, grains, sugar, and domesticated animals were brought by Europeans to the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ecological consequences of introducing Afro-Eurasian domesticated animals to the Americas, including overgrazing, habitat competition with native species, and landscape transformation.
* Compare the introduction of Afro-Eurasian species to the Americas with similar exchanges in another historical context.
* Discuss the role of European colonial policies in establishing plantations for sugar and other crops in the Americas.
* Evaluate the immediate and long-term effects of the introduction of these Afro-Eurasian elements on the ecosystems and agriculture of the Americas.
* Explain the logistical and navigational innovations that facilitated the transportation of Afro-Eurasian agricultural products and animals to the Americas.
* Identify the types of fruit trees, grains, sugar crops, and domesticated animals that were introduced to the Americas by Europeans.
* Interpret primary sources to understand how contemporary European colonists viewed the introduction of these plants and animals to the New World.
* Use maps and transport logs to trace the routes taken by Europeans to bring Afro-Eurasian species to the Americas.

Assessment Boundaries:
* Include the introduction and establishment of Afro-Eurasian fruit trees, grains, sugar, and domesticated animals in the Americas by Europeans. Exclude the contributions of African enslaved persons within this scope.

Common Misconceptions:
* Some students might not grasp the scale of transformation, wrongly believing the impact was limited to agriculture without recognizing broader social, economic, and cultural effects.
* Students may believe that Europeans consciously intended to spread these crops and animals to improve the Americas rather than understanding it as part of a broader colonial exploitation system.
* Students might think that the exchange of these crops and animals was solely beneficial, overlooking the disruptive ecological impacts and the diseases that accompanied them.
* Students often assume that the transfer of plants and animals was a smooth process, not realizing the extensive challenges, adaptations, and failures involved in acclimating Old World species to New World environments.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 165.0
Standard ID: KC-4.1.V.C+2
Standard Description: Explain how foods other than fruit trees, grains, sugar, and domesticated animals were brought by African enslaved persons to the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of African-introduced foods on the agricultural practices in the Americas.
* Describe the methods by which African enslaved persons transported and preserved foods during the transatlantic journey.
* Evaluate the long-term economic and dietary impacts of African-introduced foods in the Americas.
* Explain the cultivation, cultural significance, and preservation of foods and agricultural techniques introduced to the Americas by African enslaved persons, and analyze how these contributions demonstrate cultural resilience and adaptation under conditions of forced migration.
* Identify specific examples of foods brought by African enslaved persons to the Americas.

Assessment Boundaries:
* Include the focus on specific examples of foods brought by African enslaved persons such as okra and rice as elements of the Columbian Exchange. Exclude a broader examination of the effects or spread of diseases and the exchange of other goods like domesticated animals, which are covered by other substandards.

Common Misconceptions:
* Some learners might neglect the role of African culinary practices and knowledge systems in the adaptation and integration of these foods into new environments in the Americas.
* Students may believe that the only significant foods brought by African enslaved persons were fruit trees, grains, sugar, and domesticated animals, overlooking other foods like okra, yams, and black-eyed peas.
* Students might assume that the introduction of new foods was a minor aspect of the Columbian Exchange, not realizing the profound impact these foods had on cultural and dietary practices in the Americas.
* There may be confusion regarding the agency of African enslaved persons in bringing foods to the Americas, with students thinking these foods were solely brought by Europeans.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 670.0
Standard ID: KC-4.1.V.D
Standard Description: Populations in Afro-Eurasia benefitted nutritionally from the increased diversity of American food crops.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 166.0
Standard ID: KC-4.1.V.D+1
Standard Description: Explain how and why populations in Afro-Eurasia benefitted nutritionally from the increased diversity of American food crops.

Key Concepts:
*None specified*

Learning Objectives:
* Assess the significance of increased diversity in food sources for Afro-Eurasian societies' resilience to famine.
* Describe the nutritional benefits that American food crops such as maize, potatoes, and beans brought to Afro-Eurasian populations.
* Explain the role of American food crops in diversifying the diet of Afro-Eurasian populations.
* Identify how the introduction of American crops impacted the agricultural practices in Afro-Eurasia.
* Using a map, trace the route of key American crops to Afro-Eurasian regions and analyze their impact on local diets and nutrition (requires a stimulus).

Assessment Boundaries:
* Focus on the nutritional benefits in Afro-Eurasia due to key American crops such as potatoes, maize, and sweet potatoes, and how they contributed to population growth. Exclude detailed discussions on American food crops that did not significantly impact Afro-Eurasian diets.

Common Misconceptions:
* Some students may misunderstand the broader social and economic effects of this nutritional benefit, such as population growth and increased urbanization, viewing it purely as a biological advantage.
* Students may think that the nutritional benefit from American food crops was immediate, disregarding the gradual integration of these crops into existing diets over time due to cultural and economic factors.
* Students might believe that American food crops replaced Euro-Asian crops entirely rather than supplementing them, thus ignoring the complementary relationship between these crops.
* There may be a misconception that only a few specific crops like potatoes and maize had significant impacts, when in reality a wider variety of crops contributed to nutritional diversity and enrichment.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.3
Cluster Name: 3. Columbian Exchange from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 630.0
Standard ID: Unit 4: Learning Objective D
Standard Description: Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: KC-4.2.II.B
Standard Description: Enslavement in Africa continued in its traditional forms, including incorporation of enslaved persons into households and the export of enslaved persons to the Mediterranean and the Indian Ocean regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 186.0
Standard ID: KC-4.2.II.B+1
Standard Description: Explain how and why enslavement in Africa continued to include the export of enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how geopolitical factors influenced the networks of slave trade.
* Describe the role of intermediaries and their impact on the continuation of the slave trade.
* Evaluate primary and secondary sources to understand the motivations and methods behind the export of enslaved Africans.
* Examine the impact of religious justifications on the continuation of the African slave trade.
* Explain the economic factors that sustained the export of enslaved Africans.
* Identify traditional forms of enslavement in Africa.

Assessment Boundaries:
* Focus on the mechanisms and motivations behind the export of enslaved persons from Africa to the Mediterranean and Indian Ocean regions, specifically considering the economic, political, and social factors that perpetuated this form of enslavement. Exclude other aspects of African enslavement systems such as domestic servitude or wartime enslavement practices.

Common Misconceptions:
* Students may think African enslavement was solely a result of European colonial demands, not recognizing the pre-existing regional trade networks to the Mediterranean and Indian Oceans.
* Students might assume that all enslaved persons were used for agricultural labor, ignoring other forms of labor such as domestic servitude and military service.
* Students often misunderstand that the continuation of slavery in Africa was entirely unchallenged by African societies, overlooking resistance and legal nuances.
* There might be a misconception that the export of enslaved persons to Mediterranean and Indian Ocean regions declined with European involvement, ignoring concurrent multiple trade routes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 740.0
Standard ID: KC-4.2.II.C
Standard Description: The growth of the plantation economy increased the demand for enslaved labor in the Americas, leading to significant demographic, social, and cultural changes.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 188.0
Standard ID: KC-4.2.II.C+1
Standard Description: Explain how and why the growth of the plantation economy increased the demand for enslaved labor in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze demographic changes in the Americas as a result of the increased demand for enslaved labor.
* Analyze primary source documents that reflect the demand for enslaved labor or plantation conditions to understand economic motives.
* Compare the growth of the plantation economy in different regions of the Americas and its related impact on the demand for enslaved labor.
* Describe specific examples of how enslaved labor was utilized on plantations, supported with historical evidence.
* Describe the economic mechanisms of the plantation system that created a high demand for enslaved labor in the Americas.
* Evaluate the impact of cultural changes brought about by the interactions between enslaved labor and American societies.
* Explain how social hierarchies in plantation societies were influenced by the increase in enslaved labor.
* Explain the role of European markets in driving the demand for enslaved labor through the growth of cash crops like sugar and tobacco.
* Identify and describe the historical context surrounding the expansion of the plantation economy and its reliance on enslaved labor.
* Interpret graphs or statistical data on the population changes in the Americas related to the transatlantic slave trade.

Assessment Boundaries:
* Focus on the economic factors that led to the growth of plantation economies and how this growth directly impacted the demand for enslaved labor. Exclude the detailed cultural changes and specific demographic statistics, focusing instead on broad trends and general explanations.

Common Misconceptions:
* Some students may believe that the increase in demand for enslaved labor was a gradual process, not understanding the rapid and large-scale implementation driven by global trade.
* Students may think that the plantation economy was the only economic system in the Americas, ignoring the presence of other systems like encomiendas and haciendas.
* Students might incorrectly perceive that all enslaved individuals were used similarly across the Americas, failing to recognize differences in treatment and roles in various regions and types of plantations.
* Students often assume that the demand for enslaved labor was driven solely by the need for workers, without recognizing the economic incentives and the role of European colonizers' policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 189.0
Standard ID: KC-4.2.II.C+2
Standard Description: Explain how and why the growth of the plantation economy led to significant demographic changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the alterations in population dynamics in plantation colonies, including shifts in the population structure and ethnic composition.
* Assess the long-term demographic consequences of the plantation economy on African regions involved in the transatlantic slave trade.
* Describe the demographic changes in West Africa, such as population decline, caused by the increased demand for enslaved labor in the Americas.
* Examine the demographic impacts on indigenous populations in the Americas as a consequence of the plantation economy's expansion.
* Explain how the forced migration of millions of enslaved Africans to the Americas influenced demographic changes on both continents.

Assessment Boundaries:
* Focus on the reasons for the increased demand for enslaved labor due to the plantation economy and the resulting population shifts, such as the forced migration of African populations to the Americas. Exclude specifics about social and cultural changes, or details about other labor systems.

Common Misconceptions:
* Some students might believe demographic changes only involved an increased population due to labor importation, failing to recognize the catastrophic population losses and societal disruptions in African communities.
* Students may think that demographic changes due to the plantation economy were uniformly negative without acknowledging the complex and varied impacts on different regions and populations.
* Students might assume that the demographic changes due to the plantation economy were limited only to the Americas, rather than understanding the global impact it had (e.g., on Africa and Europe).
* There is a common misconception that the increase in enslaved labor did not have long-term demographic consequences, ignoring the shifts in population compositions and family structures over generations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 190.0
Standard ID: KC-4.2.II.C+3
Standard Description: Explain how and why the growth of the plantation economy led to significant social changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the economic profitability of plantation crops and the social hierarchies established in the plantation societies.
* Assess the cultural changes that directly impacted social roles and hierarchies in American societies as a result of the plantation economy.
* Describe how the demand for enslaved labor in the plantation economy led to changes in social structures in the Americas.
* Explain how changes in the demographic composition of American societies due to the growth of the plantation economy influenced social roles and hierarchies.
* Identify and explain the connection between the plantation economy and the development of racial ideologies and laws in the Americas.

Assessment Boundaries:
* Include the influence of plantation economies on social hierarchies and social roles within the Americas, such as changes in family structures and increased social stratification based on race and labor roles. Ensure questions do not rely heavily on specific details about social stratification or demographic changes. Avoid creating questions that can be answered solely through careful reading of a stimulus text without requiring historical analysis or synthesis. Exclude the broader impacts on cultural or demographic aspects unless they directly relate to social roles and hierarchies due to plantation economics. Do not focus on "racial hierarchies" or "reading comprehension" as primary assessment targets.

Common Misconceptions:
* Students may assume that the social changes driven by the plantation economy were immediate, not recognizing that these changes occurred gradually over time and were influenced by various factors such as economic shifts and resistance from enslaved people.
* Students may believe that the social changes resulting from the plantation economy were uniform across the Americas, overlooking regional variations and differences in colonial policies.
* Students may think that the growth of the plantation economy led to significant social changes only for enslaved people, while ignoring its broader societal impacts on class, race, and gender roles.
* Students might underestimate the significant ways in which the demand for enslaved labor in plantations affected the social hierarchies and power dynamics within colonial societies, assuming instead that these societies remained static.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 191.0
Standard ID: KC-4.2.II.C+4
Standard Description: Explain how and why the growth of the plantation economy led to significant cultural changes.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of the plantation economy on the cultural practices and identities of different groups in the Americas.
* Compare the cultural changes brought by the growth of the plantation economy in different regions of the Americas.
* Describe the cultural changes resulting from the growth of the plantation economy in the Americas.
* Evaluate the extent to which cultural interactions between enslaved Africans and other groups in the Americas resulted in syncretic cultural forms.
* Explain the relationship between the demand for enslaved labor and the resulting cultural transformations in the Americas.
* Interpret primary source documents to identify evidence of cultural changes due to the growth of the plantation economy (requires primary sources).

Assessment Boundaries:
* Include the effects of plantation growth on African cultural identities, the fusion of African, European, and indigenous cultures, and the development of new cultural practices in the Americas. Exclude broader effects on social structures and specific demographic changes.

Common Misconceptions:
* Students may believe that cultural changes were solely negative or destructive, failing to recognize the creation of new, blended cultures and traditions that arose from the meeting of different peoples.
* Students may incorrectly think that the plantation economy's cultural impact was restricted to agricultural practices and economic systems, rather than seeing its influence on music, language, religion, and other cultural aspects.
* Students might assume that the cultural changes in the Americas were a result of a one-way imposition by European settlers, ignoring the syncretism that occurred due to the interactions between European, African, and Indigenous cultures.
* There may be a misunderstanding that the growth of the plantation economy affected only the elite classes, ignoring the widespread impact on various social strata including enslaved persons, indentured servants, and their communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 720.0
Standard ID: KC-4.2.II.D
Standard Description: Newly developed colonial economies in the Americas largely depended on agriculture, utilized existing labor systems, including the Incan mit'a, and introduced new labor systems including chattel slavery, indentured servitude, and encomienda and hacienda systems.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 179.0
Standard ID: KC-4.2.II.D+1
Standard Description: Explain how and why the newly developed colonial economies in the Americas depended on agriculture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of transatlantic trade in integrating American agricultural products into the global market and its impact on colonial economies.
* Assess how mercantilist policies of European powers reinforced the agricultural focus of American colonial economies.
* Compare the agricultural economies of different colonial regions within the Americas and how each adapted to their environmental conditions and market demands.
* Describe the labor systems, including chattel slavery and indentured servitude, used to maximize agricultural production in the American colonies.
* Evaluate the environmental impact of large-scale agricultural practices in the colonial Americas and how it influenced economic sustainability.
* Explain how the demand for cash crops such as sugar and tobacco shaped the economic structure of colonial economies in the Americas.
* Explain the factors that led to the introduction of new labor systems in the Americas and their relationship to agricultural dependency.
* Identify the primary agricultural products that drove economic growth in the newly developed colonial economies in the Americas.

Assessment Boundaries:
* Focus on the agricultural focus of the newly developed colonial economies, including the reasons for their reliance on agriculture, such as the suitability of the land, the demands of the European markets, and the availability of labor systems like encomienda, hacienda, and chattel slavery. Exclude detailed examination of the Incan mit'a and other pre-existing labor systems in this context.

Common Misconceptions:
* Students may assume that colonial economies in the Americas were entirely economically diverse, not understanding the central dominance of agriculture.
* Students may overlook the role that European market demands played in shaping the agricultural focus of American colonial economies, perceiving it as an isolated development.
* Students might believe that the dependence on agriculture in colonial economies was due solely to the demand for cash crops, ignoring other factors such as available labor systems and land.
* There can be a misunderstanding that the agricultural systems in the Americas were purely new developments, neglecting the adaptation and utilization of pre-existing indigenous practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 180.0
Standard ID: KC-4.2.II.D+2
Standard Description: Explain the utilization of the Incan mit'a labor system in the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents or visual materials illustrating the implementation of the Incan mit'a labor system under colonial rule.
* Assess the impact of the adapted Incan mit'a labor system on indigenous populations and colonial economies.
* Compare the Incan mit'a labor system with other labor systems introduced by colonial powers, such as chattel slavery and the encomienda system.
* Describe the foundational principles of the Incan mit'a labor system and how it was traditionally employed within the Incan Empire.
* Explain the modifications made to the Incan mit'a labor system by colonial authorities to exploit indigenous labor in the Americas.

Assessment Boundaries:
* Focus on the specific mechanisms through which the Incan mit'a labor system was adapted and used in colonial economies by European powers. Exclude an in-depth comparison with other labor systems such as chattel slavery, indentured servitude, and encomienda and hacienda systems.

Common Misconceptions:
* Students may believe that the Incan mit'a system was identical to the coercive labor systems introduced by the Spanish, not recognizing the differences in administration and purpose.
* Students may incorrectly assume that the Incan mit'a system did not change after the Spanish conquest, not realizing how it was adapted to suit colonial economic needs.
* Students might think that the Incan mit'a labor system was voluntary under Spanish colonial rule, not understanding how it was exploited for the benefit of the colonizers.
* There could be a misunderstanding that the Incan mit'a was the only labor system used in the Americas, ignoring the concurrent use of systems such as chattel slavery and encomienda.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 181.0
Standard ID: KC-4.2.II.D+3
Standard Description: Explain the utilization of existing labor systems other than the Incan mit'a in the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the shift from indigenous labor systems to African chattel slavery during the colonial period in the Americas.
* Compare the structures and purposes of chattel slavery and indentured servitude in the American colonial economies.
* Describe the development and significance of other labor systems, such as convict labor, in the colonial economies of North America.
* Explain the economic and social impacts of the debt peonage system on indigenous populations in the Spanish colonies.
* Explain the role of the hacienda system in the economic development and labor practices of colonial Latin America.
* Identify and describe how the encomienda system was used in the Spanish colonies to control and exploit indigenous labor.

Assessment Boundaries:
* Include the chattel slavery, indentured servitude, and encomienda and hacienda systems that were utilized in the colonial Americas. Exclude detailed comparisons with the Incan Mit’a system or analysis of labor systems outside the Americas.

Common Misconceptions:
* Students may assume that encomiendas and haciendas were only about economic exploitation, without understanding their roles in the social and political structures of colonial society.
* Students may think that all labor systems in the Americas were entirely new and introduced by Europeans, failing to recognize that some systems already existed and were adapted or expanded.
* Students might misunderstand indentured servitude, believing it to be a voluntary and benign system, rather than acknowledging the coercion and harsh conditions often involved.
* There might be a misconception that labor systems like encomienda and hacienda were uniform across the Americas, ignoring the regional variations and different implementations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 182.0
Standard ID: KC-4.2.II.D+4
Standard Description: Explain the introduction of chattel slavery into the labor systems in the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and cultural impacts of chattel slavery on both enslaved people and colonial societies in the Americas.
* Compare the implementation of chattel slavery with other labor systems in colonial Americas, such as indentured servitude or the encomienda system.
* Describe how the transatlantic slave trade contributed to the introduction of chattel slavery in the Americas.
* Evaluate the role of European demand for agricultural products like sugar and tobacco in the establishment of chattel slavery in the Americas.
* Explain the economic factors that led to the adoption of chattel slavery in the colonial economies of the Americas.
* Interpret primary and secondary sources to identify differing perspectives on the introduction of chattel slavery in the colonial Americas (Stimulus-Based).

Assessment Boundaries:
* Include the introduction and role of chattel slavery specifically in the newly developed colonial economies of the Americas, highlighting its impact on agricultural practices and labor systems. Exclude discussions on other forms of labor systems and detailed comparative analysis with labor systems outside the Americas.

Common Misconceptions:
* Students may oversimplify the reasons for the introduction of chattel slavery, assuming it was purely economic without considering the racial and social dynamics that also played critical roles.
* Students may think that chattel slavery was a new concept introduced uniquely to the Americas, rather than understanding it as an extension and adaptation of pre-existing systems of forced labor.
* Students might believe that chattel slavery was the only labor system introduced and relied upon in the Americas, failing to recognize the concurrent use of systems like indentured servitude and encomienda.
* There is a misconception that all enslaved individuals were treated uniformly within the chattel slavery system, without recognizing the regional variations and different conditions they faced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 183.0
Standard ID: KC-4.2.II.D+5
Standard Description: Explain the role of indentured servitude in the labor systems in the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of indentured servitude on the development of labor systems in colonial America.
* Compare indentured servitude with other labor systems such as chattel slavery and encomienda in terms of labor conditions and economic outcomes.
* Describe the fundamental aspects of indentured servitude as a labor system in the colonial economies of the Americas.
* Examine the general economic and social factors that contributed to the prevalence of indentured servitude in the Americas.
* Explain how indentured servitude functioned to meet the labor demands in colonial American farms and plantations.

Assessment Boundaries:
* Focus on the economic and social impact of indentured servitude within the newly developed colonial economies of the Americas, specifically in terms of its role in supporting agricultural activities and the transitions brought by this labor system. Exclude detailed examinations of other labor systems such as chattel slavery, the encomienda, and hacienda systems.

Common Misconceptions:
* Students may assume that only Europeans served as indentured servants, overlooking the fact that people from Africa, Asia, and the Americas also entered into indentured servitude.
* Students might incorrectly believe that indentured servitude was similar to lifelong chattel slavery, not realizing that it was typically a temporary, contractual arrangement.
* Students might wrongly believe that indentured servants had no legal rights or protections, ignoring that there were contractual agreements and some legal recourse available to them.
* There might be a misconception that indentured servitude was a minor or insignificant labor system, not understanding its crucial role in the development of colonial economies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 184.0
Standard ID: KC-4.2.II.D+6
Standard Description: Explain the establishment and function of the encomienda system within the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the responsibilities and outcomes for indigenous peoples assigned to encomiendas.
* Compare the encomienda system with other labor systems introduced in the Americas, such as the hacienda system and chattel slavery.
* Describe the role of encomenderos in managing labor and resources within the encomienda system.
* Discuss the social and economic impacts of the encomienda system on the indigenous populations of the Americas.
* Evaluate primary source documents that describe the conditions under the encomienda system, such as letters from Spanish colonists or reports from missionaries. (requires primary source stimulus)
* Explain the economic motivations behind the establishment of the encomienda system.
* Identify how the encomienda system was established by the Spanish in the Americas.

Assessment Boundaries:
* Include the establishment and function of the encomienda system specifically within the colonial economies of the Americas, focusing on its role in agricultural production and the exploitation of indigenous labor. Exclude extensive details on other labor systems introduced in the region, such as chattel slavery or indentured servitude, and avoid comparisons to the hacienda system.

Common Misconceptions:
* Students may assume that the encomienda system lasted throughout the entire colonial period, without realizing that it evolved and was phased out over time.
* Students might think that the encomienda system was a form of slavery similar to chattel slavery, without understanding the formal obligations and legal framework that distinguished it.
* Students often believe that the encomienda system was established uniformly across all Spanish colonies, without recognizing regional variations and adaptations.
* There is a misconception that the encomienda system was primarily focused on agricultural labor, ignoring other economic activities like mining which were also significant.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 185.0
Standard ID: KC-4.2.II.D+7
Standard Description: Explain the implementation and significance of hacienda systems in the colonial economies of the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of the hacienda system on colonial agriculture and labor.
* Compare the hacienda system with other labor systems introduced in the Americas during the colonization period.
* Describe the basic structure and purpose of the hacienda system in the colonial economies of the Americas.
* Evaluate primary sources that illustrate the implementation of the hacienda system in specific colonial regions (stimulus required).
* Explain the social implications of the hacienda system, including the relationships between landowners and laborers.

Assessment Boundaries:
* Focus on explaining the key features of hacienda systems, including their role in agricultural production, the integration of indigenous labor, and the economic benefits to the colonial elite. Exclude broader details on other labor systems (such as encomienda or chattel slavery) and limit the context to the Americas within the given timeframe.

Common Misconceptions:
* Some students might think the hacienda system was similar to the plantation system in North America, ignoring the distinct social and economic structures of each.
* Students may believe that hacienda systems were solely exploitative without recognizing any potential mutual benefits between landowners and laborers in some contexts.
* Students may misunderstand the economic significance of hacienda systems, believing they were minor contributors to colonial economies rather than foundational to agricultural production and social hierarchy.
* There may be a misconception that the labor systems within haciendas were uniform across the entirety of Spanish America, rather than varying significantly by region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: KC-4.3.II.A.i
Standard Description: Europeans established new trading posts in Africa and Asia, which proved profitable for the rulers and merchants involved in new global trade networks. Some Asian states sought to limit the disruptive economic and cultural effects of European-dominated long-distance trade by adopting restrictive or isolationist trade policies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 167.0
Standard ID: KC-4.3.II.A.i+1
Standard Description: Explain how and why Europeans established new trading posts in Africa and Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the technological and navigational advancements that facilitated the establishment of European trading posts in Africa and Asia.
* Compare the strategic locations of European trading posts and their influence on local political dynamics.
* Describe the resistance and responses from African and Asian states to the establishment of European trading posts.
* Evaluate the long-term impacts of European trading posts on the economies and societies of Africa and Asia.
* Explain the economic benefits of European trading posts for rulers and merchants involved in global trade networks.
* Identify key motivations behind the establishment of European trading posts in Africa and Asia.

Assessment Boundaries:
* Focus on the motivations behind European expansion into Africa and Asia during the period from 1450 to 1750, particularly the economic benefits for European rulers and merchants. Exclude detailed analysis of the specific locations of trading posts or the comprehensive economic and cultural effects on Asian states that adopted isolationist policies.

Common Misconceptions:
* Students may not recognize the different motivations behind trading posts in Africa versus Asia, such as strategic resource access versus trade network integration.
* Students might assume that the establishment of trading posts had a uniform impact, ignoring the varied economic, social, and cultural effects on different regions.
* Students often believe Europeans established trading posts solely through military force, overlooking the role of negotiations and alliances with local rulers.
* There is a misconception that European trading posts were universally welcomed and profitable, disregarding instances of resistance and economic failure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 168.0
Standard ID: KC-4.3.II.A.i+2
Standard Description: Explain how and why the new trading posts established by Europeans in Africa and Asia proved profitable for the rulers and merchants involved in new global trade networks.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic relationships between European merchants and local African and Asian rulers at these trading posts.
* Describe the role of specific goods traded through European posts in Africa and Asia and their impact on the profitability of these posts.
* Explain how the commercial activities at European trading posts impacted local economies and governance in Africa and Asia.
* Explain how the new trading posts in Africa and Asia integrated into the broader global trade networks during this period.
* Identify the key factors that contributed to the establishment of profitable European trading posts in Africa and Asia.

Assessment Boundaries:
* Focus on the economic benefits gained by European rulers and merchants from the new trading posts in Africa and Asia between 1450 and 1750. Exclude extensive details on the restrictive or isolationist trade policies of Asian states.

Common Misconceptions:
* Students may confuse the reasons for the profitability of trading posts, thinking it was only due to the demand for luxury goods, rather than also considering other factors such as strategic location and political alliances.
* Students may misunderstand that the profitability of new trading posts was solely due to European efforts, ignoring the significant contributions of local rulers and merchants.
* Students might assume that all new trading posts were uniformly profitable, not recognizing the varied levels of success based on location, local involvement, and specific trade goods.
* There could be a misconception that the profits from these trading posts only benefited European merchants, overlooking the mutual benefits and complex economic relationships with local African and Asian rulers and merchants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 169.0
Standard ID: KC-4.3.II.A.i+3
Standard Description: Explain how and why some Asian states sought to limit the disruptive economic effects of European-dominated long-distance trade by adopting restrictive or isolationist trade policies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of isolationist trade policies in achieving their intended goals within Asian states during the period from 1450 to 1750.
* Compare the restrictive or isolationist trade policies of different Asian states, highlighting the similarities and differences in their responses to European-dominated trade.
* Describe the economic impacts that prompted Asian states to adopt isolationist trade policies during the period from 1450 to 1750.
* Evaluate how the different approaches to European trade by various Asian states, such as Japan and China, affected their respective economies.
* Explain the motivations behind the restrictive trade policies adopted by some Asian states in response to European trade expansion.

Assessment Boundaries:
* Focus on specific Asian states such as Japan under the Tokugawa shogunate and China during the Ming and early Qing dynasties. Include the reasons behind their restrictive policies and the methods they used to limit European influence. Exclude broader impacts on the general population and long-term outcomes beyond the period 1450-1750.

Common Misconceptions:
* Some students might assume that isolationist policies meant a complete cessation of trade, rather than understanding the controlled and limited nature of such policies.
* Students may think that isolationist trade policies were based solely on fear of cultural disruption, overlooking the economic motivations.
* There is a possibility that students could misinterpret the reasons for economic disruptions as solely caused by European actions, without acknowledging internal factors within Asian states.
* There may be a misunderstanding that all Asian states uniformly adopted restrictive policies, ignoring the variability in responses among different states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 170.0
Standard ID: KC-4.3.II.A.i+4
Standard Description: Explain how and why some Asian states sought to limit the disruptive cultural effects of European-dominated long-distance trade by adopting restrictive or isolationist trade policies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons behind the adoption of restrictive or isolationist trade policies by Asian states during European trade expansion.
* Compare the approaches of different Asian states in limiting cultural disruptions due to European influence using primary sources such as governmental edicts or policies.
* Explain how cultural disruptions caused Asian states to implement isolationist policies in response to European trade.
* Identify the cultural effects of European-dominated trade that led some Asian states to adopt restrictive trade policies.

Assessment Boundaries:
* Focus on the motivations and methods of Asian states such as Ming China and Tokugawa Japan in adopting restrictive or isolationist trade policies. Exclude detailed accounts of European trading posts and their specific impacts, as well as the broader economic effects on other regions in Africa and Asia.

Common Misconceptions:
* Some students may not recognize that internal factors within Asian states, such as political stability and social order, also influenced these isolationist policies, not just external European pressures.
* Students may believe that isolationist policies made Asian states completely immune to European influence, when in reality there was still some cultural exchange and economic interaction taking place.
* Students often think that all Asian states uniformly adopted isolationist policies, whereas different states had varying approaches and degrees of openness.
* There is a misconception that the primary reason for adopting isolationist policies was solely economics, ignoring the significant cultural and societal impacts Europeans had.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 700.0
Standard ID: KC-4.3.II.A.ii
Standard Description: The expansion of maritime trading networks fostered the growth of states in Africa, including the Asante and the Kingdom of the Kongo, whose participation in trading networks led to an increase in their influence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 176.0
Standard ID: KC-4.3.II.A.ii+1
Standard Description: Explain how the expansion of maritime trading networks fostered the growth of the Asante in Africa, whose participation in trading networks led to an increase in their influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the expansion of maritime networks led to changes in the societal structures of the Asante.
* Describe how maritime trading networks contributed to the economic growth of the Asante.
* Explain the role of the Asante's participation in maritime trade in increasing their political influence.
* Explain the significance of the Asante's strategic position within the trading networks in enhancing their power.

Assessment Boundaries:
* Focus on the role of maritime trading networks in the growth and increased influence of the Asante, including specific economic, social, and political impacts. Exclude detailed comparison with the Kingdom of the Kongo or other African states.

Common Misconceptions:
* Some students might assume that the Asante's growth and influence during this period was due to European intervention alone, neglecting the agency and strategic actions by the Asante themselves.
* Students may misunderstand the economic benefits gained by the Asante from maritime trading networks, thinking they were merely exploited without recognizing their active and advantageous role in trade.
* Students may think that maritime trading networks only impacted European states, overlooking the significant impact on African states like the Asante.
* There might be a belief that the Asante's participation in trading networks was purely voluntary and beneficial, without acknowledging the complex and often coercive nature of these interactions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 177.0
Standard ID: KC-4.3.II.A.ii+2
Standard Description: Explain how the expansion of maritime trading networks fostered the growth of the Kingdom of the Kongo in Africa, whose participation in trading networks led to an increase in its influence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how participation in maritime trading networks impacted the economic and political structure of the Kingdom of the Kongo.
* Describe the goods and resources traded by the Kingdom of the Kongo within the maritime networks and their significance.
* Evaluate the long-term effects of the Kingdom of the Kongo’s engagement in maritime trade on its regional and global influence.
* Explain how the Kingdom of the Kongo adapted its internal policies to enhance its position within the maritime trading networks.
* Explain the role of Portuguese traders in the growth of the Kingdom of the Kongo’s influence through maritime trade.
* Identify the key maritime trading networks that the Kingdom of the Kongo engaged in from 1450 to 1750.

Assessment Boundaries:
* Limit the scope to the role of maritime trading networks in the growth and increase in influence of the Kingdom of the Kongo. Exclude details on states outside of Africa and other non-maritime factors contributing to the Kingdom’s growth.

Common Misconceptions:
* Some students may oversimplify the Kingdom of the Kongo's influence growth, attributing it solely to trade without acknowledging other factors like military expansion and alliances.
* Students may believe the Kingdom of the Kongo's participation in maritime trading networks was solely beneficial, without understanding the negative impacts like increased internal strife and the facilitation of the transatlantic slave trade.
* Students might think that the influence of the Kingdom of the Kongo was only economic, neglecting the significant cultural and social impacts of maritime trade.
* There may be a misconception that the Kongo's involvement in trade was primarily with Europeans, overlooking the complex trade networks within Africa and with other regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 178.0
Standard ID: KC-4.3.II.A.ii+3
Standard Description: Explain why despite some disruption and restructuring due to the arrival of Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra-Asian trade and Asian merchants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the restructuring of trade routes by European merchants influenced the economic practices in the Indian Ocean region.
* Compare the roles and strategies of Portuguese, Spanish, and Dutch merchants in the Indian Ocean trade network.
* Describe how intra-Asian trade networks functioned despite the emergence of European traders.
* Evaluate the extent to which existing trade networks were able to maintain continuity despite European interventions.
* Explain the resilience of Asian merchants and their intra-Asian trade networks amid European disruptions.
* Identify the effects of Portuguese, Spanish, and Dutch merchant disruptions on existing Indian Ocean trade networks.

Assessment Boundaries:
* Focus on the persistence and adaptations of existing Indian Ocean trade networks, including specific examples of intra-Asian trade. Include the roles of Asian merchants who continued to facilitate these trade networks despite European disruptions. Exclude detailed analysis of the Portuguese, Spanish, and Dutch methods of disruption and extensive consideration of European trade activities outside the direct context of their impact on intra-Asian trade.

Common Misconceptions:
* Students may assume that the arrival of Portuguese, Spanish, and Dutch merchants completely disrupted and replaced existing Indian Ocean trade networks, without recognizing the continuity of intra-Asian trade and Asian merchants.
* Students might mistakenly believe that all Asian merchants exclusively resisted European involvement, failing to realize that many adapted and continued to thrive within these changed trade environments.
* There can be confusion about the level of disruption caused by European merchants, with some students overestimating their impact and not acknowledging the resilience and adaptive strategies of existing trade networks.
* There might be a misconception that European merchants dominated all aspects of the trade network, ignoring the significant roles played by Asian merchants in facilitating and maintaining trade.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: KC-4.3.II.A.iii
Standard Description: Despite some disruption and restructuring due to the arrival of Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra-Asian trade and Asian merchants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 690.0
Standard ID: KC-4.3.II.C
Standard Description: Driven largely by political, religious, and economic rivalries, European states established new maritime empires, including the Portuguese, Spanish, Dutch, French, and British.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 171.0
Standard ID: KC-4.3.II.C+1
Standard Description: Explain how, driven largely by political, religious, and economic rivalries, the Portuguese established new maritime empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic factors that drove Portuguese overseas exploration and state-building.
* Describe the political motivations that led the Portuguese to establish new maritime empires in the period from 1450-1750.
* Explain the religious motivations for Portuguese maritime expansion during the same period.
* Identify the key regions where the Portuguese established their maritime empire and explain the strategic significance of these locations.

Assessment Boundaries:
* Include the role of political, religious, and economic motivations in the Portuguese establishment of new maritime empires, focusing on key regions such as Africa, Asia, and South America. Exclude detailed accounts of the specific actions taken by Portuguese explorers or detailed comparisons with other European maritime empires.

Common Misconceptions:
* Students may assume that the Portuguese maritime empire was established solely through naval superiority, neglecting the role of alliances and treaties with local powers.
* Students might believe that only religious or economic motives were significant in Portuguese expansion, overlooking political rivalries and ambitions.
* Students might think that Portuguese expansion was unopposed, failing to recognize the conflicts and resistance they faced from other European powers and local entities.
* There can be a misconception that the Portuguese focused only on trade and neglected territorial expansion, ignoring their colonies in Brazil, Africa, and Asia.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 172.0
Standard ID: KC-4.3.II.C+2
Standard Description: Explain how, driven largely by political, religious, and economic rivalries, the Spanish established new maritime empires.

Key Concepts:
*None specified*

Learning Objectives:
* Describe the consequences of Spanish colonization on indigenous populations in the Americas, focusing on aspects such as forced labor and cultural changes
* Describe the economic incentives, including the search for resources like gold and silver, that motivated the Spanish to establish maritime empires
* Describe the political motivations for Spanish maritime expansion
* Explain how political rivalries between Spain and other European nations influenced the establishment of Spanish maritime empires
* Explain how the Spanish Crown's desire to spread Christianity drove the exploration and colonization of new territories
* Explain the administrative and military strategies used by the Spanish to maintain control over their vast maritime empire and its diverse populations
* Integrate primary source documents such as explorers' accounts, royal decrees, or economic records to evaluate the motivations and impacts of Spanish expansion
* Use political maps from the period 1450-1750 to identify territories under Spanish control and the geopolitical context influencing their expansion

Assessment Boundaries:
* Include the role of the Spanish political, religious, and economic motives in the establishment of their maritime empire, along with specific methods and policies they used. Exclude the detailed examination of other European maritime empires such as Portuguese, Dutch, French, and British.

Common Misconceptions:
* Some students assume that the establishment of Spanish maritime empires was a swift and straightforward process, not recognizing the various challenges and rivalries they faced.
* Students may think that the Spanish establishment of maritime empires had only positive impacts on European states, neglecting the adverse effects on indigenous populations and the long-term consequences.
* Students often believe that the Spanish established their maritime empires solely for economic reasons, overlooking the significant political and religious motivations behind their expansion.
* There is a misconception that the Spanish were universally successful in their maritime endeavors, ignoring the conflicts and failures that occurred.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 680.0
Standard ID: Unit 4: Learning Objective E
Standard Description: Explain the process of state building and expansion among various empires and states in the period from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 710.0
Standard ID: Unit 4: Learning Objective F
Standard Description: Explain the continuities and changes in economic systems and labor systems from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.4
Cluster Name: 4. Maritime Empires Established from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 730.0
Standard ID: Unit 4: Learning Objective G
Standard Description: Explain changes and continuities in systems of slavery in the period from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 780.0
Standard ID: KC-4.1.IV
Standard Description: The new global circulation of goods was facilitated by chartered European monopoly companies and the global flow of silver, especially from Spanish colonies in the Americas, which was used to purchase Asian goods for the Atlantic markets and satisfy Chinese demand for silver. Regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic and regional shipping services developed by European merchants.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 201.0
Standard ID: KC-4.1.IV+1
Standard Description: Explain how and why the new global circulation of goods was facilitated by chartered European monopoly companies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of European chartered monopoly companies in consolidating control over new trade routes and markets.
* Assess the effectiveness of chartered monopoly companies in facilitating global trade and their impact on the economic integration of different regions.
* Compare and contrast the different approaches taken by leading European chartered monopoly companies, such as the British East India Company and the Dutch East India Company, in managing their trade operations.
* Describe the methods used by European chartered monopoly companies to monopolize trade in various regions of the world.
* Evaluate the social impacts of the activities of chartered monopoly companies on local populations in their areas of operation.
* Explain how the financial systems and practices of chartered monopoly companies contributed to their commercial success and longevity.
* Explain the economic motivations behind the establishment of European chartered monopoly companies.
* Identify and explain the geopolitical impacts of chartered monopoly companies on European and non-European states.
* Use primary sources such as company charters, letters, and trade records to explain the policies and strategies of chartered monopoly companies in facilitating global trade.

Assessment Boundaries:
* Include the role of European chartered monopoly companies in the facilitation of global trade, emphasizing their function in the Atlantic and Indian Ocean trade networks. Exclude the detailed mechanics of silver trade or the specific regional commercial practices within Afro-Eurasia.

Common Misconceptions:
* A common misconception is that the chartered companies operated independently without any state involvement, ignoring the crucial support and regulation provided by European states.
* Students might assume that the global circulation of goods was exclusively driven by these companies without recognizing the significant roles of local and regional markets and other actors.
* Students might believe that the chartered European monopoly companies were only engaged in illicit trading or piracy, instead of understanding their legal and economic roles in global trade networks.
* Students might think that chartered monopoly companies only facilitated the trade of luxury goods, missing the broader range of goods, including raw materials and mundane items, that were also circulated globally.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 202.0
Standard ID: KC-4.1.IV+2
Standard Description: Explain how and why the new global circulation of goods was facilitated by the global flow of silver, especially from Spanish colonies in the Americas, which was used to purchase Asian goods for the Atlantic markets and satisfy Chinese demand for silver.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the global demand for silver and the flourishing of regional markets in Afro-Eurasia.
* Describe how the global flow of silver from the Spanish colonies in the Americas facilitated the new global circulation of goods.
* Evaluate the social and economic impacts of the silver trade on Spanish colonies in the Americas and compare with another region.
* Explain how Chinese demand for silver influenced the global trading patterns between 1450 and 1750.
* Explain why European monopoly companies played a key role in using silver to purchase Asian goods for the Atlantic markets.
* Illustrate through maps how silver from the Americas traveled to Asia and then to Europe, and the impact it had on trade networks. (requires map stimulus)

Assessment Boundaries:
* Include the role of silver flow from Spanish colonies to Asian markets, focusing on how it facilitated trade between the Americas, Europe, and Asia. Exclude detailed coverage of regional market practices in Afro-Eurasia or the broader impacts of chartered European monopoly companies.

Common Misconceptions:
* Students may think that the global flow of silver only benefited European powers, neglecting its crucial role in stimulating Asian economies, particularly China.
* Students might believe that the Spanish colonies in the Americas were the sole source of silver, not recognizing other contributing mines elsewhere and the competition in mining.
* There could be a misunderstanding of the role of chartered monopoly companies and how they functioned in facilitating trade, assuming they always operated directly and transparently without strategic manipulation.
* There may be an oversimplification that the entire process was linear, ignoring the complex network of global trade that involved multiple regions and economic interdependencies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 203.0
Standard ID: KC-4.1.IV+3
Standard Description: Explain how and why regional markets continued to flourish in Afro-Eurasia by using established commercial practices developed by European merchants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social factors that contributed to the success of regional markets in Afro-Eurasia from established commercial practices and the involvement of European merchants.
* Analyze the impact of transoceanic and regional shipping services developed by European merchants on the continuity and change of regional markets in Afro-Eurasia.
* Assess the significance of the global flow of silver in sustaining regional markets in Afro-Eurasia through established commercial practices.
* Compare the established commercial practices used in different regions of Afro-Eurasia and evaluate their effectiveness in promoting regional market continuity and prosperity.
* Describe the established commercial practices that facilitated the flourishing of regional markets in Afro-Eurasia between 1450 and 1750.
* Explain the role of European merchants in the development and expansion of regional markets in Afro-Eurasia during the period 1450-1750.
* Identify the specific goods and commodities that were central to the regional markets in Afro-Eurasia and explain how established commercial practices influenced their trade.

Assessment Boundaries:
* Focus on the continuation and flourishing of regional markets in Afro-Eurasia by using the established commercial practices that were either pre-existing or developed by European merchants. Do not include the impact of new transoceanic and regional shipping services in this assessment.

Common Misconceptions:
* Students might assume that technological advancements were the sole reason for the flourishing of markets, ignoring the importance of established trade routes and practices.
* Students might believe that European merchants created entirely new markets in Afro-Eurasia, rather than understanding that they built upon pre-existing commercial practices.
* There may be a belief that the global flow of silver was the only factor in the prospering of regional markets, without acknowledging the role of other economic and political factors.
* There may be a misunderstanding that European dominance in trade meant that local merchants and markets were irrelevant, rather than recognizing the collaboration between European and regional merchants.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 204.0
Standard ID: KC-4.1.IV+4
Standard Description: Explain how and why regional markets continued to flourish in Afro-Eurasia by using new transoceanic and regional shipping services developed by European merchants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of regional shipping services created by European merchants on the economy of Afro-Eurasian markets from 1450 to 1750.
* Compare the traditional commercial practices in Afro-Eurasia with the innovations brought by European shipping services, highlighting their effects on regional market continuity.
* Describe the role of European merchants in developing new transoceanic and regional shipping services in Afro-Eurasia from 1450 to 1750.
* Explain how new transoceanic shipping services developed by European merchants led to the flourishing of regional markets in Afro-Eurasia.

Assessment Boundaries:
* Focus on the ways in which regional markets in Afro-Eurasia utilized new transoceanic and regional shipping services specifically developed by European merchants. Exclude coastal shipping services, joint-stock companies, and specific claims about the "continued flourishing" of regional markets in Afro-Eurasia. Avoid using absolute language (e.g., "exclusively," "all," "completely") in answer options, and refrain from mentioning detailed impacts of European shipping innovations on regional markets unless explicitly covered in source materials. Exclude detailed examinations of other factors or regions outside Afro-Eurasia.

Common Misconceptions:
* Some students may believe that European innovations in shipping only affected transoceanic trade, ignoring the significant boosts they provided to regional commerce within Afro-Eurasia.
* Students may assume that regional markets in Afro-Eurasia remained entirely traditional and static, not realizing the impact of new transoceanic shipping services developed by European merchants.
* Students might misunderstand that European merchants fully controlled Afro-Eurasian markets, failing to recognize the continuity of established commercial practices in these regions.
* There might be a misconception that the flourishing of regional markets in Afro-Eurasia was solely due to European involvement, without acknowledging the pre-existing vibrant trade networks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: KC-4.1.IV.C
Standard Description: Mercantilist policies and practices were used by European rulers to expand and control their economies and claim overseas territories. Joint-stock companies, influenced by these mercantilist principles, were used by rulers and merchants to finance exploration and were used by rulers to compete against one another in global trade.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 192.0
Standard ID: KC-4.1.IV.C+1
Standard Description: Explain how European rulers used mercantilist policies and practices to expand and control their economies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents or visual stimuli (e.g., maps, political cartoons) that illustrate the principles and impacts of mercantilism on European societies and their economies.
* Analyze the role of joint-stock companies in furthering mercantilist goals and assess their impact on European economic expansion.
* Compare the mercantilist practices of different European powers and evaluate their relative success in achieving economic dominance.
* Discuss the long-term economic effects of mercantilist policies on global trade patterns and the rise of Europe as a dominant economic power.
* Evaluate the influence of mercantilist policies on the relationships between European states and their colonies, particularly concerning resource extraction and trade.
* Explain the strategies used by European rulers to implement mercantilist policies, such as high tariffs, subsidies, and navigation acts.
* Identify the core principles of mercantilism and how they were applied by European rulers to control their economies.

Assessment Boundaries:
* Limit the assessment to the understanding of how European rulers used mercantilist policies like tariffs, subsidies, and monopolies specifically to expand and control their economies. Exclude the role of joint-stock companies and detailed exploration of overseas territorial claims.

Common Misconceptions:
* Students may mistakenly believe that mercantilism solely aimed at increasing a nation's wealth through accumulating precious metals, without recognizing its broader purpose to maximize exports and minimize imports to achieve a favorable balance of trade.
* Students may think mercantilist policies were only successful and had no negative consequences, failing to appreciate the drawbacks and resistance they faced both domestically and in colonies.
* Students might believe that joint-stock companies were just private ventures without understanding their state-backed nature and their role in implementing mercantilist policies.
* Students might incorrectly assume that all European countries implemented mercantilist policies in exactly the same way, ignoring the variations and adaptations in different national contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 193.0
Standard ID: KC-4.1.IV.C+2
Standard Description: Explain how European rulers used mercantilist policies and practices to claim overseas territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how European states used tariffs and colonial monopolies to exert control over overseas markets.
* Compare the use of mercantilism by different European powers in their colonial endeavors.
* Describe the principles of mercantilism and how they influenced European policies for overseas expansion.
* Evaluate the impact of mercantilist policies on the relationship between European powers and their colonies.
* Explain the role of joint-stock companies in financing exploration and claiming overseas territories following mercantilist principles.
* Interpret primary source documents or economic data to illustrate mercantilist practices implemented by European rulers. (Stimulus)

Assessment Boundaries:
* Assess the implementation of key mercantilist principles by European rulers, such as the establishment of colonies, monopolistic trading companies, and regulation of trade, specifically focusing on how these actions facilitated the claiming of overseas territories. Exclude detailed case studies of individual joint-stock companies or comparisons with non-European mercantilist practices.

Common Misconceptions:
* Many students do not realize that mercantilist policies were driven by competition between European powers and aimed to increase national wealth and power by maximizing exports and accumulating precious metals.
* Some students assume that mercantilist practices were universally effective, failing to recognize the resistance and limitations they faced from local economies and cultures in colonized territories.
* Students often think that mercantilism was a purely exploitative system with only negative impacts on colonies, without recognizing that colonies also received certain economic benefits, such as infrastructure and new goods.
* There is a misconception that joint-stock companies were solely private enterprises, ignoring the substantial support and regulation by the state to serve national interests under mercantilist principles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 194.0
Standard ID: KC-4.1.IV.C+3
Standard Description: Explain how joint-stock companies, influenced by mercantilist principles, were used by rulers and merchants to finance exploration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which mercantilist principles influenced the operation and objectives of joint-stock companies during the period.
* Describe how European rulers and merchants utilized joint-stock companies for funding exploration activities.
* Evaluate the impact of joint-stock companies on the competition for overseas territories among European powers.
* Examine primary sources, such as charters or reports, to explain the purpose and functioning of joint-stock companies in exploration funding.
* Explain the role of joint-stock companies in facilitating global trade and exploration during the Age of Exploration.
* Identify the economic motivations behind the establishment of joint-stock companies in the 15th to 17th centuries.

Assessment Boundaries:
* Focus on how joint-stock companies were influenced by mercantilist principles specifically for financing exploration missions. Exclude the application of these principles in other economic sectors or activities including the administration or competition in global trade.

Common Misconceptions:
* A common misconception is that the concept of joint-stock companies during this period was universally accepted and uncontested, rather than being met with opposition and controversy in some instances.
* Some students may misconstrue mercantilist principles as purely profit-oriented, without acknowledging their role in state-building and competition among European powers.
* Students may think that joint-stock companies were solely a government initiative without recognizing the collaborative nature between rulers and private merchants.
* Students might believe that all explorations financed by joint-stock companies were equally successful, overlooking the risks and failures involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 195.0
Standard ID: KC-4.1.IV.C+4
Standard Description: Explain how joint-stock companies, influenced by mercantilist principles, were used by rulers to compete against one another in global trade.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the competition between European rulers in global trade through the use of joint-stock companies.
* Compare the economic strategies employed by different European joint-stock companies in their efforts to dominate global trade.
* Describe the role of joint-stock companies in financing exploration and trade during the period from 1450 to 1750.
* Evaluate the effectiveness of joint-stock companies in consolidating economic power for European rulers during the early modern period.
* Explain how mercantilist principles influenced the formation and operations of joint-stock companies in the 17th century.

Assessment Boundaries:
* Focus on the role of joint-stock companies in financing exploration and enabling competition among European rulers in global trade, specifically influenced by mercantilist principles. Exclude the broader impacts of mercantilism on domestic economies or social structures.

Common Misconceptions:
* Some students might think that mercantilist principles were purely theoretical and did not have practical applications in the competition between European powers.
* Students may believe that joint-stock companies were a minor aspect of global trade rather than central to the economics and politics of the time.
* Students may incorrectly assume that all joint-stock companies were equally successful and influential, not recognizing the variability in their impact based on the region and resources available.
* There can be a misunderstanding that joint-stock companies functioned independently of government control, rather than being supported and regulated by rulers in line with mercantilist policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: KC-4.1.IV.D.i
Standard Description: The Atlantic trading system involved the movement of goods, wealth, and labor, including enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 197.0
Standard ID: KC-4.1.IV.D.i+1
Standard Description: Explain how the Atlantic trading system involved the movement of goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of colonial economies in the production and export of goods within the Atlantic trading system.
* Assess how the demand for specific goods influenced the social and economic practices in Europe, Africa, and the Americas.
* Explain the economic impact of the transatlantic trade on European markets and colonies.
* Identify and describe the types of goods transported within the Atlantic trading system.
* Use a primary source document to illustrate the flow of goods in the transatlantic trade.

Assessment Boundaries:
* Focus on the specific goods exchanged within the Atlantic trading system, such as sugar, tobacco, and cotton. Exclude the detailed mechanisms of trade or transportation methods used in the system.

Common Misconceptions:
* Students may have the misconception that European merchants were the only participants in the Atlantic trading system, overlooking the crucial roles played by African and American traders and middlemen.
* Students may think that the Atlantic trading system was purely an economic activity without realizing its profound social and cultural implications, such as the spread of crops, agricultural techniques, and culinary practices across continents.
* Students might believe that the Atlantic trading system only involved the movement of luxury goods and spices, neglecting the substantial trade in everyday commodities like sugar, tobacco, and cotton.
* Students might incorrectly assume that the movement of goods was unidirectional, from Europe to the Americas, failing to recognize the complex, multi-directional nature of the trade networks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 198.0
Standard ID: KC-4.1.IV.D.i+2
Standard Description: Explain how the Atlantic trading system involved the movement of wealth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the introduction of cash crops and their trade on the movement of wealth between the Americas and Europe.
* Compare the economic effects of silver mining in the Americas on European wealth accumulation within the Atlantic trading system.
* Describe how the development of European colonies contributed to the accumulation and movement of wealth in the Atlantic system.
* Discuss the long-term economic effects of the Atlantic slave trade on African economies and the movement of wealth to European countries.
* Explain the role of transoceanic voyaging in facilitating the movement of wealth within the Atlantic trading system.
* Identify and explain the economic policies, such as mercantilism, that European monarchs employed to control trade and wealth in the Atlantic trading system.

Assessment Boundaries:
* Focus on the mechanics of wealth accumulation and distribution within the Atlantic trading system, such as the exchange of precious metals, raw materials, and manufactured goods. Exclude the movement and conditions of labor, including the role of enslaved persons, as these are covered under other substandards.

Common Misconceptions:
* Students may believe that wealth in the Atlantic trading system only flowed in one direction, typically from the Americas to Europe, not recognizing the multifaceted movement of wealth to and from various regions.
* Students may misunderstand the role of raw materials in the movement of wealth, assuming it was only gold and silver being transported, neglecting other lucrative resources like sugar, tobacco, and cotton.
* Students may think that the wealth generated by the Atlantic trading system solely benefited European nations, ignoring its significant impacts on African and American economies.
* Students might assume that the movement of wealth was a straightforward process, not grasping the complex financial mechanisms like credit, joint-stock companies, and banking systems involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 200.0
Standard ID: KC-4.1.IV.D.i+4
Standard Description: Explain how the Atlantic trading system involved the movement of enslaved people.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources that depict the experiences of enslaved people in the Atlantic trading system.
* Analyze the impact of the Atlantic slave trade on African societies.
* Describe the general impact of the Atlantic slave trade on African societies and the Americas.
* Describe the general structure and impact of the transatlantic slave trade.
* Explain the economic motivations for the Atlantic slave trade and how it contributed to European and African economies.
* Identify and describe patterns of continuity and change in the transatlantic movement of enslaved people from 1450 to 1750.

Assessment Boundaries:
* Focus primarily on the movement of enslaved people within the context of the Atlantic trading system, including the transatlantic slave trade's origins, the Middle Passage, and the impact on African and American societies. Exclude detailed accounts of other forms of labor migration or the broader economic impact of the Atlantic trading system.

Common Misconceptions:
* Some students may assume that the capture of enslaved people was solely conducted by Europeans, omitting the significant role played by African intermediaries and rulers in the trading process.
* Students may believe the movement of enslaved people was unique to the Atlantic trading system, ignoring the existence of other slave trades such as the Trans-Saharan and Indian Ocean slave trades.
* Students might overlook the widespread social and cultural impacts of the Atlantic slave trade on African societies, focusing solely on the economic aspects.
* Students might think that the enslavement of Africans was a universally accepted practice at the time, without understanding the various African societies and leaders who resisted it.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 810.0
Standard ID: KC-4.1.IV.D.ii
Standard Description: The Atlantic trading system involved the movement of labor -including enslaved persons- and the mixing of African, American, and European cultures and peoples, with all parties contributing to this cultural synthesis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 209.0
Standard ID: KC-4.1.IV.D.ii+1
Standard Description: Explain how and why the movement of labor - including but not limited to enslaved people - involved in the Atlantic trading system contributed to the cultural synthesis between African, American, and European cultures and peoples.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Atlantic slave trade on the cultural interactions between African, American, and European communities.
* Assess the long-term effects of labor mobility within the Atlantic trading system on the cultural landscapes of Africa, the Americas, and Europe.
* Describe the various forms of labor involved in the Atlantic trading system and how these forms contributed to cultural synthesis.
* Explain the motivations behind the movement of labor within the Atlantic trading system and how it facilitated cultural exchanges between African, American, and European societies.
* Interpret primary sources depicting the experiences of different labor groups in the Atlantic trading system and discuss how these experiences reflect broader cultural changes.

Assessment Boundaries:
* Focus on the contributions to cultural synthesis from labor movements, especially enslaved people, in the Atlantic trading system. Exclude extensive details on specific economic impacts and omit broader discussions of other labor systems outside the Atlantic trade.

Common Misconceptions:
* Students may think that the movement of labor only included enslaved people, overlooking other forms of labor like indentured servitude and free labor.
* Students might believe that cultural synthesis involved equal contributions from African, American, and European cultures, not understanding the power imbalances and coercive forces at play.
* Students often assume that cultural synthesis resulted in immediate and widespread acceptance of mixed cultures, rather than a gradual and uneven process.
* There might be a misunderstanding that cultural synthesis was a harmonious process, ignoring the conflict, resistance, and cultural loss experienced by many groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 210.0
Standard ID: KC-4.1.IV.D.ii+2
Standard Description: Explain how and why the mixing of African, American, and European cultures and peoples involved in the Atlantic trading system, contributed to cultural synthesis between these cultures and peoples.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of African, American, and European intermixing on the religious practices seen in societies linked by the Atlantic trading system.
* Compare the blending of food traditions and culinary practices among African, American, and European cultures due to the interactions within the Atlantic trading system.
* Corroborate the influence of European colonial policies on the mixing of African, American, and European cultures using diverse historical evidence.
* Describe the effects of the Atlantic trading system on the social hierarchies of African, American, and European societies.
* Explain the processes through which African, American, and European cultural practices merged during the Atlantic trading system period.
* Identify the various cultural elements that each of the African, American, and European peoples contributed to the cultural synthesis within the Atlantic trading system.
* Use primary sources to examine the perspectives of African, American, and European individuals experiencing cultural synthesis through the Atlantic trading system (requires a stimulus).
* Utilize maps to locate the primary regions involved in the Atlantic trading system and explain their roles in cultural exchanges (requires a stimulus).

Assessment Boundaries:
* Focus on the cultural synthesis resulting from the interactions and blending of African, American, and European cultures within the Atlantic trading system. Exclude the economic details of the Atlantic trading system, such as the financial transactions or trade routes. No need to deeply explore the political impacts resulting from this cultural synthesis.

Common Misconceptions:
* Some students may not recognize the role of African, American, and European interactions beyond simple cultural elements like food and language, and ignore deeper impacts such as changes in social hierarchies and resistance movements.
* Students might assume that the cultural synthesis led to a homogeneous culture, rather than understanding that it resulted in a range of hybrid cultures with distinct characteristics.
* Students might believe the cultural synthesis was one-sided, primarily driven by European culture, and fail to recognize the significant contributions of African and American cultures.
* There may be a misconception that the mixing of cultures was a peaceful and equal exchange, ignoring the coercive and often violent contexts, such as slavery and colonization, within which these interactions occurred.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: KC-4.1.VI
Standard Description: In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 211.0
Standard ID: KC-4.1.VI+1+K
Standard Description: Explain how and why, in some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered the development of existing religions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of trade and commerce in facilitating the spread of religious beliefs during this period.
* Assess the significance of religious syncretism as a result of increased interactions between different cultures and belief systems from 1450 to 1750.
* Compare the spread of different religions in terms of their strategies and outcomes during the intensification of international interactions.
* Describe the relationship between European colonialism and the spread of Christianity in the Americas, Africa, and Asia.
* Evaluate the impact of missionary activities on the expansion and development of religions in the newly connected hemispheres.
* Explain the methods through which religions, including Christianity, Islam, and others, were spread across newly connected regions during 1450 to 1750.
* Identify the key religious groups involved in the spread of major belief systems between the Eastern and Western Hemispheres from 1450 to 1750.
* Interpret primary source documents that reflect the process of religious spread and conversion in the context of 1450 to 1750, identifying the authors' perspectives and motivations. (Stimulus required)

Assessment Boundaries:
* Focus on the role of transoceanic voyaging in expanding the reach of Christianity and Islam, including missionary activities and the establishment of new religious communities. Exclude the detailed role of religious conflicts or syncretic belief systems in this expansion.

Common Misconceptions:
* Students may assume that the spread of religions was solely due to missionary work and overlook the significant role of trade and migration in facilitating religious diffusion.
* Students may believe that interactions between new hemispheres simply replaced existing religious practices, rather than recognizing that these interactions often fused and expanded existing religions.
* Students may misunderstand the extent to which religious syncretism occurred, thinking that new interactions only led to conflict and not to the blending and development of new belief systems.
* Students might mistakenly believe that the reach of religious influence was limited to regions with direct European colonization, ignoring the broader, interconnected nature of religious spread.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 212.0
Standard ID: KC-4.1.VI+2+K
Standard Description: Explain how and why, in some cases, the increase and intensification of interactions between newly connected hemispheres contributed to religious conflicts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of missionary activities on local belief systems and the resulting conflicts.
* Compare the strategies used by different empires to manage religious diversity and conflict as a result of intensified global interactions.
* Describe specific examples of religious conflicts that arose due to increased interactions between the Eastern and Western Hemispheres from 1450 to 1750.
* Discuss how the spread of Christianity and Islam through trade and colonization led to localized conflicts and broader religious wars.
* Explain how existing religious tensions were exacerbated by new exchanges of ideas, goods, and people.
* Explain the role of economic and political motivations in intensifying religious conflicts during this period.
* Explain the significance of religious conflicts in shaping state policies and social structures during the early modern period.
* Use primary source excerpts to identify and describe arguments related to religious conflicts from this era.

Assessment Boundaries:
* Focus on the specific reasons and contexts in which religious conflicts arose due to the increase and intensification of interconnections between newly connected hemispheres. Students should understand specific conflicts such as the Thirty Years' War and the political and economic factors that exacerbated these religious tensions. Exclude detailed studies of syncretic belief systems or other indirect cultural impacts of these interactions.

Common Misconceptions:
* Students could think that the spread of religions was uniformly positive or negative, rather than recognizing the diverse range of interactions and outcomes that led to conflict.
* Students may assume that all religious conflicts in this period were violent and ignore non-violent forms of conflict, such as ideological disputes and persecutions.
* Students might believe that religious conflicts were always initiated by religious leaders and institutions, not understanding the complex interplay of political, economic, and social factors.
* Students might misunderstand the concept of syncretism, thinking it was universally accepted or rejected, rather than understanding how it could lead to conflicts in some contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 213.0
Standard ID: KC-4.1.VI+3+K
Standard Description: Explain how and why, in some cases, the increase and intensification of interactions between newly connected hemispheres contributed to the development of syncretic belief systems and practices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary sources to identify examples of syncretic belief systems that developed due to increased interactions between different cultures from 1450 to 1750.
* Compare syncretic belief systems that emerged in different regions as a result of cross-cultural exchanges during the early modern period.
* Describe specific examples of syncretic religious practices that developed in Asia as a result of European colonization and trade.
* Describe the influence of transoceanic trade routes on the emergence of syncretic belief systems between 1450 and 1750.
* Explain how the introduction of new religious ideas through trade and conquest led to the adoption and adaptation of belief systems in Africa and the Americas.
* Explain the role of cultural interactions in the formation of syncretic religious practices in the Americas as a result of the Columbian Exchange.

Assessment Boundaries:
* Focus on the specific interactions between Afro-Eurasian and American cultures that led to the creation of syncretic belief systems and practices. This includes examining the cultural and religious exchanges facilitated by increased trade, migration, and colonization from 1450 to 1750. Exclude detailed comparisons with other regions outside the newly connected hemispheres and other forms of religious conflict not related to syncretic developments.

Common Misconceptions:
* Students may believe that syncretic belief systems were adopted by all societies involved in transoceanic interactions, overlooking variations in acceptance and integration based on local contexts and pre-existing cultural norms.
* Students might think that syncretic belief systems were a result of forced assimilation or domination rather than mutual exchange and adaptation between different cultures.
* Students often assume that syncretic beliefs fully replaced original belief systems, rather than understanding that they often coexisted or blended aspects of multiple traditions.
* There is a common misconception that syncretic belief systems were static and unchanging, rather than evolving over time as interactions between cultures continued and circumstances changed.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 790.0
Standard ID: KC-4.2.II.A
Standard Description: Peasant and artisan labor continued and intensified in many regions as the demand for food and consumer goods increased.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 205.0
Standard ID: KC-4.2.II.A+1
Standard Description: Explain how and why peasant labor continued and intensified in many regions as the demand for food increased.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of agricultural innovations on peasant labor during this period and how these innovations either alleviated or intensified labor demands.
* Describe how different regions responded to the rising demand for food by adapting their agricultural practices and labor systems, using specific examples from Europe, Asia, and Africa.
* Examine the role of peasant labor in the production and distribution of food within various socio-economic contexts of the 1450-1750 period and assess the long-term implications of these labor systems.
* Explain the relationship between increased demand for food and the intensification of peasant labor, incorporating trends such as population growth and urbanization.
* Identify the economic and social factors that contributed to the continuation of peasant labor in multiple regions during the period from 1450 to 1750.
* Using primary source documents, explain how the perspectives of peasants on their labor conditions might have differed from those of landowners or state officials during this period. (Stimulus required for assessment)

Assessment Boundaries:
* Focus on how population growth and the expansion of trade networks led to increased demand for food, which in turn intensified peasant labor. Limit the scope to general trends and specific examples from regions such as Europe, China, and India. Exclude detailed descriptions of artisan labor or other economic sectors.

Common Misconceptions:
* Some students might believe that the increase in food demand was solely driven by local factors and overlook the influence of global trade networks and population growth.
* Students may assume that peasant labor was static and did not adapt over time, failing to recognize how peasants adopted new agricultural techniques and tools to meet increased food demand.
* Students might think that peasant labor only intensified due to internal pressures, whereas there were also external factors like market demands and state policies that imposed labor obligations.
* There can be a misunderstanding that peasant labor was insignificant compared to other labor systems, ignoring the vast majority of the population that consisted of peasants who were crucial to the food production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 206.0
Standard ID: KC-4.2.II.A+2
Standard Description: Explain how and why artisan labor continued and intensified in many regions as the demand for consumer goods increased.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how technological advancements influenced the production capabilities and roles of artisans from 1450 to 1750.
* Compare the role and significance of artisan labor in different regions (e.g., Europe, Africa, Asia) during the period 1450-1750.
* Describe the factors that contributed to the demand for increased artisan labor between 1450 and 1750.
* Examine the social and economic impacts of intensified artisan labor on urban centers.
* Explain how global trade networks expanded the market for artisan goods and affected local production practices.
* Explain the relationship between population growth and the intensified consumer goods production by artisans in this period.
* Identify specific consumer goods that saw increased demand and explain how artisan labor met this demand.

Assessment Boundaries:
* Focus on specific examples of artisan labor in Europe and Asia, such as textile production, metallurgy, and shipbuilding. Exclude an in-depth analysis of agricultural labor or the specific environmental impacts related to artisan activities.

Common Misconceptions:
* Students may assume artisan labor was uniform across all regions, failing to recognize that the intensity and nature of artisan labor varied greatly depending on local resources, demand, and social structures.
* Students may incorrectly think that artisan labor declined with the rise of industrialization, not realizing that urbanization and consumer culture actually spurred an increase in demand for handmade luxury goods.
* Students might believe that artisan labor was not influenced by global trade and remained isolated, neglecting the role of increased demand for goods due to expanding trade networks.
* Students might misunderstand the role of colonialism, perceiving it solely as a destructive force instead of recognizing how it also stimulated artisan labor in colonies to meet the growing demand for goods in European markets.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: KC-4.2.III.C
Standard Description: Some notable gender and family restructuring occurred, including demographic changes in Africa that resulted from the trade of enslaved persons.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 207.0
Standard ID: KC-4.2.III.C+1
Standard Description: Explain how and why some notable gender and family restructuring occurred.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the changed demographics due to the trade of enslaved persons influenced traditional family structures in West African communities.
* Compare the family and gender restructuring experienced in different African societies that were affected by the transatlantic slave trade.
* Describe the impact of the Atlantic slave trade on the gender ratios within African societies.
* Explain the roles women assumed in the absence of men due to the transatlantic slave trade and how this contributed to societal restructuring in West Africa.
* Illustrate the effect of family restructuring on inheritance and property rights within African societies influenced by the slave trade.

Assessment Boundaries:
* Focus on the effects of the trade of enslaved persons on gender roles and family structures in Africa, including demographic impacts and societal transformations. Exclude detailed discussions on the broader political, economic, or cultural changes outside of gender and family restructuring.

Common Misconceptions:
* Some students may not grasp that gender and family restructuring had long-term implications, influencing future social changes and dynamics even after the period ended.
* Students may incorrectly think that the impact of the slave trade on African societies was purely economic, overlooking the significant social and demographic consequences.
* Students often believe that gender and family restructuring was uniform across all regions, failing to account for regional variations due to different social, economic, and cultural contexts.
* There is a misunderstanding that gender roles were reversed entirely during this period, rather than recognizing the specific and often limited roles women assumed in the absence of men.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 208.0
Standard ID: KC-4.2.III.C+2
Standard Description: Explain how and why demographic changes in Africa resulted from the trade of enslaved people.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-economic impacts of the Atlantic slave trade on African communities.
* Compare the demographic consequences of the slave trade in various West African kingdoms, such as Kongo and Dahomey.
* Describe the demographic changes in Africa resulting from the Atlantic slave trade.
* Explain the causes leading to demographic changes in Africa due to the trade of enslaved people.
* Explain the relationships between the Atlantic slave trade and population dynamics in specific African regions, using primary and secondary sources (e.g., maps or data sets).

Assessment Boundaries:
* Focus on the specific demographic changes directly resulting from the transatlantic slave trade, such as population declines in certain areas due to the forced migration of enslaved people, and the resulting gender imbalances within African societies, particularly the increase in female population proportions as males were more often traded. Exclude broader discussions of gender and family restructuring that do not directly relate to the demographic impact of the slave trade.

Common Misconceptions:
* Students may believe that the trade of enslaved persons only affected Africa, without realizing its global economic and social implications.
* Students may think that the demographic impact was immediate and universally uniform across all African societies, overlooking regional and temporal variances.
* Students might conflate the demographic changes solely with mortality rates of the enslaved, ignoring factors like displacement, gender imbalances, and population dynamics.
* There might be an oversimplification in understanding that only external forces drove the trade, not recognizing internal African collaborations and contributions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 760.0
Standard ID: KC-4.3.III.ii
Standard Description: Economic disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 196.0
Standard ID: KC-4.3.III.ii+1+H
Standard Description: Economic disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of economic resources in fueling disagreements between states and how such tensions escalated into conflicts from 1450 to 1750.
* Assess the long-term impacts of economic rivalries and conflicts on state power and stability in the period 1450 to 1750, integrating statistical or historical data where necessary.
* Describe how economic policies adopted by rulers influenced interstate relations and created an environment ripe for conflict during the specified period.
* Explain how economic competition among states in the period 1450-1750 led to rivalries and conflicts, using specific instances to illustrate these tensions.
* Identify the economic strategies used by states from 1450 to 1750 to consolidate and maintain power, considering how these strategies might lead to disputes.
* Interpret maps or graphs showcasing economic resources or trade routes from 1450 to 1750 to understand patterns of conflict and rivalry among states.
* Using primary source documents, evaluate the perspectives of different states involved in economic disputes and how these perspectives contributed to conflicts.

Assessment Boundaries:
* Focus on examining specific historical examples from 1450-1750 where economic conflicts escalated into interstate rivalries, such as the competition over spice trade routes in the Indian Ocean, or the mercantilist policies leading to Anglo-Dutch wars. Exclude later conflicts beyond the timeframe, like those involving the emerging industrial economies post-1750.

Common Misconceptions:
* Learners may think that economic conflicts were an independent phenomenon rather than being intertwined with political and military strategies.
* Students may assume that economic disputes were primarily about colonial ambitions without realizing the intricate network of trade relations and commercial interests fueling these conflicts.
* Students might believe that economic rivalries were limited to European states and overlook the involvement of non-European powers in these disputes.
* There could be a misunderstanding that economic disputes invariably resulted in large-scale wars, neglecting the smaller skirmishes and ongoing economic tensions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 750.0
Standard ID: Unit 4: Learning Objective H
Standard Description: Explain how rulers employed economic strategies to consolidate and maintain power throughout the period from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 770.0
Standard ID: Unit 4: Learning Objective I
Standard Description: Explain the continuities and changes in networks of exchange from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 800.0
Standard ID: Unit 4: Learning Objective J
Standard Description: Explain how political, economic, and cultural factors affected society from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.5
Cluster Name: 5. Maritime Empires Maintained and Developed from c. 1450 to c. 1750
Lesson Name: *None specified*
Lesson Order: 820.0
Standard ID: Unit 4: Learning Objective K
Standard Description: Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: KC-4.3.III.iii
Standard Description: State expansion and centralization led to resistance from an array of social, political, and economic groups on a local level.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 214.0
Standard ID: KC-4.3.III.iii+1
Standard Description: Explain why state expansion led to resistance from an array of social, political, and economic groups on a local level.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how African societies and leaders resisted European influence and the transatlantic slave trade through diplomatic, military, and cultural strategies.
* Compare different regions where state expansion prompted social, political, and economic resistance and identify any common patterns.
* Describe the social disruptions caused by state expansion between 1450 and 1750.
* Evaluate primary or secondary source passages explaining the reasons behind resistance movements, considering their point of view and historical context. (Requires a source stimulus)
* Explain how political motivations and actions led to local resistance against centralized authority in the same period.
* Identify the specific social, political, and economic groups that resisted state expansion and describe their motivations.

Assessment Boundaries:
* Focus on specific examples of local resistance influenced by state expansion, such as peasant uprisings, regional revolts, and economic boycotts. Exclude detailed discussions of broader state policies or military campaigns unless directly related to local resistance.

Common Misconceptions:
* Some students might think that state expansion always led to violent conflict, not recognizing instances where resistance was manifested through non-violent means, such as economic boycotts or administrative subversion.
* Students may commonly believe that the resistance was purely local and isolated, without seeing the broader connections and alliances that sometimes formed between different resisting groups across regions
* Students might assume that resistance to state expansion was uniform across all types of groups, without understanding the unique and varied motivations behind social, political, and economic resistance.
* There may be a misconception that all resistance movements were solely reactionary and defensive, disregarding proactive and preemptive actions taken by local groups to preserve autonomy and control.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 215.0
Standard ID: KC-4.3.III.iii+2
Standard Description: Explain why state centralization led to resistance from an array of social, political, and economic groups on a local level.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impacts of state centralization on local economies and how these led to resistance, using specific historical examples.
* Compare the resistance movements in one region against state centralization with those in another region, focusing on causes and outcomes, including specific examples from Asia such as the Maratha Confederacy's resistance to Mughal rule and Cossack revolts in Russia.
* Describe the specific motivations and grievances of different social groups (e.g., peasants, nobility) against state centralization.
* Evaluate and compare the effectiveness of resistance movements against state centralization across Europe, Asia, Africa, and the Americas, considering different social, political, and economic contexts and the resulting governance structures.
* Explain the political strategies used by centralized states that led to local resistance movements across different regions (e.g., increased taxation, conscription).
* Identify the various types of local social, and economic groups that resisted state centralization between 1450 and 1750.

Assessment Boundaries:
* Include exploration of local resistance movements and the impact of state centralization on social, political, and economic groups on a local level. Exclude detailed comparison with other forms of resistance outside the specified period of 1450 to 1750.

Common Misconceptions:
* Students may think that state centralization was universally accepted and beneficial, not recognizing that it disrupted existing local power structures.
* Students might believe that resistance to centralization was purely economic, overlooking the significance of social and political motivations.
* Students often assume that all regions and communities reacted uniformly to centralization, ignoring the diversity of responses based on local contexts.
* There is a common misunderstanding that resistance only occurred in the form of large-scale revolts, rather than also through passive resistance and non-compliance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 840.0
Standard ID: KC-5.3.III.C
Standard Description: Enslaved persons challenged existing authorities in the Americas through organized resistance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 216.0
Standard ID: KC-5.3.III.C+1
Standard Description: Enslaved persons challenged existing authorities in the Americas through organized resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of major revolts by enslaved individuals on the socio-political structure of slaveholding societies in the Americas.
* Assess the response of colonial and local authorities to acts of resistance by enslaved persons, including both successful and failed attempts to suppress these movements.
* Compare the resistance strategies of enslaved people across different regions in the Americas, identifying any significant similarities or differences in tactics and objectives.
* Describe the various forms of resistance employed by enslaved persons in the Americas against colonial authorities from 1450 to 1750.
* Evaluate the effectiveness of different resistance strategies used by enslaved persons and their short-term and long-term impacts on abolitionist movements.
* Explain the motivations behind the organized resistance movements of enslaved persons and how they influenced regional stability.
* Interpret primary source accounts or documents from the period that discuss resistance by enslaved persons, identifying the authors' perspectives and biases. (Stimulus)

Assessment Boundaries:
* Focus on the analysis of specific examples of organized resistance by enslaved persons, such as the Maroon Wars or slave revolts in the Americas, and how these efforts challenged colonial authorities. Exclude colonial plantation resistance, daily acts of resistance, and the impact of resistance on plantation economies from the data model and questions. Avoid mentioning detailed knowledge about Saint-Domingue and specific resistance tactics. Do not include broader themes of resistance or the role of insurrections outside the Americas during this period. While Maroon communities can be analyzed as examples of organized resistance, exclude specific details about Maroon community structures or lifestyles.

Common Misconceptions:
* Some students may misunderstand that enslaved person resistance was infrequent or ineffective, not realizing the widespread and significant impact these actions had on slave societies.
* Students may believe that organized resistance by enslaved persons had little to no influence on legal or structural changes within governments, failing to see how these acts contributed to shifts in policies and attitudes towards slavery.
* Students might assume that all forms of resistance by enslaved persons were violent uprisings or revolts, overlooking non-violent forms such as work slowdowns and sabotage.
* There can be a misconception that resistance by enslaved persons was isolated to one region or group, ignoring the widespread nature of resistance across the Americas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.6
Cluster Name: 6. Internal and External Challenges to State Power from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 830.0
Standard ID: Unit 4: Learning Objective L
Standard Description: Explain the effects of the development of state power from 1450 to 1750.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 860.0
Standard ID: KC-4.2.III.A
Standard Description: Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 221.0
Standard ID: KC-4.2.III.A+1
Standard Description: Explain how imperial conquests contributed to the formation of new political and economic elites in China with the transition to the Qing Dynasty.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Manchu conquests and policies on the establishment of new political and economic elites in Qing China.
* Describe the state-building strategies employed by the Qing Dynasty that led to the creation of new political and economic elites.
* Explain the impact of the Manchu conquest on the political hierarchy and social structure in Qing China.
* Identify key policies of the Qing Dynasty that facilitated the inclusion of new elites and assess their effectiveness.
* Identify the role of military conquest in the Qing Dynasty's strategies for restructuring social and economic hierarchies.
* Use primary source documents to analyze the formation of new political and economic elites during the transition to the Qing Dynasty.

Assessment Boundaries:
* Exclude the Qing Dynasty Administrative System, dual administration of Manchu and Han officials, integration of Ming officials, and the banner system from the question bank. Avoid mentioning specific Qing Dynasty administrative structures, elite formation processes, and Manchu-Han power dynamics in questions. Also exclude specific Qing Dynasty political structures and military-administrative functions. Focus on the impact of Manchu conquests and policies during the transition to the Qing Dynasty, particularly the rise of new political and economic elites in China. Exclude the broader effects in other regions or contributions of non-Manchurian factors.

Common Misconceptions:
* Many students may incorrectly think that the Qing Dynasty completely replaced all previous elites, without understanding the nuanced process of elite formation during the transition period.
* Students might assume that the transition to the Qing Dynasty resulted solely from military conquest without understanding the accompanying administrative and cultural shifts that facilitated the formation of new elites.
* There can be confusion around the term "elites," with some students believing it refers only to wealthy individuals, ignoring the influence of scholars, military leaders, and other non-wealthy but powerful figures in the new political hierarchy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 222.0
Standard ID: KC-4.2.III.A+2
Standard Description: Explain how imperial conquests contributed to the formation of new political and economic elites in the Americas with the rise of the Casta system.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of the Casta system on indigenous populations and African slaves in the Americas.
* Compare the social mobility of different racial and ethnic groups within the Casta system.
* Describe the Casta system and its role in the social hierarchy of colonial Latin America.
* Evaluate the long-term effects of the Casta system on modern-day social and economic structures in Latin America.
* Explain how Spanish and Portuguese imperial conquests led to the creation of new political elites in the Americas.
* Explain how the introduction of the Casta system led to changes in social roles and practices over time in the Americas.
* Identify and describe the methods used by European conquerors to justify and implement the Casta system in colonial society.

Assessment Boundaries:
* Include the impact of Spanish colonial conquests on the creation and structure of the Casta system in the Americas, focusing on how these conquests established new social hierarchies and influenced the formation of political and economic elites. Exclude detailed accounts of other regions or the role of other European powers in the Americas.

Common Misconceptions:
* Students may assume that the Casta system was a simple racial hierarchy, not understanding the complex intersection of race, wealth, and social status that determined a person's place within it.
* Students might think that all political and economic power was uniformly disrupted and restructured by imperial conquests, ignoring continuities and the persistence of pre-existing elites who adapted to the new colonial systems.
* Students often mistakenly believe that the Casta system was rigid and unchanging when, in reality, individuals and groups frequently manipulated it to improve their social and economic positions.
* There can be a misconception that the creation of new political and economic elites in the Americas was a rapid or uniform process, rather than a gradual and uneven one influenced by local conditions and resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 870.0
Standard ID: KC-4.2.III.B
Standard Description: The power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 225.0
Standard ID: KC-4.2.III.B+1
Standard Description: Explain why the power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of economic shifts and trade patterns on the influence of existing elites.
* Assess the role of social movements and popular uprisings in challenging traditional elite power during periods of strong monarchical control.
* Evaluate how legal reforms and changes in governance structures altered the ability of elites to influence policy.
* Explain how changes in military technology and organization affected the power of political and economic elites.
* Identify the factors that caused fluctuations in the power of political and economic elites in relation to powerful monarchs and leaders.

Assessment Boundaries:
* Focus on the mechanisms through which political and economic elites either lost or gained influence in response to centralizing powers of the state and the factors that led to fluctuations in their power. Exclude European State Development (1450-1750) and Local Elite Resistance to State Centralization from the data model. Avoid mentioning specific details about expansion of state bureaucracies, creation of new administrative roles for elites, and methods of maintaining regional autonomy in the face of centralizing authority. Exclude detailed accounts of individual leaders or specific regions beyond their role in illustrating broader patterns. Exclude specific focus on the German Peasants' War (Münster 1524) and excessive emphasis on source analysis skills. Ensure questions require synthesis of broader historical knowledge and avoid using absolute language in answer options.

Common Misconceptions:
* Some students might assume that the shifting power of elites resulted in their loss of influence, disregarding instances where they successfully adapted or negotiated their roles.
* Students may think that the power fluctuations of elites were due to economic instability, ignoring the influence of changing political structures and monarchial centralization.
* There can be a misconception that all elites reacted identically to the centralizing power of monarchs, overlooking the diversity of responses based on regional differences or personal interests.
* There's a misunderstanding that the challenges faced by elites were external, from monarchs, rather than acknowledging internal challenges and divisions within elite groups themselves.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: KC-4.3.I.B
Standard Description: Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups' roles in society, politics, or the economy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 217.0
Standard ID: KC-4.3.I.B+1
Standard Description: Explain how and why many states adopted practices to accommodate the ethnic and religious diversity of their subjects.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how diverse ethnic and religious groups were integrated into the administrative and military structures of early modern empires.
* Analyze the social and political reasons behind empires granting privileges to diverse ethnic and religious groups within their territories.
* Compare the policies of religious accommodation between different early modern empires.
* Describe how some empires in South and Southwest Asia accommodated religious diversity in their governance and administration.
* Discuss the reasons behind the relative tolerance towards religious minorities in various historical empires' legal and social systems.
* Evaluate the significance of policies of religious tolerance in maintaining stability in diverse empires during the early modern period.
* Explain how empires managed ethnic and religious diversity and the impact of these practices on various communities within their territories.
* Explain how the economic contributions of diverse populations influenced state policies in early modern empires.
* Identify general practices adopted by early modern empires to accommodate ethnically and religiously diverse populations.
* Using a primary source passage, identify and explain the purpose of a specific practice adopted by the Ottoman Empire to manage ethnic and religious diversity.

Assessment Boundaries:
* Focus on the methods and rationales by which the Mughal and Ottoman empires accommodated ethnic and religious diversity, particularly through policies such as the jizya tax system, religious tolerance, and administrative practices. Exclude the detailed political and military contributions of these groups or the suppression of diversity within these states.

Common Misconceptions:
* Many students may think the concept of accommodating diversity is a modern development, overlooking historical precedents such as those in the Mughal and Ottoman empires.
* Students might believe that states adopting policies to accommodate diversity were purely benevolent and did not have any self-interested motives, failing to see the strategic advantages states sought to gain economically, politically, and militarily.
* Students often misunderstand the role of coercion and pressure from diverse groups themselves in prompting states to adopt these accommodating practices, viewing the changes as top-down decisions.
* There is a tendency to assume that all empires were equally successful in accommodating diversity, not recognizing the varying degrees of effectiveness and the contexts that influenced these outcomes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 218.0
Standard ID: KC-4.3.I.B+2
Standard Description: Explain how and why many states adopted practices to utilize the economic, political, and military contributions of different ethnic or religious groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how diverse empires utilized the economic and political contributions of different ethnic or religious groups to strengthen their rule.
* Compare approaches of different empires in incorporating the contributions of various ethnic and religious groups.
* Discuss the political roles played by different ethnic and religious groups in maintaining the stability of the Ottoman and Mughal empires.
* Explain the economic contributions of different ethnic and religious groups within diverse empires and states.
* Identify the different ethnic and religious groups incorporated within the Ottoman and Mughal empires.

Assessment Boundaries:
* Limit assessments to include specific examples of how the Mughal and Ottoman Empires utilized economic, political, and military contributions of different ethnic or religious groups. Exclude detailed case studies of other empires not mentioned in the substandard.

Common Misconceptions:
* Some students believe that ethnic and religious accommodations were universally successful and accepted, ignoring instances where such policies led to social tensions and resistance.
* Students might assume that the policies aimed at utilizing diverse groups were static, not understanding that these strategies evolved over time based on changing political, economic, and military needs.
* Students often think that states always oppressed ethnic and religious minorities, failing to recognize that many states, like the Mughal and Ottoman Empires, adopted inclusive practices to benefit from the resources and support of these groups.
* There is a misconception that the contributions of ethnic and religious groups were limited to economic roles, when in fact, their involvement was also significant in political and military spheres.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 219.0
Standard ID: KC-4.3.I.B+3
Standard Description: Explain how and why some states suppressed diversity in society, politics, or the economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the immediate political and social effects of policies that suppressed diversity on specific groups within an empire.
* Analyze the role of legislation in restricting political and social rights based on race or religion.
* Compare the ways in which the Mughal and Ottoman empires implemented strategies to suppress diversity.
* Describe the justifications states used to suppress diversity in society, politics, or the economy, including cultural and religious reasons.
* Explain how economic policies were generally implemented by empires to suppress diversity and limit certain groups' roles in the economy.

Assessment Boundaries:
* Focus on the mechanisms and motivations behind state suppression of diversity within the Mughal and Ottoman empires related to ethnic and religious groups. Exclude Emperor Aurangzeb, detailed Mughal Empire policies, and the empire's decline and collapse. Avoid questions requiring specific knowledge about Mughal rulers' religious policies or the long-term impacts of these policies on imperial stability. Exclude examples from non-state actors or detailed examinations of empires outside the given time period. Do not include Ottoman Empire Administrative Structure, economic restrictions on non-Muslim merchants, Ottoman millet system, jizya tax, religious diversity and accommodation in the Ottoman Empire, and specific Ottoman economic policies. Avoid mentioning detailed Ottoman policies regarding non-Muslims and economic restrictions targeting specific religious groups in questions.

Common Misconceptions:
* It might be misunderstood that suppression of diversity only targeted ethnic groups, without considering religious, political, and social groups that were also affected.
* Some students might assume that suppression of diversity was a unique occurrence, not recognizing that it was a common practice across various states and empires.
* Students may believe that all states that suppressed diversity did so solely for economic reasons, overlooking political and social motivations.
* Students may think that the suppression of diversity was always effective and uncontested, ignoring resistance and rebellion by suppressed groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 220.0
Standard ID: KC-4.3.I.B+4
Standard Description: Explain how and why some states limited certain groups' roles in society, politics, or the economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the methods used by some states to restrict the roles of certain groups within society, politics, or the economy.
* Critically analyze secondary sources discussing the impact of restricted roles on social and economic development (requires secondary source stimulus).
* Describe the religious or ethnic justifications used by states to limit the roles of certain groups in society.
* Explain the long-term effects of limiting certain groups' roles within historical empires and societies.
* Identify specific social, political, or economic groups that had their roles limited by state policies in various historical empires and societies.
* Interpret and evaluate primary source documents that reflect state policies on restricting roles of certain groups (requires primary source stimulus).
* Use historical reasoning to compare the motivations behind limiting roles of certain groups in different empires or states during the early modern period.

Assessment Boundaries:
* Focus on examples from the Mughal and Ottoman empires to illustrate how and why they limited certain groups' roles in society, politics, or the economy. Exclude examples from other empires or any in-depth analysis of how these practices evolved over time.

Common Misconceptions:
* Some students believe that the exclusion or limitation of certain groups was overt and legally enshrined, failing to acknowledge the subtler, systemic methods that were also widespread.
* Students might assume that the limitations imposed on certain groups were based on economic reasons, without understanding the influence of political and social factors.
* Students often think that marginalized groups were affected by these limitations; they might not realize that powerful groups also faced restrictions during different regimes or under varying circumstances.
* There is a common misconception that states had policies towards diverse groups, not recognizing the variability and complexity of different historical contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.7
Cluster Name: 7. Changing Social Hierarchies from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 850.0
Standard ID: Unit 4: Learning Objective M
Standard Description: Explain how social categories, roles, and practices have been maintained or have changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.8
Cluster Name: 8. Continuity and Change from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: KC-4.1.II
Standard Description: Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.8
Cluster Name: 8. Continuity and Change from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 890.0
Standard ID: KC-4.1.II.A
Standard Description: The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns-all of which made transoceanic travel and trade possible.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.8
Cluster Name: 8. Continuity and Change from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 900.0
Standard ID: KC-4.2.II
Standard Description: The demand for labor intensified as a result of the growing global demand for raw materials and finished products. Traditional peasant agriculture increased and changed in nature, plantations expanded, and the Atlantic slave trade developed and intensified.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.8
Cluster Name: 8. Continuity and Change from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 910.0
Standard ID: KC-4.3.III.ii
Standard Description: Economic disputes led to rivalries and conflict between states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 4
Unit Name: Transoceanic Interconnections
Cluster ID: AP World Topic 4.8
Cluster Name: 8. Continuity and Change from 1450 to 1750
Lesson Name: *None specified*
Lesson Order: 880.0
Standard ID: Unit 4: Learning Objective N
Standard Description: Explain how economic developments from 1450 to 1750 affected social structures over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 930.0
Standard ID: KC-5.3.I
Standard Description: The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 237.0
Standard ID: KC-5.3.I+1+A
Standard Description: Explain how the rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of Enlightenment philosophers in the spread of revolutionary ideas across Europe and the Americas.
* Assess the impact of Enlightenment thought on traditional religious and political institutions before 1900.
* Describe the influence of Enlightenment ideas on challenging established traditions and leading to revolutions from 1750 to 1900.
* Evaluate how Enlightenment ideas were adapted and changed in the context of specific revolutions.
* Explain how Enlightenment ideals about government and society contributed to revolutionary movements.
* Explain how the diffusion of Enlightenment thought created a shared ideological base for revolutions in different regions.
* Identify key Enlightenment texts that questioned established norms and analyze their contribution to revolutionary ideas.

Assessment Boundaries:
* Focus on the essential aspects of Enlightenment thought that influenced revolutions and rebellions, particularly those questioning established social and political traditions. Exclude detailed accounts of individual Enlightenment thinkers or exhaustive explanations of Enlightenment impacts outside of revolutionary contexts.

Common Misconceptions:
* Learners may mistakenly believe that Enlightenment ideas spread uniformly and without resistance, rather than understanding the localized challenges and adaptations these ideas faced.
* Some students might incorrectly assume that Enlightenment thought directly caused revolutions, without acknowledging the complex interplay of economic, social, and political factors also at play.
* Students might oversimplify Enlightenment thought, thinking it solely advocated for democracy, while ignoring its critiques and varied interpretations of existing social and political systems.
* There is a common misconception that the Enlightenment's questioning of traditions was universally welcomed, whereas in reality, it often met with significant opposition and varied by region and social class.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: KC-5.3.I.A
Standard Description: Enlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 230.0
Standard ID: KC-5.3.I.A+1+A
Standard Description: Explain how Enlightenment philosophies applied new ways of understanding and empiricist approaches to the natural world.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the significance of empiricism in advancing Enlightenment ideas about the natural world.
* Identify key Enlightenment philosophers who applied empiricist approaches to the natural world.
* Recognize the general influence of empiricism on Enlightenment thinking about the natural world.
* Recognize the role of empiricism in Enlightenment understanding of the natural world.
* Understand the general concept of empiricism in Enlightenment thought about the natural world.

Assessment Boundaries:
* Focus on major Enlightenment philosophers' contributions to natural science and empiricism, including key ideas of Locke, Newton, and Voltaire. Exclude detailed scientific methodology, specific examples of natural phenomena (e.g., planetary motion, optics), and Jonathan Swift's writings. Avoid questions requiring in-depth comparisons between pre-Enlightenment and Enlightenment approaches, as well as those relying on detailed explanations of empiricism and mathematical analysis in scientific observation. Exclude specific details about "Enlightenment scientific methodology," "Newton's combination of mathematical analysis and systematic observation," "Empiricism in scientific understanding," and "Natural world study during the Enlightenment". Avoid mentioning specific Enlightenment philosophers or scientists in questions related to empirical methods or natural world study, unless explicitly discussed in the article. Exclude natural philosophy details, scientific method specifics, Newton's laws, weather patterns, anatomical studies, materialistic interpretations, Thomas Hartwell's work, mechanical universe concepts, fixed laws of motion, practical applications of scientific discoveries, and pre-Enlightenment views of nature. Limit the scope to natural sciences and empiricism, excluding broader political or social philosophies and detailed applications of these empirical approaches outside the natural sciences. Do not include specific scientific theories or philosophers not explicitly discussed in the article.

Common Misconceptions:
* Some students think Enlightenment thinkers completely rejected traditional knowledge, rather than integrating it with new empiricist approaches.
* Students may incorrectly assume that the scientific discoveries of the Enlightenment were universally accepted and did not face significant opposition.
* Students often believe that Enlightenment philosophies were only concerned with abstract thought and did not have practical applications in understanding the natural world.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 231.0
Standard ID: KC-5.3.I.A+2+A
Standard Description: Explain how Enlightenment philosophies applied new ways of understanding and empiricist approaches to human relationships.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Enlightenment philosophies on the development of personal and social identity in the 18th and 19th centuries.
* Assess the impact of Enlightenment thought on subsequent revolutions in the Atlantic world, using primary source documents for support.
* Compare the implications of Enlightenment ideas on human relationships in different regions of the Atlantic world during the Age of Enlightenment.
* Evaluate the role of empiricism in shaping modern political ideas rooted in Enlightenment thought.
* Explain how empiricist approaches encouraged a scientific examination of social relationships during the Enlightenment.
* Identify key Enlightenment philosophers who contributed to new ways of understanding human relationships and describe their ideas.
* Use visual sources, such as portraits or illustrations of Enlightenment thinkers, to discuss their contributions to the understanding of human relationships.

Assessment Boundaries:
* Focus on how Enlightenment philosophies utilized empiricism and reason to redefine human relationships, including the concepts of individual rights and the social contract. Exclude broader discussions of empiricist approaches to the natural world or detailed biographies of Enlightenment philosophers.

Common Misconceptions:
* Students could erroneously believe that Enlightenment thinkers unanimously agreed on their views about human relationships, ignoring the diversity of thought and the debates among philosophers regarding the application of empirical methods to the social world.
* Students may misconstrue Enlightenment philosophies as purely theoretical and disconnected from practical human relationships, not realizing that these philosophies had concrete applications and effects on social dynamics.
* Students may overlook the influence of earlier philosophical traditions on Enlightenment ideas, thinking these were entirely novel without any historical roots or context.
* Students might mistakenly think that empircist approaches were solely scientific and were not applied to social issues such as governance, education, and interpersonal relationships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 232.0
Standard ID: KC-5.3.I.A+3+A
Standard Description: Explain how Enlightenment philosophies reexamined the role that religion played in public life.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Enlightenment ideas about religion contributed to reforms or movements that reduced the power of religious institutions in public affairs.
* Compare the arguments of two different Enlightenment philosophers regarding the role of religion in public life.
* Describe the methods Enlightenment philosophers used to study and critique the role of religion in public life.
* Discuss the broader implications of Enlightenment critiques of religion on the development of secular states in the 18th and 19th centuries.
* Explain the impact of Enlightenment thinking on the perception and role of religion within government institutions.

Assessment Boundaries:
* Focus on how Enlightenment philosophies reexamined religion's integration and influence on public policies, societal norms, and governance. Exclude an in-depth analysis of the development of natural rights, the social contract, or other non-religious aspects of Enlightenment thinking.

Common Misconceptions:
* A common misunderstanding is that Enlightenment philosophies uniformly promoted the separation of church and state without recognizing the nuanced views of various philosophers.
* Students may assume the Enlightenment ideals uniformly promoted secularism, ignoring that several Enlightenment thinkers integrated religious principles with reason.
* Students might neglect the diversity of religious thought during the Enlightenment, wrongly thinking it was a monolithic move towards atheism.
* Students often believe the Enlightenment was uniformly anti-religious, failing to understand that many philosophers sought not to eliminate religion but to reform its role in public life.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 233.0
Standard ID: KC-5.3.I.A+4+A
Standard Description: Explain how Enlightenment philosophies emphasized the importance of reason.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Enlightenment philosophies applied empirical methods to the study of both the natural world and human societies.
* Compare primary and secondary sources that reflect Enlightenment perspectives on the importance of reason, identifying the main arguments and evidence used by the authors.
* Describe the impact of reason on the development of political theories during the Enlightenment, such as the social contract and natural rights.
* Evaluate the long-term effects of Enlightenment emphasis on reason in the context of subsequent political and social developments, such as revolutions and reforms.
* Explain how Enlightenment ideas about reason influenced the reexamination of religion's role in public life and its separation from state governance.
* Explain the ways in which Enlightenment thinkers critiqued traditional authority and promoted rational and empirical approaches to knowledge and governance.
* Identify key Enlightenment philosophers and their contributions to the emphasis on reason during the Enlightenment period.

Assessment Boundaries:
* Assess the contribution of key Enlightenment philosophers, such as John Locke, Voltaire, and Montesquieu, to the emphasis on reason without requiring students to detail the broader impacts of their works on other Enlightenment ideas.

Common Misconceptions:
* Students may believe that reason was valued by the Enlightenment solely for scientific inquiry, without understanding its application to human society and governance.
* Students may oversimplify Enlightenment thought, thinking that reason was uniformly and universally accepted by all thinkers of the time.
* Students might assume the emphasis on reason resulted in an abandonment of all religious and traditional beliefs, rather than a re-examination or reform.
* There might be a misconception that the importance of reason was a sudden development during the Enlightenment, ignoring its roots in earlier philosophical traditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 234.0
Standard ID: KC-5.3.I.A+5+A
Standard Description: Explain how Enlightenment philosophers developed new political ideas about the individual.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Enlightenment ideas on the development of concepts such as natural rights and the social contract.
* Compare the perspectives of different Enlightenment thinkers on the role of the individual in society.
* Describe the contributions of Enlightenment philosophers to political ideas about individual rights.
* Evaluate how critiques of religion by Enlightenment philosophers influenced their political theories regarding individuality and human rights.
* Explain the role of reason and empiricism in Enlightenment philosophies regarding individual rights.
* Use primary sources from Enlightenment texts to illustrate the shift in political thought about the individual's role and rights in society.

Assessment Boundaries:
* Include an understanding of new political ideas focusing specifically on the concepts of the individual as developed by Enlightenment philosophers such as John Locke, Jean-Jacques Rousseau, and Montesquieu. Exclude detailed evaluation of natural rights or the social contract unless they are invoked explicitly to elaborate on the individual.

Common Misconceptions:
* Students could misunderstand that the Enlightenment ideas about individual rights and political structures were entirely new concepts, ignoring their roots in earlier philosophical and political thought.
* Students may believe that Enlightenment philosophers uniformly agreed on all new political ideas about the individual, without recognizing the diversity of thought within the movement.
* Students might fail to grasp the pragmatic limitations of Enlightenment ideas, such as how societal norms and political power balances affected the implementation of these new political ideas.
* Students might simplify the Enlightenment's impact by assuming it immediately and uniformly influenced political changes across Europe and the Americas, rather than understanding the gradual and varied adoption of these ideas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 235.0
Standard ID: KC-5.3.I.A+6+A
Standard Description: Explain how Enlightenment philosophers developed new political ideas about natural rights.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Enlightenment theories of natural rights on subsequent political revolutions of the 18th and 19th centuries.
* Compare the differing perspectives on natural rights among key Enlightenment philosophers.
* Describe the main political ideas proposed by Enlightenment philosophers regarding natural rights.
* Explain how Enlightenment philosophers' ideas about natural rights challenged traditional views of authority and governance.
* Identify and describe the historical context that led to the development of Enlightenment ideas about natural rights.
* Using primary source excerpts from Enlightenment texts, explain how specific arguments support the concept of natural rights (requires stimulus).

Assessment Boundaries:
* Focus on the development of key Enlightenment concepts such as inalienable natural rights as articulated by philosophers like John Locke, Jean-Jacques Rousseau, and Voltaire. Exclude other aspects of Enlightenment thought, including empiricism and the role of religion.

Common Misconceptions:
* It is a common error to believe that the idea of natural rights was entirely new and unique to the Enlightenment, rather than recognizing that these ideas were built upon earlier philosophical traditions.
* Some students may incorrectly assume that natural rights included all types of rights (e.g., economic or social rights), rather than focusing on life, liberty, and property as emphasized by philosophers like John Locke.
* Students may think that the concept of natural rights was universally accepted and straightforward, ignoring the significant philosophical debates and variations in interpretation among Enlightenment thinkers.
* There can be a misunderstanding that natural rights were only theoretical and had no practical impact on political actions, not recognizing their influence on revolutionary movements and political documents like the Declaration of Independence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 236.0
Standard ID: KC-5.3.I.A+7+A
Standard Description: Explain how Enlightenment philosophers developed new political ideas about the social contract.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze selected passages from primary texts by Enlightenment philosophers—the 'Two Treatises of Government' by John Locke, 'The Social Contract' by Jean-Jacques Rousseau, and others—detailing their views on the social contract.
* Compare and contrast the interpretations of the social contract by different Enlightenment philosophers.
* Corroborate philosophical ideas with specific historical events or movements to demonstrate their practical application.
* Explain how the ideas of the social contract influenced the governance structures and political movements in the Atlantic world, particularly focusing on their adoption in the American and French revolutions.
* Explain the historical context in which these Enlightenment ideas emerged and how they were influenced by earlier political philosophies.
* Explain what the social contract is and how it represents a new way of understanding the relationship between the individual and the state.
* Identify major Enlightenment philosophers who contributed to the development of social contract theories.

Assessment Boundaries:
* Focus on the key Enlightenment philosophers who developed the social contract theory, such as John Locke, Jean-Jacques Rousseau, and Thomas Hobbes. Limit the scope to their contributions and views on the social contract itself. Exclude other political ideas or broader philosophies not directly related to the social contract.

Common Misconceptions:
* Some students may conflate the social contract exclusively with democratic ideas, not recognizing its broader impact on various governance structures.
* Students may think the social contract was developed by a single philosopher rather than multiple Enlightenment thinkers with different interpretations.
* Students might assume that the social contract concept was static, not understanding how it evolved and influenced different political movements over time.
* Students might believe the social contract was universally accepted and implemented quickly and uniformly across societies, ignoring the resistance and variations in adoption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: KC-5.3.I.C
Standard Description: Enlightenment ideas and religious ideals influenced various reform movements. These reform movements contributed to the expansion of rights, as seen in expanded suffrage, the abolition of slavery, and the end of serfdom.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 239.0
Standard ID: KC-5.3.I.C+1
Standard Description: Explain how Enlightenment ideas influenced various reform movements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of Enlightenment ideals on the expansion of suffrage.
* Compare the influence of Enlightenment ideas on reform movements across different regions.
* Describe the impact of Enlightenment ideas on the abolition of slavery.
* Evaluate the role of Enlightenment ideas in the end of serfdom in Europe.
* Explain how Enlightenment philosophies contributed to the women's rights movement.

Assessment Boundaries:
* Focus on the influence of Enlightenment ideas such as liberty, equality, and fraternity on specific reform movements like the abolition of slavery, expanded suffrage, and the end of serfdom. Exclude detailed accounts of religious ideals and their specific impacts on these reform movements.

Common Misconceptions:
* Students may misunderstand the relationship between Enlightenment ideas and religious ideals, often assuming that the two were always in conflict, rather than seeing how they sometimes complemented each other in reform movements.
* Students may oversimplify the influence of Enlightenment ideas, attributing reforms solely to these ideas without considering other social, economic, and political factors.
* Students may think that Enlightenment ideas were monolithic and uniformly accepted across reform movements without recognizing the diverse interpretations and adaptations of these ideas in different contexts.
* Students might believe that Enlightenment ideas only influenced Western reform movements, ignoring their impact on global movements, such as those in Latin America and the Caribbean.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 241.0
Standard ID: KC-5.3.I.C+3
Standard Description: Explain how reform movements influenced by Enlightenment ideas and religious ideals contributed to the expansion of rights, as seen in expanded suffrage.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the connection between specific Enlightenment thinkers’ ideas and the push for expanded suffrage during reform movements.
* Compare and contrast the roles of Enlightenment and religious ideals in advocating for expanded suffrage during reform movements.
* Describe the influence of Enlightenment ideals on the expansion of suffrage during the reform movements.
* Evaluate the historical significance of expanded suffrage as an outcome of reform movements influenced by Enlightenment and religious ideals.
* Explain how religious ideals contributed to the expansion of rights, with a focus on expanded suffrage.
* Identify and analyze primary sources that illustrate the influence of Enlightenment and religious ideals on the expansion of suffrage (Stimulus-based).

Assessment Boundaries:
* Focus on the influence of Enlightenment ideas and religious ideals on reform movements that specifically led to the expansion of suffrage. Exclude effects on the abolition of slavery or the end of serfdom.

Common Misconceptions:
* Students may believe that expanded suffrage was the same across different regions and countries, overlooking the varying timelines and specific groups enfranchised.
* Students may think that Enlightenment ideas and reforms promoting suffrage were universally supported, ignoring significant contemporary resistance and opposition.
* Students might misunderstand the Enlightenment's impact on suffrage as immediate and complete, not recognizing the gradual and often contentious nature of the reforms.
* Students might overlook the role of religious ideals in promoting suffrage reforms, believing Enlightenment ideas alone were responsible.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 242.0
Standard ID: KC-5.3.I.C+4
Standard Description: Explain how reform movements influenced by Enlightenment ideas and religious ideals contributed to the expansion of rights, as seen in the abolition of slavery.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Enlightenment principles on the shift in legal frameworks and policies regarding slavery.
* Compare the abolition movements in different regions (e.g., the Americas and Europe) and how each was influenced by Enlightenment and religious ideals.
* Describe the role of religious ideals in shaping and advancing the arguments for the abolition of slavery.
* Explain how Enlightenment ideas of liberty and equality influenced the abolitionist movements in the 18th and 19th centuries.
* Explain how the abolition of slavery fits within the broader context of Enlightenment-driven social reforms
* Explain the connection between abolitionist literature during the Enlightenment and the mobilization of public opinion against slavery.
* Identify key Enlightenment thinkers whose ideas contributed to the development of abolitionist thought.
* Identify the significant events and figures associated with the abolition of slavery and their reliance on Enlightenment ideas.

Assessment Boundaries:
* Emphasize the role of Enlightenment ideas in the abolition of slavery within specific societies, such as the United States, Haiti, and Britain. Exclude broader discussions of expanded suffrage or the end of serfdom in other regions.

Common Misconceptions:
* Students may assume that Enlightenment ideas were the sole reason for the abolition of slavery, ignoring the significant contributions of religious ideals and economic factors.
* Students might believe that the Enlightenment's influence on the abolition of slavery was immediate and universally accepted, rather than a gradual and heavily contested process.
* Students might think that reform movements influenced by Enlightenment ideas only took place in Western countries, overlooking the global impact of these ideas.
* There can be a misunderstanding that all Enlightenment thinkers uniformly supported the abolition of slavery, whereas in reality, opinions among Enlightenment thinkers were diverse and sometimes contradictory.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 243.0
Standard ID: KC-5.3.I.C+5
Standard Description: Explain how reform movements influenced by Enlightenment ideas and religious ideals contributed to the expansion of rights, as seen in the end of serfdom.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how reform movements used Enlightenment principles to campaign for the abolition of serfdom.
* Compare the abolition of serfdom in different regions, focusing on the influence of Enlightenment ideas.
* Describe the process by which serfdom was abolished in various regions as a result of Enlightenment-influenced reform movements.
* Evaluate the impact of Enlightenment ideas on the success of movements that aimed to end serfdom.
* Explain the role of religious ideals in reform movements aimed at ending serfdom.
* Explain the significance of cultural and social contexts in shaping Enlightenment-inspired movements to end serfdom.
* Identify specific Enlightenment ideas that influenced the end of serfdom and expanded rights.
* Use primary source passages from Enlightenment thinkers to explain their influence on the abolition of serfdom.

Assessment Boundaries:
* Focus on the role of Enlightenment ideas, particularly those advocating for human rights and rationality, in shaping reform movements that led to the end of serfdom. Exclude broader examinations of other Enlightenment-influenced reforms like expanded suffrage or the abolition of slavery.

Common Misconceptions:
* Some might think that Enlightenment thinkers advocated directly for the end of serfdom as a primary goal, rather than focusing broadly on individual rights and freedom.
* Students may assume that serfdom ended uniformly at the same time across different regions, ignoring the varied timelines and processes involved.
* Students may believe that the end of serfdom was solely due to Enlightenment ideas, without recognizing the influence of economic changes and pressures.
* There may be a misunderstanding that the end of serfdom was immediately and universally beneficial for former serfs, overlooking the socio-economic challenges that persisted.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 940.0
Standard ID: KC-5.3.II.i
Standard Description: Nationalism also became a major force shaping the historical development of states and empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 238.0
Standard ID: KC-5.3.II.i+1+A
Standard Description: Explain why nationalism also became a major force shaping the historical development of states and empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of nationalist movements in transforming empires and discuss their long-term impacts on global geopolitics.
* Describe similarities and differences in nationalist movements in different regions around the world during this period.
* Evaluate how the ideological principles of nationalism served as either a unifying or divisive force in various historical contexts.
* Explain how nationalism contributed to the unification of nation-states, specifically drawing on examples from European history.
* Explain the importance of nationalism in the political and cultural discourse surrounding revolutions in the Atlantic world from 1750 to 1900.
* Identify key elements of nationalism and how they influenced the formation of states and empires during the period from 1750 to 1900.
* Interpret statistical data to assess the rise of nationalist sentiments within multiple regions and their correlation with revolutionary activities. (Stimulus required)
* Using primary source material, assess the impact of nationalism on social structures and political boundaries in a specific region during this period. (Stimulus required)

Assessment Boundaries:
* Limit the examination to the impact of nationalism on state formation and consolidation in Europe and the Americas, including specific examples such as Italian and German unification, and the influence of nationalism in revolutionary movements. Exclude detailed analysis of nationalism’s effects in non-Western contexts during the same period.

Common Misconceptions:
* Some students might overlook the role of culture, language, and history in fostering national identity, simplistically attributing nationalism solely to political factors.
* Students may mistakenly assume that the rise of nationalism was an inevitable consequence of historical development, ignoring the specific social, economic, and political catalysts that spurred its growth.
* Students might think that nationalism was a uniform force, not recognizing its different manifestations and impacts across various regions and times.
* There is a misconception that nationalism only played a positive role in unifying countries, overlooking how it also fueled aggressive expansion and conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 960.0
Standard ID: KC-5.3.IV.B
Standard Description: Demands for women's suffrage and an emergent feminism challenged political and gender hierarchies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 244.0
Standard ID: KC-5.3.IV.B+1
Standard Description: Explain how demands for women's suffrage challenged political hierarchies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of key figures and events in the women's suffrage movement in challenging political hierarchies.
* Assess the reactions of political leaders and institutions to the demands for women's suffrage and how these reactions influenced the movement's progress.
* Describe the main arguments used by advocates for women's suffrage to challenge political hierarchies.
* Evaluate the impact of women's suffrage on the reformation of political structures in the 19th and 20th centuries.
* Explain how demands for women's suffrage influenced public policies and societal norms regarding political power distribution.

Assessment Boundaries:
* Focus on the key proponents of women's suffrage during the 18th and 19th centuries, such as Mary Wollstonecraft and the Seneca Falls Convention, and analyze their arguments against existing political hierarchies. Exclude specific regional suffrage movements beyond these key examples.

Common Misconceptions:
* Students frequently misunderstand the incremental nature of suffrage movements, expecting immediate results instead of recognizing the long, gradual process of challenging entrenched political hierarchies.
* Students may assume that demands for women's suffrage were solely about voting rights, misunderstanding the broader implications for political participation and representation in government.
* Students may believe that the demand for women's suffrage was a minor or isolated movement, rather than a widespread and significant challenge to existing political structures.
* There can be a misconception that opposition to women's suffrage was unanimous and monolithic, overlooking the diversity of opinions and levels of support even among political figures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 245.0
Standard ID: KC-5.3.IV.B+2
Standard Description: Explain how an emergent feminism challenged gender hierarchies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of feminist ideas on social and political movements of the 18th and 19th centuries.
* Assess the role of feminist thinkers in challenging and redefining the concept of women's roles in society.
* Compare the demands for gender equality in the Enlightenment period to those in earlier historical contexts.
* Describe the key ideas and figures of emergent feminism during the Enlightenment period.
* Discuss how feminist movements during the Enlightenment influenced subsequent women's rights movements globally.
* Examine the relationship between Enlightenment thoughts and the emergence of feminist movements using primary source documents as stimuli.
* Explain how the writings of Enlightenment feminists questioned traditional gender roles.

Assessment Boundaries:
* Include the key concepts and figures related to emergent feminism such as Mary Wollstonecraft’s "A Vindication of the Rights of Woman", Olympe de Gouges’s "Declaration of the Rights of Woman and of the Female Citizen", and the Seneca Falls Conference of 1848 in challenging gender hierarchies. Exclude coverage of broader social and political movements unrelated to the feminist efforts of this period.

Common Misconceptions:
* Students may believe that emergent feminism was universally accepted and faced little resistance, failing to understand the significant opposition from various social, religious, and political groups.
* Students may think that feminism in the 18th century was a unified and cohesive movement, rather than a collection of diverse and sometimes conflicting ideas and demands.
* Students might assume that emergent feminism only included calls for women's suffrage, ignoring other demands like education, property rights, and legal reform.
* Students might overlook the contributions of non-Western feminists and the global nature of the early feminist movements, perceiving it as an exclusively Western phenomenon.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 920.0
Standard ID: Unit 5: Learning Objective A
Standard Description: Explain the intellectual and ideological context in which revolutions swept the Atlantic world from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.1
Cluster Name: 1. The Enlightenment: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 950.0
Standard ID: Unit 5: Learning Objective B
Standard Description: Explain how the Enlightenment affected societies over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.10
Cluster Name: 10. Continuity and Change in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: KC-5.1.IV
Standard Description: Railroads, steamships, and the telegraph made exploration, development, and communication possible in interior regions globally, which led to increased trade and migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.10
Cluster Name: 10. Continuity and Change in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1220.0
Standard ID: KC-5.3.I
Standard Description: The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.10
Cluster Name: 10. Continuity and Change in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1210.0
Standard ID: KC-5.3.I.A
Standard Description: Enlightenment philosophies applied new ways of understanding and empiricist approaches to both the natural world and human relationships; they also reexamined the role that religion played in public life and emphasized the importance of reason. Philosophers developed new political ideas about the individual, natural rights, and the social contract.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.10
Cluster Name: 10. Continuity and Change in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1230.0
Standard ID: KC-5.3.II.i
Standard Description: Nationalism also became a major force shaping the historical development of states and empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.10
Cluster Name: 10. Continuity and Change in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1200.0
Standard ID: Unit 5: Learning Objective K
Standard Description: Explain the extent to which industrialization brought change from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1000.0
Standard ID: KC-5.3.I.B
Standard Description: The ideas of Enlightenment philosophers, as reflected in revolutionary documents- including the American Declaration of Independence during the American Revolution, the French 'Declaration of the Rights of Man and of the Citizen' during the French Revolution, and Bolívar's 'Letter from Jamaica' on the eve of the Latin American revolutions- influenced resistance to existing political authority, often in pursuit of independence and democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 258.0
Standard ID: KC-5.3.I.B+1
Standard Description: Explain how and why the ideas of Enlightenment philosophers, as reflected in the American Declaration of Independence during the American Revolution, influenced resistance to existing political authority, often in pursuit of independence and democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the ideological framework of Enlightenment thinkers influenced American revolutionary leaders and their arguments for resisting British political authority.
* Describe key Enlightenment principles embedded in the American Declaration of Independence and how these ideas articulate concepts of natural rights and social contract theory.
* Evaluate the impact of Enlightenment ideals on the pursuit of democratic governance in the American colonies, focusing on equality, liberty, and popular sovereignty as stated in the Declaration of Independence.
* Explain how Enlightenment philosophy, particularly John Locke’s ideas on government and individual rights, provided a foundation for the American quest for independence.
* Explain how specific ideas from the American Declaration of Independence influenced broader global revolutionary movements in terms of their resistance to existing political authorities.

Assessment Boundaries:
* Include the influence of Enlightenment ideas on the American Declaration of Independence, such as concepts of natural rights, social contract theory, and the right to revolution. Exclude the detailed study of Enlightenment documents that did not directly influence the American Declaration of Independence or revolutions outside the American context.

Common Misconceptions:
* Some might think that the pursuit of independence in the American Revolution was strictly a result of economic grievances like taxation without representation, ignoring the deeper philosophical motivations tied to Enlightenment ideals.
* Students may incorrectly believe that the American Declaration of Independence solely drew upon common sense and practical governance ideas prevalent in colonies, overlooking the profound influence of Enlightenment philosophers such as John Locke and Jean-Jacques Rousseau.
* Students often assume that the enlightenment ideas reflected in the American Declaration of Independence were universally accepted at the time, not realizing that these concepts were revolutionary and challenged deeply entrenched political and social norms.
* There is a misconception that the Declaration of Independence was an isolated document in terms of its ideological origins, rather than recognizing it as part of a broader philosophical movement that sought to challenge established authorities and promote natural rights.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 259.0
Standard ID: KC-5.3.I.B+2
Standard Description: Explain how and why the ideas of Enlightenment philosophers, as reflected in the French "Declaration of the Rights of Man and of the Citizen" during the French Revolution, influenced resistance to existing political authority, often in pursuit of independence and democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ways in which the "Declaration of the Rights of Man and of the Citizen" challenged existing political authority in France.
* Compare the political principles in the "Declaration of the Rights of Man and of the Citizen" with other revolutionary documents of the period.
* Describe the Enlightenment ideals expressed in the French "Declaration of the Rights of Man and of the Citizen."
* Evaluate the influence of the "Declaration of the Rights of Man and of the Citizen" on the pursuit of democratic ideals in Revolutionary France and beyond.
* Explain how Enlightenment ideas inspired political changes during the French Revolution as documented in the "Declaration of the Rights of Man and of the Citizen."
* Explain how Enlightenment philosophers' ideas, as reflected in the Declaration, were used to justify resistance to the French monarchy.

Assessment Boundaries:
* Include analysis of how the French "Declaration of the Rights of Man and of the Citizen" represented Enlightenment ideas of natural rights and the social contract, and how these ideas motivated resistance against the French monarchy and aristocracy. Exclude detailed studies of specific events of the French Revolution.

Common Misconceptions:
* Some students may misunderstand the role of the Declaration, thinking of it as merely symbolic rather than recognizing its practical applications and its inspiration to other revolutionary movements worldwide.
* Students may believe that the Enlightenment ideas were universally accepted and implemented immediately, failing to recognize the resistance and conflicts they generated, particularly among the existing power structures.
* Students might think that the Declaration of the Rights of Man and of the Citizen was solely a product of French thinking, ignoring its basis in broader Enlightenment ideals that were shared across Europe and America.
* Students often assume that the Declaration led directly to democracy, overlooking the complex and often violent path, including the Reign of Terror and the rise of Napoleon, that France followed after its adoption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 260.0
Standard ID: KC-5.3.I.B+3
Standard Description: Explain how and why the ideas of Enlightenment philosophers, as reflected in Bolívar's "Letter from Jamaica" on the eve of the Latin American revolutions, influenced resistance to existing political authority, often in pursuit of independence and democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the direct and indirect effects of Enlightenment ideals as reflected in Bolívar's 'Letter from Jamaica' on the pursuit of independence in Latin America.
* Analyze the motivations behind Bolívar's advocacy for independence in the context of Enlightenment thought.
* Compare the influence of Enlightenment ideas in Bolívar's writings with those in other revolutionary documents, such as the American Declaration of Independence and the French 'Declaration of the Rights of Man and of the Citizen'.
* Evaluate the impact of Bolívar's 'Letter from Jamaica' on other leaders and movements of the Latin American revolutions.
* Explain how the principles in the 'Letter from Jamaica' appealed to the aspirations for independence and democratic governance in Latin America.
* Identify the key Enlightenment ideas presented in Bolívar's 'Letter from Jamaica'.

Assessment Boundaries:
* Include the Enlightenment ideals reflected specifically in Bolívar's "Letter from Jamaica" that inspired Latin American revolutions, focusing on themes such as the pursuit of independence and democratic governance. Exclude detailed comparisons with other revolutionary documents or figures.

Common Misconceptions:
* Some students might think that the Latin American revolutions were purely inspired by local grievances and may overlook the significant influence of Enlightenment ideas disseminated by Bolívar and others.
* Students may believe that Bolívar's "Letter from Jamaica" was solely about criticizing Spanish rule rather than understanding its broader Enlightenment-based arguments for independence and democratic governance.
* Students might assume that Enlightenment ideas in Latin America were adopted verbatim from European contexts, without recognizing how figures like Bolívar adapted these ideas to fit the unique political and social landscapes of Latin American colonies.
* There may be a misconception that the impact of the "Letter from Jamaica" was immediate and universal across Latin America, rather than a document that gradually influenced revolutionary thoughts and actions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: KC-5.3.II.ii
Standard Description: People around the world developed a new sense of commonality based on language, religion, social customs, and territory. This was sometimes harnessed by governments to foster a sense of unity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 247.0
Standard ID: KC-5.3.II.ii+2
Standard Description: Explain how people around the world developed a new sense of commonality based on shared cultural and social factors

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a text-based source to identify how nationalist movements influenced a sense of common identity in different regions between 1750 and 1900, and explain how the source's viewpoint, purpose, and historical situation reveal the spread and impact of these movements.
* Analyze the role of missionary activities in fostering a global sense of commonality based on religion during this period.
* Compare the impacts of nationalist movements on the unity of different ethnic and social groups across multiple regions between 1750 and 1900.
* Describe how the spread of nationalist ideologies contributed to a sense of commonality among different societies between 1750 and 1900.
* Evaluate primary and secondary source materials to identify the influence of nationalism in unifying diverse populations during the age of revolution and rebellion between 1750 and 1900.
* Explain the connection between nationalist ideologies and the development of shared political identities in various global contexts between 1750 and 1900.

Assessment Boundaries:
* Exclude missionary activities, Islamic cultural spread, printing press and religious ideas, immigration and nativist movements, and specific cultural aspects of nationalism (language and social customs) from the data model. Focus questions on nationalism and political revolutions between 1750-1900, avoiding religious, technological, and cultural themes not covered in the source material.

Additionally, exclude Religious-Cultural Nation Building, religious unity in nationalism, and specific religious roles in national identity (e.g., Catholic Church in France, Orthodox Church in Russia). Avoid mentioning religious administration in specific empires (e.g., Ottoman), divine right concepts, and religious commonality in identity formation. Questions should not focus on religious movements or practices outside the 1750-1900 time period. Do not include examples of how different religious movements or beliefs contributed to the development of a common identity. Exclude all religious movements (Wahhabi, Hindu revival, Islamic reforms) and specific regional focuses not covered in the main article (e.g., 18th century Arabia, British India). Remove topics related to cultural standardization and any niche or specific religious concepts. Avoid discussing key movements or figures such as Wahhabism in the Islamic world, the role of Christianity in the Enlightenment period, and the Hindu revivalism in colonial India. Also exclude minor sects or detailed theological debates among factions within these larger movements.

Common Misconceptions:
* It is a common misunderstanding that nationalist movements developed in isolation from other political and economic factors, rather than as part of an interconnected process.
* Students may believe that the religious movements of this era were entirely unified and harmonious, not recognizing the significant internal divisions and conflicts that could exist within them.
* Students may think that the development of nationalist movements was a passive process driven solely by grassroots efforts, failing to acknowledge the role of state and institutional efforts in promoting a unified national identity.
* Students often assume that religious influences during this period were purely spiritual, without considering their broader societal impacts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 248.0
Standard ID: KC-5.3.II.ii+3
Standard Description: Explain how people around the world developed a new sense of commonality based on social customs.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of political movements and ideologies on community cohesion and group identity between 1750 and 1900.
* Describe how political nationalism and revolutions contributed to the development of a new sense of commonality among people worldwide between 1750 and 1900.
* Discuss the contribution of political ideologies and revolutionary actions to the development of nationalist movements between 1750 and 1900.
* Explain how political ideologies and movements contributed to the development of collective identities in different societies between 1750 and 1900.
* Explain how political ideologies and revolutionary movements contributed to the development of national identities between 1750 and 1900.

Assessment Boundaries:
* Focus on how nationalism, revolutions, and political movements impacted society from 1750-1900. Exclude specific French Revolution social customs (use of "citizen," changes in gatherings, dress styles), Jean-Paul Marat quotes, the People's Festival of Unity, and references to French sociologist Henri Dubois. Avoid mentioning detailed regional customs, foods, and dances. Exclude nationalist music, 19th-century musical nationalism, folk elements in classical music, public gatherings and festivals, fashion changes, café culture, detailed analysis of language, religion, territorial influences, national dress styles, language policies, standardization through education, and shared ceremonies. Avoid mentioning specific composers, musical terms, or detailed cultural practices not covered in the source material on political nationalism and revolutions.

Common Misconceptions:
* A common misconception is that social customs play a limited role in developing a sense of commonality, failing to see the interconnectedness of various elements in fostering national identity.
* Some students may believe that social customs simply play a trivial role in fostering commonality, underestimating their influence on national identity and unity.
* Students often assume that social customs are static, rather than evolving over time in response to various stimuli.
* There is a tendency to oversimplify social customs as being homogeneous across large regions without recognizing local variations and influences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 249.0
Standard ID: KC-5.3.II.ii+4
Standard Description: Explain how people around the world developed a new sense of commonality based on territory.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of territorial changes on the sense of commonality among different groups within an empire or nation-state.
* Compare the development of territorial-based national identities in two different regions, considering historical context and outcomes.
* Describe the role of territorial disputes and negotiations in shaping national identities during the period from 1750 to 1900.
* Explain the relationship between territorial boundaries and the development of nationalism in one or more specific regions during the 18th and 19th centuries.
* Identify key examples of how territorial commonality fostered a sense of unity in different regions around the world from 1750 to 1900.

Assessment Boundaries:
* Include how territorial commonality contributed to nation-state formation and unity during the period from 1750 to 1900. Exclude related developments in language, religion, or social customs, except where they directly intersect with the concept of territorial commonality.

Common Misconceptions:
* Students might assume that territorial commonality was universally accepted and unchallenged, ignoring the conflicts and disputes that arose over boundaries.
* Students might think that the sense of territorial commonality developed evenly across all regions and cultures, ignoring the varied and uneven processes involved.
* There could be a misunderstanding that the development of territorial commonality was always an organic process, without recognizing the role of political and governmental influences in shaping this sense of unity.
* There may be a belief that territorial commonality fully replaced other forms of identity like language or religion, rather than being a component that worked alongside them.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 250.0
Standard ID: KC-5.3.II.ii+5
Standard Description: Explain how people around the world's new sense of commonality based on language, religion, social customs, and territory was sometimes harnessed by governments to foster a sense of unity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how social customs were utilized by governments to create a unified national identity.
* Compare the methods of fostering unity through commonality in different regions, analyzing the various approaches and their outcomes.
* Describe how governments leveraged a shared language to promote national unity during the period from 1750 to 1900.
* Explain how governments harnessed common cultural elements such as language, religion, social customs, and territorial identity to foster a sense of unity among people.
* Explain how the concept of territoriality contributed to the development of national unity under different governments.
* Use primary source documents to identify examples of governmental efforts to harness common cultural elements for unity. (Stimulus needed)

Assessment Boundaries:
* Focus on specific examples from 1750 to 1900 where governments used religion, social customs, or territory to create unity. Exclude broader discussions of nationalism that do not pertain to direct government actions in fostering unity. Avoid questions requiring specific knowledge about cultural policies, national symbols, or religious traditions used for fostering national unity. Exclude civic celebrations, religious customs, national language policies, cultural standardization, religious-cultural nation building, cultural unity markers, Russian imperial policies, and Ottoman Empire reforms from the data model. Do not include Italian Unification Elements, German Unification Process, National Language & Cultural Standardization, or Religious-Cultural Nation Building. Avoid mentioning Meiji Japan's State Shinto implementation or Japanese Modernization.

Common Misconceptions:
* Some students might think that language, religion, social customs, and territory were always harmonious aspects of identity, not recognizing the potential for conflict between these elements.
* Students may assume that the fostering of unity through commonality was equally effective across all regions and populations, not considering the diverse results and degrees of success.
* Students often believe that the sense of commonality was solely positive and without conflict, failing to understand how it could also lead to exclusion or discrimination of those who did not fit into the defined community.
* There is a misconception that governments universally and uniformly promoted these senses of commonality, ignoring variations and resistance at local or individual levels.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1010.0
Standard ID: KC-5.3.II.iii
Standard Description: Newly imagined national communities often linked this new national identity with borders of the state, and in some cases, nationalists challenged boundaries or sought unification of fragmented regions.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 261.0
Standard ID: KC-5.3.II.iii+1
Standard Description: Explain how and why newly imagined national communities often linked their new national identity with borders of the state.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of nationalist leaders in defining state boundaries to align with the perceived national community.
* Compare the nationalist unification processes in Italy and Germany with those in Latin America to identify common and divergent patterns.
* Describe how the concept of national identity was linked to state borders through the process of unification movements in Europe.
* Discuss specific ways in which cultural and historical narratives were used to justify the alignment of national communities with state borders.
* Evaluate how the ideologies of the Enlightenment influenced nationalistic movements to correlate national identity with state borders.
* Explain the economic and political motivations behind the establishment of national boundaries and their alignment with national identities.
* Identify key historical events where nationalist movements succeeded in redefining state boundaries based on national identity concepts.
* Using a map of Europe from the 19th century, identify the territorial changes that occurred due to nationalist movements and explain how these changes reflect the association between national identity and state borders.

Assessment Boundaries:
* Focus on the linkage between new national identities and state borders by newly imagined communities during the specified period. Exclude specifics of nationalistic boundary challenges or unifications of fragmented regions.

Common Misconceptions:
* Many students might oversimplify the reasons behind the linkage, attributing it solely to political motives without considering social, cultural, and economic factors.
* Students may believe that the concept of national borders as linked to national identity is a modern phenomenon, not recognizing its historical roots in the 18th and 19th centuries.
* Students may think that the formation of national borders was a uniform process globally, rather than understanding the diverse and context-specific ways this occurred.
* Students often misconstrue that the linkage of national identity and state borders was a purely peaceful process, overlooking the conflicts and negotiations involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 262.0
Standard ID: KC-5.3.II.iii+2
Standard Description: Explain how and why nationalists sometimes challenged boundaries of fragmented regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Enlightenment ideas on nationalist aspirations and territorial challenges in fragmented regions.
* Analyze the long-term effects of nationalist movements on the political map in fragmented regions from 1750 to 1900.
* Compare the differing methods used by nationalist leaders to challenge and redefine regional boundaries during this period.
* Describe specific examples of nationalist movements that challenged regional boundaries and explain their immediate geographical changes.
* Describe the motivations behind nationalist movements challenging existing boundaries in fragmented regions during the period from 1750 to 1900.
* Explain how economic and political factors influenced nationalist movements to challenge fragmented regional boundaries.
* Explain the role of cultural, linguistic, and ethnic identities in nationalist challenges to fragmented regional boundaries.

Assessment Boundaries:
* Focus on the motivations and methods nationalists used to challenge existing boundaries in fragmented regions, specifically within the context of nationalist movements in Europe, such as the German and Italian unifications, and Balkan nationalisms. Exclude specific details about non-European nationalist movements or broader causes and effects of revolutions from 1750 to 1900 that do not directly relate to the boundary challenges.

Common Misconceptions:
* Many students might incorrectly assume that cultural, linguistic, or religious homogeneity was the primary driver for all nationalist movements, overlooking the role of political, economic, and social factors.
* Students may believe that nationalism was a simple and uniform movement, rather than recognizing it as a complex and varied ideology that manifested differently across regions and contexts.
* Students often mistakenly think that all nationalist movements were motivated by a desire for independence from foreign rule, ignoring cases where nationalists aimed to unify fragmented regions within an existing state.
* There is a common misconception that nationalist challenges to boundaries were solely violent and confrontational, while in many cases, these movements also used diplomacy and political negotiation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 263.0
Standard ID: KC-5.3.II.iii+3
Standard Description: Explain how and why nationalists sometimes sought unification of fragmented regions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how nationalist ideologies unified fragmented regions through shared cultural, linguistic, or historical identities.
* Assess the impact of international diplomacy and alliances in the success or failure of nationalist unification movements.
* Compare and contrast the unification processes of different regions, such as Italy and Germany, and evaluate the unique and common factors that drove these movements.
* Describe the role of military campaigns in the process of unification in regions such as Italy and Germany.
* Evaluate the economic motivations and outcomes of the unification movements within fragmented regions.
* Explain the political and social contexts that led to the nationalist movements advocating for unification of fragmented regions.
* Identify key historical figures involved in the unification movements of fragmented regions during the nationalist era.
* Use primary and secondary sources to explain the role of propaganda and public opinion in supporting nationalist unification efforts. *(Stimulus required for assessment)*

Assessment Boundaries:
* Include motivations and efforts of nationalists in regions such as Germany, Italy, and the Balkans where unification efforts were prominent. Exclude detailed studies of the cultural, social, or economic impacts post-unification.

Common Misconceptions:
* It is a common misconception that regional unification efforts were always driven by unified or homogeneous groups, rather than acknowledging internal divisions and conflicts within nationalist movements.
* Students may believe that nationalism was solely a modern European phenomenon, overlooking its presence in non-European regions during the same period.
* Students might think that the unification efforts were universally successful and swift, disregarding the complex, often prolonged, and contested nature of these movements.
* Students often conflate the goals and methods of unification with those of colonial expansion, failing to recognize the distinct motivations behind nationalist movements for unification.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 990.0
Standard ID: KC-5.3.III.B
Standard Description: Colonial subjects in the Americas led a series of rebellions inspired by democratic ideals. The American Revolution, and its successful establishment of a republic, the United States of America, was a model and inspiration for a number of the revolutions that followed. The American Revolution, the Haitian Revolution, and the Latin American independence movements facilitated the emergence of independent states in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 252.0
Standard ID: KC-5.3.III.B+1
Standard Description: Explain the causes of colonial subjects in the Americas leading a series of rebellions inspired by democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how prior successful revolutions, especially the American Revolution, served as a model for subsequent rebellions in the Americas.
* Describe the influence of Enlightenment ideas on colonial subjects in the Americas and how they inspired revolutionary movements.
* Explain the economic factors that contributed to the discontent and eventual rebellions among colonial subjects in the Americas.
* Explain the significance of specific revolutionary leaders in the Americas and their impact on the spread of democratic ideals.
* Identify and describe the role of social hierarchies and inequalities in prompting revolutionary fervor among the colonized populations in the Americas.

Assessment Boundaries:
* Focus on examining the Enlightenment ideas and their impact on colonial subjects in the Americas, highlighting democratic ideals as a primary cause for their rebellions. Do not cover the detailed outcomes of the American Revolution, Haitian Revolution, or Latin American independence movements.

Common Misconceptions:
* Some students may assume that the success of the American Revolution guaranteed similar outcomes for other rebellions, overlooking the unique challenges and differences faced by movements like the Haitian Revolution and Latin American independence struggles.
* Students often believe that the American Revolution was the sole inspiration for other colonial rebellions in the Americas, ignoring the influence of other factors like Enlightenment ideas and local conditions.
* Students sometimes think that all colonial subjects in the Americas rebelled for the same reasons, failing to recognize the diverse motivations and circumstances across different regions and groups.
* There is a misconception that democratic ideals were universally understood and accepted, without considering the various interpretations and adaptations of these ideals by different colonial societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 253.0
Standard ID: KC-5.3.III.B+2
Standard Description: Explain the effects of colonial subjects in the Americas leading a series of rebellions inspired by democratic ideals.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to determine how different groups within colonial societies perceived and contributed to the rebellions.
* Analyze the economic impacts on newly independent states in the Americas caused by these rebellions.
* Assess the long-term effects of these rebellions on international colonial policies and practices.
* Compare the outcomes of the American Revolution, the Haitian Revolution, and the Latin American independence movements in terms of their effects on colonial rule.
* Describe the political changes in the Americas resulting from the series of rebellions inspired by democratic ideals.
* Evaluate the influence of Enlightenment ideas on the democratic ideals that spurred rebellions in the Americas.
* Explain how the success of the American Revolution served as a model for subsequent rebellions in the Americas.
* Explain the social transformations that occurred in the Americas following the successful independence movements.

Assessment Boundaries:
* Focus on the significant effects of the American, Haitian, and Latin American independence movements in facilitating the emergence of independent states in the Americas. Exclude detailed biographies of individual leaders and specific battles or military tactics used in these rebellions.

Common Misconceptions:
* Some might think that the newly established independent states immediately reflected the democratic principles fought for, rather than recognizing the challenges and compromises that occurred post-independence.
* Students may assume that these rebellions led to immediate and uniform improvements in societal structures, without acknowledging the ongoing struggles and counter-revolutions that followed.
* Students might believe that all colonial rebellions had the same causes and effects, without recognizing the diversity and unique motivations behind each movement.
* There is a common misunderstanding that the influence of democratic ideals was the sole reason behind these rebellions, ignoring the economic and social pressures that also played significant roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 254.0
Standard ID: KC-5.3.III.B+3
Standard Description: Explain how and why the American Revolution, and its successful establishment of a republic, the United States of America, was a model and inspiration for a number of the revolutions that followed.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the American Revolution's emphasis on democratic ideals on other independence movements.
* Describe the ways in which the principles of the American Revolution served as a model for other revolutionary movements in the Americas.
* Explain how the formation and governance of the United States after the American Revolution influenced other colonies seeking independence.
* Explain why the American Revolution's successful establishment of a republic inspired subsequent revolutions.
* Identify the specific democratic ideals from the American Revolution that other colonies adapted or adopted in their own revolutionary movements.

Assessment Boundaries:
* Include explanations of how the American Revolution’s emphasis on democratic ideals and the successful establishment of a republic (United States of America) inspired later revolutions. Exclude detailed mechanisms of those other revolutions unless illustrating specific influences drawn from the American Revolution.

Common Misconceptions:
* Many students assume that the structure of the American republic was directly copied by other revolutionary movements without adaptation to local contexts.
* Students may mistakenly believe that the establishment of a republic in the United States eliminated all social inequalities, ignoring the continued presence of slavery, class distinctions, and limited rights for women and indigenous peoples.
* Students often think that the American Revolution was the sole inspiration for subsequent revolutions, ignoring other influences such as the Enlightenment and local conditions in each region.
* There is a common belief that the American Revolution was entirely successful and uniformly supported, without recognizing the internal conflicts and post-revolution challenges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 255.0
Standard ID: KC-5.3.III.B+4
Standard Description: Explain how the American Revolution facilitated the emergence of independent states in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic consequences of the American Revolution on the colonies and how this facilitated their push for independence.
* Compare the American Revolution's impact on the Haitian Revolution and Latin American independence movements, focusing on their respective outcomes.
* Describe how the American Revolution inspired other colonial subjects in the Americas to seek independence.
* Explain how Enlightenment ideals featured in the American Revolution influenced independence movements in Latin America.
* Explain how the success of the American Revolution created geopolitical shifts that allowed for the emergence of independent states in the Americas.
* Identify the key strategies utilized by American revolutionaries that were adopted by subsequent independence movements in the Americas.

Assessment Boundaries:
* Include the influence of the American Revolution on subsequent independence movements in the Americas, specifically examining the Haitian Revolution and Latin American independence movements. Exclude detailed examinations of the American Revolution's internal causes, course of the war, and its immediate aftermath.

Common Misconceptions:
* Some students may mistakenly believe that the American Revolution's ideas were easily or universally accepted among other colonies, failing to see the varying degrees of resistance and adaptation.
* Students may think the American Revolution was the only factor in the independence movements across the Americas, without recognizing other influences such as the Enlightenment or local conditions.
* Students might assume that all colonial revolutions followed the same pattern as the American Revolution, overlooking the unique causes and outcomes of each.
* There is a tendency to view the American Revolution solely through the lens of military victory, ignoring the significant diplomatic and ideological influences it had on other movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 256.0
Standard ID: KC-5.3.III.B+5
Standard Description: Explain how the Haitian Revolution facilitated the emergence of independent states in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the success of the Haitian Revolution served as a model or inspiration for other anti-colonial movements in Latin America.
* Assess the contribution of the Haitian Revolution to the broader history of anti-slavery and anti-colonial movements globally.
* Compare the Haitian Revolution to other independence movements in the Americas in terms of causes, processes, and outcomes.
* Describe the influence of Haitian independence on the actions and decisions of colonial powers in the Americas.
* Evaluate the role of Haitian revolutionary leaders in promoting the ideologies that underpinned subsequent independence movements in the Americas.
* Explain the impact of the Haitian Revolution on the political landscape of the Americas with reference to the spread of independence movements.
* Identify the main events of the Haitian Revolution and correlate them with the emergence of independent states in the Americas.

Assessment Boundaries:
* Focus on the impact of the Haitian Revolution on the broader independence movements across the Americas, specifically how it influenced the development of independent states. Exclude detailed accounts of the events within the Haitian Revolution itself or the specific battles and strategies used.

Common Misconceptions:
* Some students might think the Haitian Revolution's success was purely military, not understanding the significant ideological and diplomatic efforts involved.
* Students may believe the Haitian Revolution's influence was limited only to Haiti, failing to recognize its broader impact on other Latin American independence movements.
* Students might assume that the Haitian Revolution was solely inspired by the American Revolution, neglecting the specific social and racial contexts that drove the Haitian struggle.
* There is a misconception that the Haitian Revolution had immediate and widespread acceptance in the Americas, ignoring the resistance and fear it generated among other colonial powers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 257.0
Standard ID: KC-5.3.III.B+6
Standard Description: Explain how Latin American independence movements facilitated the emergence of independent states in the Americas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from Latin American independence leaders to identify their arguments and strategies. (stimulus required)
* Analyze statistical data and maps to identify key regions of conflict and liberation in Latin American independence movements. (stimulus required)
* Analyze the role of Latin American independence movements in dissolving colonial rule in the Americas.
* Compare and contrast the Latin American independence movements with other major independence movements globally.
* Describe the key events and figures in the Latin American independence movements between 1750 to 1900.
* Evaluate the impact of the Haitian Revolution and the American Revolution on the Latin American independence movements.
* Evaluate the significance of battles and treaties in the consolidation of independent states in Latin America.
* Explain how democratic ideals influenced the Latin American independence movements.
* Explain how diverse social groups in Latin America (e.g., Creoles, indigenous peoples) contributed to the independence movements.
* Explain the short-term and long-term effects of Latin American independence movements on the regional political landscape.

Assessment Boundaries:
* Focus on the key leaders, events, and outcomes of the major Latin American independence movements, such as those led by Simón Bolívar and José de San Martín. Exclude detailed comparisons with other global revolutions or extensive background on pre-revolutionary colonial conditions.

Common Misconceptions:
* Students may assume that the independence movements in Latin America were solely inspired by the American Revolution, ignoring other influences such as local grievances and the Haitian Revolution.
* Students may believe that all Latin American independence movements were unified and cooperative, rather than recognizing the regional and ideological differences that often caused conflicts.
* Students may misunderstand that the independence movements led to immediate stability and democracy in Latin America, not realizing the subsequent struggles with caudillismo and political fragmentation.
* Students might think that the Latin American independence movements ended European influence entirely, not realizing that economic and cultural ties persisted long after political independence.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 980.0
Standard ID: KC-5.3.IV.A.i
Standard Description: Discontent with monarchist and imperial rule encouraged the development of systems of government and various ideologies, including democracy and 19th-century liberalism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 251.0
Standard ID: KC-5.3.IV.A.i+1
Standard Description: Discontent with monarchist and imperial rule encouraged the development of systems of government and various ideologies, including democracy and 19th-century liberalism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of economic and social conditions on the development of new political systems and ideologies during the 18th and 19th centuries.
* Assess the significance of specific revolutionary movements in promoting democratic and liberal ideologies during the 18th and 19th centuries.
* Compare various ideologies and systems of government that emerged in response to discontent with monarchist and imperial rule.
* Explain the role of Enlightenment ideas in shaping new ideologies and systems of government as a response to monarchist and imperial rule.
* Identify key factors that contributed to discontent with monarchist and imperial rule in the 18th and 19th centuries.
* Using a primary source, analyze how public opinion reflected discontent with monarchist and imperial rule and influenced the rise of new ideologies (stimulus needed).

Assessment Boundaries:
* Focus on the ideological influences that motivated revolutions, specifically the roles of Enlightenment thought, key revolutionary figures, and the impact of specific events (e.g., American Revolution) on the development of democracy and liberalism. Omit details on economic factors or the outcomes of individual revolutions beyond ideological influences.

Common Misconceptions:
* Some students may incorrectly believe that discontent with monarchist and imperial rule was based solely on economic factors, ignoring social and political discontent.
* Students could mistakenly think these ideological shifts were universally accepted and implemented without resistance or conflict, not understanding the complexities and opposition faced during these transitions.
* Students may assume that the only form of government or ideological change was towards democracy and liberalism, overlooking other ideologies that emerged, such as socialism and nationalism.
* There might be a misunderstanding that all political transformations were immediate and widespread, failing to recognize the diversity and gradual nature of political change across different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.2
Cluster Name: 2. Nationalism and Revolutions in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 970.0
Standard ID: Unit 5: Learning Objective C
Standard Description: Explain causes and effects of the various revolutions in the period from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: KC-5.1.I.A
Standard Description: A variety of factors contributed to the growth of industrial production and eventually resulted in the Industrial Revolution, including: -Proximity to waterways; access to rivers and canals, -Geographical distribution of coal, iron, and timber, -Urbanization, -Improved agricultural productivity, -Legal protection of private property, -Access to foreign resources, -Accumulation of capital

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 264.0
Standard ID: KC-5.1.I.A+1
Standard Description: Explain how proximity to waterways, with an emphasis on access to rivers and canals, contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a text-based source to identify the role of key waterways and nearby industrial centers in Europe and North America and explain how the source’s perspective on these waterways highlights their advantages for industrial activity, including transportation, water power, and trade facilitation.
* Analyze how mechanized textile production transformed labor systems and trade patterns during the First Industrial Revolution.
* Describe key textile innovations such as the flying shuttle, spinning jenny, and cotton gin and their impact on manufacturing efficiency.
* Evaluate how textile innovations laid the groundwork for broader industrial changes in the 18th and 19th centuries.
* Evaluate the impact of specific technological innovations in water transport, such as steamships and canal locks, on the efficiency and scale of industrial production. **Stimulus Needed: Primary source passages or images of steamships/canal locks**
* Explain the relationship between textile innovations and the expansion of cotton as a global commodity.

Assessment Boundaries:
* Include the role of proximity to waterways in terms of ease of transportation, availability of water power, and facilitation of trade and raw material import/export. Exclude other factors mentioned in KC-5.1.I.A, such as geographical distribution of coal, urbanization, or legal protection of private property.

Common Misconceptions:
* Some might incorrectly assume that waterways' importance diminished once railroads were introduced, unaware that waterways continued to play a critical role in industrial transportation.
* Students might believe that waterways were the only factor contributing to industrial growth, neglecting the role of coal, iron, timber, and other resources.
* Students might oversimplify the relationship by thinking that proximity to waterways directly caused industrialization, without considering the complex interdependencies such as transportation technology and urbanization.
* There may be a misunderstanding that the equal access to waterways was available to all regions, not recognizing regional differences in access and the impact of infrastructure development.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 265.0
Standard ID: KC-5.1.I.A+2
Standard Description: Explain how geographical distribution of coal, iron, and timber contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of geographical proximity to coal, iron, and timber on the establishment of manufacturing industries during the Industrial Revolution.
* Assess the ways in which the geographical distribution of coal, iron, and timber facilitated the technological innovations and improvements in manufacturing methods during the Industrial Revolution.
* Describe the role of geographical distribution of coal, iron, and timber in the early stages of the Industrial Revolution, including their availability and locations.
* Explain how access to coal, iron, and timber influenced the development of industrial centers and urbanization during the Industrial Revolution.
* Explain the significance of the geographical distribution of coal, iron, and timber in relation to the economic growth and industrial advancements of specific regions during the Industrial Revolution.

Assessment Boundaries:
* Include discussions on the specific ways in which the geographical availability of coal, iron, and timber directly impacted the growth of industrial production in key regions such as Britain. Focus on the importance of these resources in fueling industrial machinery, constructing infrastructure, and advancing technological capabilities. Exclude detailed exploration of other environmental factors such as urbanization or agricultural productivity, which, while relevant to industrialization, are covered under different substandards.

Common Misconceptions:
* Some students might believe that only coal, iron, and timber were involved, ignoring the importance of other environmental and geographical factors that also contributed to industrialization.
* Students may assume that the mere presence of these natural resources automatically led to industrialization, without considering the necessary technological, economic, and social factors that also played critical roles.
* Students may think that coal, iron, and timber were equally available in all regions, neglecting the significance of their specific geographical distribution and concentration in certain areas.
* There may be a misunderstanding that the extraction and use of coal, iron, and timber had no significant negative environmental impacts during the industrial revolution.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 266.0
Standard ID: KC-5.1.I.A+3
Standard Description: Explain how urbanization contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of urbanization in creating labor markets that supported industrial growth from 1750 to 1900.
* Analyze the social and economic effects of urbanization on industrial workers and their communities during the 18th and 19th centuries.
* Describe how urbanization influenced the geographical distribution of industrial centers during the Industrial Revolution.
* Describe the interconnection between urbanization and the availability of financial capital for industrial ventures in the 18th and 19th centuries.
* Evaluate the impact of urban infrastructure developments, such as transportation and housing, on industrial production during the Industrial Revolution.
* Explain how increased urban populations facilitated the development and expansion of industries during the Industrial Revolution.
* Explain how the rise of urban centers contributed to innovations in manufacturing technologies during the Industrial Revolution.
* Identify the processes of urbanization that contributed to the growth of industrial production in the 18th and 19th centuries.

Assessment Boundaries:
* Focus on how urbanization led to the concentration of labor and resources in cities, facilitating the development of factories and industrial infrastructure. Exclude rural and agricultural developments unrelated to urban growth.

Common Misconceptions:
* Some students might underestimate the role of technological innovations in attracting people to urban areas, thinking that urbanization was due solely to agricultural changes.
* Students may think urbanization itself was a direct cause of the Industrial Revolution, rather than a contributing factor that provided labor and markets for industrial production.
* Students often confuse correlation with causation, assuming that urbanization happened solely because industrial production increased, rather than it being a parallel development influenced by multiple factors.
* There is a common misconception that urban areas were always welcoming and ready for industrial growth, ignoring the struggles with infrastructure, sanitation, and living conditions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 267.0
Standard ID: KC-5.1.I.A+4
Standard Description: Explain how improved agricultural productivity contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of surplus agricultural production on urbanization and industrial workforce development.
* Describe the ways improved agricultural productivity contributed to the availability of labor for industrial production.
* Discuss how crop rotation and selective breeding impacted agricultural outputs and industrial growth.
* Evaluate the role of agricultural advancements in the wider economic developments during the Industrial Revolution.
* Explain the relationship between advances in agriculture and the technological innovations of the Industrial Revolution.

Assessment Boundaries:
* Focus on how advancements like crop rotation, new agricultural technologies, and the enclosure movement increased food supply and freed labor, which were pivotal for industrial production growth. Exclude other contributing factors to the Industrial Revolution such as access to waterways, legal property protections, and capital accumulation.

Common Misconceptions:
* Students could assume that improved agricultural productivity occurred evenly across all regions and ignore the regional disparities and specific geographic advantages.
* Students may believe that improved agricultural productivity had an immediate and direct correlation with the rise of industrial cities without understanding the intermediate steps of population growth and labor shift.
* Students might overlook the technological innovations in agriculture, such as crop rotation and selective breeding, that facilitated increased productivity.
* There can be a misconception that agricultural productivity alone was sufficient to spur the Industrial Revolution, neglecting the importance of other factors like access to capital and legal frameworks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 268.0
Standard ID: KC-5.1.I.A+5
Standard Description: Describe how the concept of property rights encouraged investment and innovation, leading to increased production and economic growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the general relationship between property rights and innovation during the Industrial Revolution.
* Describe the role of private property in encouraging investment and innovation during the Industrial Revolution.
* Discuss general factors that influenced the pace of industrial growth during the Industrial Revolution, without focusing on specific regions or national contexts.
* Discuss how private property generally facilitated industrial growth.
* Evaluate how private property influenced social and economic changes during the Industrial Revolution.
* Explain how private property contributed to industrial expansion.

Assessment Boundaries:
* Exclude all legal framework topics related to industrialization (private property rights, patent protections, investment protection, joint-stock companies), financial institutions' role, and property rights legislation; avoid questions requiring knowledge of these topics, their applications, or specific legal protections enabling industrial growth, investment security, or development. Omit national industrial contexts (U.S., German), colonial relationships, urban centers, and specific technological/industrial processes, as well as questions requiring detailed national contexts or extensive outside knowledge. Instead, focus on explaining how legal protection of private property encouraged investment and innovation that spurred industrial production, without detailed case studies of specific laws or legal changes across countries.

Common Misconceptions:
* Students may assume that legal protection of private property was universally applied, ignoring that it could be limited or applied inconsistently based on class, race, or region.
* Students may overlook the general importance of legal protections for private property in facilitating industrial growth.
* Students might believe that legal protection of private property was the sole factor in industrial growth, failing to recognize the interplay with other critical elements such as access to resources and capital.
* There is often a misunderstanding that the legal protection of private property was a new concept during the Industrial Revolution, rather than an evolving principle influenced by earlier legal traditions and reforms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 269.0
Standard ID: KC-5.1.I.A+6
Standard Description: Explain how access to foreign resources contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of foreign resources on urbanization and industrial growth in Europe during the Industrial Revolution.
* Describe the economic relationship between industrialized nations and their colonies regarding resource extraction and trade.
* Evaluate the role of steam-powered transportation and communication technologies in facilitating the movement of foreign resources to industrial centers.
* Explain how the importation of rubber and palm oil contributed to the machinery and manufacturing processes in industrialized nations.
* Identify the foreign resources that were crucial to the growth of industrial production between 1750 and 1900.

Assessment Boundaries:
* Include the utilization of foreign resources like raw materials, markets, and capital in industrial production during the Industrial Revolution. Exclude the broader impact of legal protections and agricultural productivity on industrial growth.

Common Misconceptions:
* Students may think that the Industrial Revolution was solely driven by domestic resources, overlooking the crucial role that access to foreign resources played.
* Students might assume that access to foreign resources was an easy and passive process, ignoring the complex colonial and imperialistic activities involved.
* Students might equate 'resources' strictly with raw materials, failing to consider other critical resources such as labor, markets, and technology transferred from colonies.
* There is a common misconception that all industrial powers had equal access to foreign resources, not recognizing the competitive and unequal nature of imperialism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 270.0
Standard ID: KC-5.1.I.A+7
Standard Description: Explain how accumulation of capital contributed to the growth of industrial production and eventually resulted in the Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of capital accumulation on industrial growth in different regions during the Industrial Revolution, focusing on general patterns rather than specific country comparisons.
* Analyze the impact of accumulated capital on the development of industrial infrastructure and production facilities during the Industrial Revolution.
* Describe how the availability of capital facilitated the investment in new technologies and manufacturing processes during the Industrial Revolution.
* Explain how capital accumulation influenced the creation and expansion of new industries and businesses during the Industrial Revolution.
* Explain how various economic factors and institutions contributed to the accumulation and distribution of capital during the Industrial Revolution.
* Use historical evidence to argue how the accumulation of capital led to significant changes in labor practices and urbanization during the Industrial Revolution (requires stimulus-based assessment with primary source passages or historical data).

Assessment Boundaries:
* Focus on the ways in which the accumulation of capital facilitated investment in technologies and infrastructure, leading to increased industrial output and innovation. Exclude detailed case studies of specific investors or companies.

Common Misconceptions:
* Another common misconception is that the accumulation of capital was driven purely by entrepreneurial individuals, overlooking the role of government policies and financial institutions.
* Students may mistakenly believe that the accumulation of capital meant only accumulating money, and not recognize other forms of capital such as machinery, infrastructure, and human capital, which were also crucial.
* Students might assume that the accumulation of capital was a result solely of domestic savings, without understanding the role of colonial exploitation and foreign investments.
* There could be a misconception that capital accumulation led directly to industrialization without the necessity of technological advancements and innovations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1030.0
Standard ID: KC-5.1.I.C
Standard Description: The development of the factory system concentrated production in a single location and led to an increasing degree of specialization of labor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 271.0
Standard ID: KC-5.1.I.C+1
Standard Description: Explain how the development of the factory system concentrated production in a single location.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how advancements in technology facilitated the centralization of manufacturing processes.
* Describe the geographic and economic factors that led to the concentration of production in single locations during the development of the factory system.
* Evaluate the impact of resource availability on the decision to concentrate production in factories.
* Examine the role of transportation infrastructure in supporting the factory system's development and concentration of production.
* Explain how labor specialization increased with the establishment of factories in centralized locations.

Assessment Boundaries:
* Focus on the reasons for the concentration of production in a single location, such as the availability of resources, transportation infrastructure, and the presence of labor forces. Exclude broader impacts of the factory system on labor or regional economic changes.

Common Misconceptions:
* Students may believe that the factory system was only about the use of new machinery and not recognize how it involved centralizing production in a single location.
* Students may misunderstand that all labor became specialized immediately upon the introduction of factories, ignoring the evolving nature of labor specialization and its relationship to the factory system.
* Students might assume that the factory system only centralized production for efficiency, without understanding the social implications such as increased worker discipline and control.
* Students might think the concentration of production in factories happened instantly, overlooking the gradual implementation of factory systems over several decades.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 272.0
Standard ID: KC-5.1.I.C+2
Standard Description: Explain how the development of the factory system led to an increasing degree of specialization of labor.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic outcomes of labor specialization within the factory system during the Industrial Revolution.
* Compare the division of labor in pre-industrial and industrial economies with a focus on the factory system.
* Describe the skills and tasks that emerged as labor became more specialized in the factory system.
* Explain how technological advancements in the factory system facilitated an increasing degree of labor specialization.
* Identify the key characteristics of the factory system that contributed to the specialization of labor from 1750 to 1900.

Assessment Boundaries:
* Assessments should focus on the relationship between the concentration of production and the rise of specialized labor roles within the factory system. Exclude detailed examination of the technological innovations or machinery that facilitated factory production.

Common Misconceptions:
* Students may assume that specialization of labor only applied to unskilled laborers and not to skilled workers, overlooking the impact on various categories of labor.
* Students may think that specialization of labor was a sudden change with the advent of the factory system, rather than a gradual process that evolved over time.
* Students might believe that the factory system was universally accepted and implemented the same way everywhere, ignoring regional differences and resistance.
* There might be a misunderstanding that the specialization of labor in factories eliminated the need for other forms of production, rather than complementing and transforming existing methods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.3
Cluster Name: 3. Industrial Revolution Begins: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1020.0
Standard ID: Unit 5: Learning Objective D
Standard Description: Explain how environmental factors contributed to industrialization from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1050.0
Standard ID: KC-5.1.I.D
Standard Description: As new methods of industrial production became more common in parts of northwestern Europe, they spread to other parts of Europe and the United States, Russia, and Japan.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 275.0
Standard ID: KC-5.1.I.D+1
Standard Description: Explain how and why as new methods of industrial production became more common in parts of northwestern Europe, they spread to other parts of Europe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of political and economic policies in different European countries in adopting new industrial production methods.
* Compare the pace and extent of industrialization in various European countries after the introduction of new industrial production methods.
* Describe the factors that facilitated the spread of industrial production from northwestern Europe to other parts of Europe.
* Explain the impact of improved transportation networks on the spread of industrial production within Europe.
* Identify the new methods of industrial production that originated in northwestern Europe.

Assessment Boundaries:
* Focus on the diffusion of industrial production methods from northwestern Europe to other parts of Europe, including specific examples like the spread to France and Germany. Discussions should emphasize the push and pull factors facilitating this spread, such as economic necessity, technological advancements, and political support. Exclude detailed examination of the spread beyond Europe (e.g., to the United States, Russia, and Japan), and avoid in-depth analysis of the particular economic impacts on these other regions.

Common Misconceptions:
* Some students may believe that industrial production was solely driven by technological innovation, and fail to account for the critical economic, political, and social factors that facilitated its spread.
* Students often assume that the spread of industrial techniques was a rapid and uniform process across Europe, ignoring regional variations and slower adoption rates in specific areas.
* Students tend to overlook the role of existing trade networks and colonial relationships in the spread of industrial methods, assuming it was purely a European phenomenon.
* There is a common misunderstanding that industrial methods were willingly adopted due to their positive impacts, without recognizing that in many regions these methods were imposed or led to significant social upheaval.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 276.0
Standard ID: KC-5.1.I.D+2
Standard Description: Explain how and why as new methods of industrial production became more common in parts of northwestern Europe, they spread to the United States.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social factors that allowed new methods of industrial production to spread from northwestern Europe to the United States.
* Compare the spread of industrial production methods to the United States with their spread to another country, such as Japan or Russia.
* Describe the ways in which the U.S. government and business practices adapted European industrial production methods.
* Evaluate how the spread of industrial production methods influenced economic growth in the United States compared to Europe.
* Explain the impact of immigration on the spread of industrial production methods from Europe to the United States.
* Explain the role of technological advancements in the spread of industrial production methods from northwestern Europe to the United States.
* Use primary source documents to assess the perspectives of business leaders on adopting European industrial methods in the United States. (Stimulus-based)

Assessment Boundaries:
* Focus on the reasons for the spread of industrial methods from northwestern Europe to the United States, specifically considering factors such as technological transfer, labor migration, and economic opportunities. Exclude the spread to other continents or detailed aspects of the Industrial Revolution outside of technological transfer and its impacts on the United States.

Common Misconceptions:
* Some students might not understand that economic, social, and political factors in both Europe and the United States influenced the spread and adaptation of industrial methods, thinking it was driven solely by technological factors.
* Students may assume that the spread of industrial production from Europe to the United States was a quick process, failing to acknowledge the gradual and complex nature of this diffusion over time.
* Students may think that industrialization spread to the United States purely because of European influence, without recognizing the significant role of American innovation and resource availability.
* Students might believe that industrial production methods were adopted uniformly across the United States, ignoring the regional variations in adoption and adaptation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 277.0
Standard ID: KC-5.1.I.D+3
Standard Description: Explain how and why as new methods of industrial production became more common in parts of northwestern Europe, they spread to Russia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the geographical factors of Russia influenced the adoption and spread of industrial production methods.
* Assess the interplay of internal and external influences in Russia’s adoption of industrial production methods.
* Describe the new methods of industrial production developed in northwestern Europe that spread to Russia.
* Describe the patterns of continuity and change in Russian industrial development as influenced by northwestern European methods.
* Evaluate the impact of industrial production methods on Russia's economic and social structures after their adoption.
* Explain the economic factors that contributed to the spread of industrial production from northwestern Europe to Russia.
* Explain the role of technological innovations in facilitating the spread of industrial production from northwestern Europe to Russia.
* Identify the political and social factors that enabled or hindered the adoption of industrial production methods in Russia, including the impact of serfdom and its emancipation on labor mobility and industrial development.

Assessment Boundaries:
* Focus on the economic, social, and political factors in Russia influenced by the spread of new industrial production methods from parts of northwestern Europe, and how these changes impacted Russian society and economy. Exclude detailed case studies of other countries or broader European spread of industrialization.

Common Misconceptions:
* Many students may think that the spread of industrial production to Russia was solely due to imitating European models, overlooking the influence of internal reforms and external factors such as foreign investments and technology transfers.
* Students could misunderstand that all regions in Russia industrialized uniformly, not realizing the significant regional disparities in industrial development.
* Students may believe that industrialization spread to Russia in the same manner and pace as it did in Western Europe, without acknowledging the unique political, social, and economic conditions in Russia.
* Students might assume that Russia's geography played no role in the spread of industrial production, ignoring how vast distances and harsh climates impacted industrial growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: KC-5.1.II.B
Standard Description: The rapid development of steam-powered industrial production in European countries and the U.S. contributed to the increase in these regions' share of global manufacturing during the first Industrial Revolution. While Middle Eastern and Asian countries continued to produce manufactured goods, these regions' share in global manufacturing declined.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 273.0
Standard ID: KC-5.1.II.B+1
Standard Description: Explain how the rapid development of steam-powered industrial production in European countries and the U.S. contributed to the increase in these regions' share of global manufacturing during the first Industrial Revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of steam-powered industrial production in shifting global manufacturing dominance to Europe and the U.S.
* Assess how the adoption of steam-powered machinery in factories affected labor dynamics in Europe and the U.S.
* Compare the manufacturing output of European countries and the U.S. before and after the adoption of steam-powered industrial production.
* Correlate the decline in global manufacturing shares of Middle Eastern and Asian countries with the rise of steam-powered industrial production in Europe and the U.S.
* Describe how steam-powered industrial production enhanced manufacturing efficiency in European countries and the U.S.
* Evaluate the influence of steam-powered technology on the production capacities of European and U.S. industries.
* Explain the economic impact of steam-powered industrial production on European and U.S. manufacturing sectors.
* Using primary sources, explain the technological advancements in steam power that facilitated industrial growth in Europe and the U.S. (Stimulus required)

Assessment Boundaries:
* Include the significance of steam-powered industrial production in European countries and the U.S. in increasing their global manufacturing share during the first Industrial Revolution. Focus on key technological advancements, major industries involved, and specific impacts on production capacity and global trade. Exclude the comparative analysis of Middle Eastern and Asian manufacturing declines and detailed accounts of other energy sources apart from steam power.

Common Misconceptions:
* Learners may incorrectly assume that steam power was the only transformative technology during the first Industrial Revolution, overlooking the role of other advancements like textile machinery and coal mining.
* Some students assume that the rise in global manufacturing share for European countries and the U.S. was an immediate outcome, not realizing it was a gradual process influenced by multiple factors over time.
* Students may believe that the rapid development of steam-powered industrial production was solely due to technological inventions, without recognizing the supporting economic policies and resources in Europe and the U.S.
* Students often think that Middle Eastern and Asian countries completely stopped manufacturing goods, rather than understanding that these regions continued production but at a diminished global share.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 274.0
Standard ID: KC-5.1.II.B+2
Standard Description: Explain why Middle Eastern and Asian countries' share in global manufacturing declined despite their continued production of manufactured goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the global shift towards steam-powered industrial production on traditional manufacturing regions in the Middle East and Asia.
* Compare the technological advancements in Middle Eastern and Asian countries with those in Europe during the same period.
* Describe the economic policies implemented by European powers that disadvantaged Middle Eastern and Asian manufacturing sectors.
* Discuss the role of global trade networks in the decline of Middle Eastern and Asian manufacturing shares.
* Evaluate the long-term socio-economic consequences for Middle Eastern and Asian societies as a result of the declining share in global manufacturing
* Explain how European colonial practices influenced the global economic position of Middle Eastern and Asian countries.
* Identify the specific industrial advancements in European countries and the U.S. that led to the increased share of global manufacturing during the first Industrial Revolution.

Assessment Boundaries:
* Include the roles of European and U.S. industrial advancements, such as steam power, in shifting the global balance of manufacturing. Exclude the exploration of specific technological or production methods within Middle Eastern and Asian countries themselves.

Common Misconceptions:
* Students may believe that the decline in Middle Eastern and Asian manufacturing was solely due to a halt in their production, ignoring other complex factors such as global economic shifts and technological advancements in Europe and the U.S.
* Students may incorrectly assume that European and American advancements were the only reasons for the decline, overlooking internal challenges and geopolitical factors in Middle Eastern and Asian countries.
* Students might confuse the continued production of goods with maintaining a dominant share in global manufacturing, not understanding the competitive impact of industrialization in Europe and America.
* Students sometimes think that the decline meant these regions stopped being economically significant, rather than experiencing a shift in their roles within the global economy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.4
Cluster Name: 4. Industrialization Spreads in the Period from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1040.0
Standard ID: Unit 5: Learning Objective E
Standard Description: Explain how different modes and locations of production have developed and changed over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: KC-5.1.I.B
Standard Description: The development of machines, including steam engines and the internal combustion engine, made it possible to take advantage of both existing and vast newly discovered resources of energy stored in fossil fuels, specifically coal and oil. The fossil fuels revolution greatly increased the energy available to human societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 278.0
Standard ID: KC-5.1.I.B+1
Standard Description: Explain how the development of the steam engine made it possible to take advantage of existing resources of energy stored in fossil fuels, specifically coal and oil.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic effects of steam engine technology on industries reliant on fossil fuels.
* Describe how the steam engine facilitated the use of coal and oil as major energy sources.
* Describe technological advancements made possible by the widespread use of steam engines powered by coal and oil.
* Evaluate how the steam engine contributed to changes in production processes through the use of fossil fuels.
* Explain the impact of the steam engine on the efficiency of extracting and utilizing fossil fuels.
* Explain the relationship between steam engine development and the expansion of industries dependent on coal and oil.

Assessment Boundaries:
* Focus on the role of the steam engine in enabling the use of fossil fuels (specifically coal and oil) by increasing the availability and efficiency of energy for industrial production. Exclude other machines like the internal combustion engine and broader details on the fossil fuels revolution.

Common Misconceptions:
* Some students might conflate the development of the steam engine with the invention of electricity, not understanding that these were distinct technological advancements and occurred in different periods.
* Students may assume that coal was the only fossil fuel used by steam engines, not recognizing that oil was also significant in the context of early engines and industrial uses.
* Students might think the steam engine was only used in transportation (like trains and ships), neglecting its crucial role in manufacturing and other industrial applications.
* There is a tendency to believe that the development of the steam engine immediately replaced all other forms of energy, failing to see the gradual transition and coexistence with older energy sources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 279.0
Standard ID: KC-5.1.I.B+2
Standard Description: Explain how the development of the steam engine made it possible to take advantage of vast newly discovered resources of energy stored in fossil fuels, specifically coal and oil.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of steam engine technology on industrial energy consumption.
* Describe the basic mechanics of steam engines and their operation.
* Evaluate the broader social and economic changes resulting from the steam engine's utilization of fossil fuels.
* Explain how the development of the steam engine enabled the harnessing of coal and oil resources.
* Explain the historical context that led to the creation and adoption of steam engines.
* Use primary sources to explain contemporary views on the steam engine's significance in the Industrial Revolution.

Assessment Boundaries:
* Focus on the role of steam engines in utilizing newly discovered coal and oil resources. Exclude the role of internal combustion engines and other non-steam-based technologies in this context.

Common Misconceptions:
* Some students believe steam engines directly converted fossil fuels into mechanical energy, without recognizing the intermediary process of steam production.
* Students may not grasp the concept that the steam engine allowed for the exploitation of previously inaccessible fossil fuel reserves, significantly contributing to the industrial scale of energy consumption.
* Students often think that the steam engine was the first machine to use fossil fuels, not realizing previous uses such as in basic forms of coal for heating.
* There is sometimes a misunderstanding that the steam engine solely impacted transportation, while it extensively influenced multiple sectors including manufacturing and mining.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 280.0
Standard ID: KC-5.1.I.B+3
Standard Description: Explain how the development of the internal combustion engine made it possible to take advantage of existing resources of energy stored in fossil fuels, specifically coal and oil.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the development of engine technologies contributed to advancements in industrial production.
* Describe the general relationship between engine technologies and the increased use of fossil fuels in industrialized societies.
* Explain how engine technologies influenced transportation systems and their use of fossil fuels.
* Explain the general impact of engine technologies on the usage of fossil fuels in industrialized societies.
* Identify the primary resources of energy stored in fossil fuels.

Assessment Boundaries:
* Exclude detailed knowledge of internal combustion engines, steam engines, colonial economic relationships, European industrialization, and petroleum industry growth from the data model. Avoid mentioning the technical relationship between internal combustion engines and petroleum fuels, as well as the economic impact of this relationship on the petroleum industry. Do not include information about the shift from coal to oil or the petroleum industry's growth through increased demand for refined products. Focus on the general impact of engine technologies in utilizing fossil fuels such as coal and oil to enhance industrial production and transportation, without mentioning specific relationships between engine technologies and fuel types. Avoid questions requiring technical understanding of these engines' operations or their direct impact on petroleum industry growth. Refrain from exploring specific technological requirements for fuel types and their impact on industry growth. Do not include detailed information about other machines or alternative energy sources. The assessment should broadly address the role of engine technologies in industrial and transportation development without delving into technical specifics or direct causal relationships with industry growth.

Common Misconceptions:
* Students may assume that all types of engines work on the same principles, not recognizing the differences between various engine technologies.
* Students may have misconceptions about the types of fossil fuels used in various engine technologies.
* Students often think that the internal combustion engine replaced all other types of engines immediately after its invention, not understanding the gradual transition and coexistence of various engine types.
* There is a misconception that the development of the internal combustion engine had only positive impacts, overlooking its environmental and social consequences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 282.0
Standard ID: KC-5.1.I.B+5
Standard Description: Explain how the fossil fuels revolution greatly increased the energy available to human societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the fossil fuels revolution in advancing industrialization and its effects on human societies.
* Describe how the development of steam engines and internal combustion engines utilized fossil fuels to revolutionize energy availability.
* Explain how the increased availability of energy from fossil fuels transformed economic production and societal development.
* Explain the impact of coal and oil on human energy consumption during the fossil fuels revolution.

Assessment Boundaries:
* Focus on how steam engines and internal combustion engines utilized fossil fuels such as coal and oil to enhance energy production and availability. Exclude broader impacts on environmental changes or non-fossil fuel based energy advancements.

Common Misconceptions:
* Students may assume that fossil fuels such as coal and oil were only used for transportation and industrial machinery, not recognizing their role in powering a variety of applications, including electricity generation.
* Students may believe that the fossil fuels revolution only benefited the wealthy or industrialists, overlooking its broader impact on the overall energy availability in society.
* Students may confuse the term "fossil fuels revolution" with a political or social revolution, missing its primary significance as a technological and industrial advancement that greatly increased energy availability for human societies.
* Students might think that the fossil fuels revolution happened instantaneously rather than understanding it was a gradual process with significant long-term effects on energy consumption and production.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1070.0
Standard ID: KC-5.1.I.E
Standard Description: The 'second industrial revolution' led to new methods in the production of steel, chemicals, electricity, and precision machinery during the second half of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 283.0
Standard ID: KC-5.1.I.E+1
Standard Description: Explain how the "second industrial revolution" led to new methods in the production of steel during the second half of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic impact of steel production techniques developed during the second industrial revolution on global markets.
* Compare the methods of steel production before and after the Bessemer Process to highlight its technological advancements.
* Describe the introduction and significance of the Bessemer Process in the mass production of steel during the second half of the 19th century.
* Evaluate the role of innovation in steel production during the second half of the 19th century using primary source descriptions.
* Explain how advancements in steel production during the second industrial revolution influenced industrial development.
* Explain how the advancements in steel production contributed to the urbanization and infrastructural expansion in the late 19th century.

Assessment Boundaries:
* Include the Bessemer process and open-hearth furnace innovations in steel production. Exclude other technological advances until and after the second half of the 19th century and advancements in production methods for chemicals, electricity, or precision machinery.

Common Misconceptions:
* Some students might think that the innovations in steel production only impacted the industrial sector, ignoring their effects on transportation, construction, and other industries.
* Students may assume that the advancements in steel production were instantaneous, not understanding the gradual and complex nature of these technological developments.
* Students may believe that the Bessemer process was the only innovation in steel production during the second industrial revolution, overlooking other important advancements like the Siemens-Martin process.
* Students may not realize that the innovations in steel production during the second industrial revolution also required significant advancements in related fields, such as chemistry and engineering.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 284.0
Standard ID: KC-5.1.I.E+2
Standard Description: Explain how the "second industrial revolution" led to new methods in the production of chemicals during the second half of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of emerging technologies in transforming the production of chemicals during the second industrial revolution.
* Describe the advancements in chemical production during the second industrial revolution, including the introduction of new methods and processes.
* Examine the broader historical context in which the advancements in chemical production occurred during the second industrial revolution.
* Explain the significance of the chemical industry’s development on other sectors of the economy during the second industrial revolution.
* Identify the key innovations in chemical engineering during the second half of the 19th century and assess their impact on industrial processes.

Assessment Boundaries:
* Focus on advancements in production. Exclude broader industrial advancements such as steel production, electricity, or precision machinery. Exclude the development of synthetic dyes. Exclude specific discussion of german laboratories.

Common Misconceptions:
* Students may assume the methods for chemical production during the second industrial revolution were new, whereas many were improvements and advancements on existing techniques.
* Students may think that the new methods of chemical production impacted the chemical industry, not realizing the broader industrial and economic effects.
* Students might incorrectly believe that chemical production advancements were isolated to one region, ignoring the widespread and interconnected nature of these innovations.
* Students might overlook the role of scientific research and collaboration in driving these advancements, attributing changes to industrial practices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 285.0
Standard ID: KC-5.1.I.E+3
Standard Description: Explain how the "second industrial revolution" led to new methods in the production of electricity during the second half of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of early public power stations on urban electrification during the late 19th century.
* Describe the significance of electrical innovations in urban areas as a result of the 'second industrial revolution.'
* Describe the technological advancements during the 'second industrial revolution' that directly impacted the production of electricity in the late 19th century.
* Explain the role of technological advancements during the 'second industrial revolution' in enabling the development and distribution of electricity.

Assessment Boundaries:
* Focus on the technological advancements specific to electricity production during the second industrial revolution, such as the development and impact of generators, dynamos, and power stations. Exclude broader coverage of steel, chemicals, and precision machinery advancements.

Common Misconceptions:
* Some students may overlook the role of key inventors and pioneers, attributing the progress in electrical production solely to broader industrial trends and underappreciating individual contributions.
* Students may believe that the development of electricity was an isolated event unique to certain regions, rather than understanding its global impact and the widespread adoption of these technologies.
* Students might assume that the advancements in electricity immediately reached all households and industries, not recognizing the gradual nature of its implementation and the socio-economic disparities in access.
* Students might think that the methods for producing electricity during the second industrial revolution were entirely modern and comparable to today's technologies, failing to recognize the historical context and technological limitations of the 19th century.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 286.0
Standard ID: KC-5.1.I.E+4
Standard Description: Explain how the "second industrial revolution" led to new methods in the production of precision machinery during the second half of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of new methods of steel production on the creation of precision machinery during the second industrial revolution.
* Compare the production methods of precision machinery before and after the second industrial revolution.
* Describe the innovations in precision machinery that emerged during the second industrial revolution.
* Evaluate the role of technological advancements in developing precision machinery in the second half of the 19th century.
* Explain how the development of interchangeable parts contributed to standardized production methods and increased manufacturing efficiency during the industrial era.

Assessment Boundaries:
* Focus on the technological advancements in the precision machinery sector during the second half of the 19th century, specifically identifying key inventions and innovations, their uses, and their impacts on production capabilities. Exclude a detailed exploration of monetary policies or social impacts unrelated to production.

Common Misconceptions:
* Some students might think that the improvements in precision machinery were solely technological and do not appreciate the role of scientific research and the application of new scientific principles in these advancements.
* Students may believe that the advancements in precision machinery during the Second Industrial Revolution were limited to a few well-known inventions like the typewriter or telephone, ignoring the broader range of innovations in machinery and manufacturing processes.
* Students may overlook the interconnectedness of different technological advancements, assuming that the development of precision machinery occurred in isolation from other concurrent innovations in steel, chemicals, and electricity.
* There may be a misconception that the development of precision machinery had an immediate and uniform effect on all industries and regions, rather than understanding the varied and gradual adoption across different sectors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1080.0
Standard ID: KC-5.1.IV
Standard Description: Railroads, steamships, and the telegraph made exploration, development, and communication possible in interior regions globally, which led to increased trade and migration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 287.0
Standard ID: KC-5.1.IV+1+F
Standard Description: Explain how railroads made exploration, development, and communication possible in interior regions globally.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the advent of railroads facilitated the development of new economic activities within interior regions.
* Assess the influence of railroads on migration patterns, particularly the movement of labor and population growth in interior regions.
* Describe the impact of railroad construction on the exploration of interior regions, focusing on specific examples from various continents.
* Evaluate the role of railroads in enhancing communication between previously isolated regions and the broader global network.
* Explain how railroads contributed to increased trade by connecting interior regions with coastal ports and major trade routes.
* Use maps or historical data sets to illustrate the expansion and impact of railroad networks in specific countries or regions. (Stimulus required)

Assessment Boundaries:
* Focus on how railroads facilitated exploration and development by improving the transportation of goods and people to previously inaccessible interior regions globally. Exclude the detailed mechanisms of how communication was specifically enhanced by railroads.

Common Misconceptions:
* A common misconception is that the development of railroads was a quick and uniform process globally, ignoring the varied challenges and timelines in different regions.
* Some students may believe that railroads had a minimal impact on long-distance trade and migration, failing to grasp their role in global economic changes.
* Students might misunderstand that railroads were used only for transporting goods and people, not recognizing their influence on communication and infrastructure development in interior regions.
* Students might think that railroads primarily served urban areas rather than opening up interior and rural regions for exploration, development, and communication.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 288.0
Standard ID: KC-5.1.IV+2+F
Standard Description: Explain how the impact of railroads led to increased trade and migration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of railroads in promoting migration and settlement into interior regions.
* Describe how the development of railroads facilitated transportation and reduced costs, thereby boosting trade.
* Evaluate the impact of railroads on urbanization and the growth of cities in newly connected regions.
* Explain how railroads altered patterns of labor migration and settlement during the industrial period.
* Explain the ways in which railroads increased the efficiency and speed of transporting goods to global markets.

Assessment Boundaries:
* Focus on how the development and expansion of railroads specifically facilitated the movement of goods and people, leading to economic integration and population migration within and between regions. Exclude a detailed examination of other transportation technologies such as steamships or the telegraph.

Common Misconceptions:
* Some students might believe that railroads were beneficial to all populations equally, ignoring the disparities and negative impacts on indigenous communities and marginalized groups.
* Students may think that railroads only impacted transportation within individual countries, and not realize their significance in facilitating international trade and long-distance migration.
* Students might misunderstand the timeline and think railroads were the initial impetus for industrialization, rather than a development that amplified existing industrial growth.
* There could be confusion that railroads themselves directly generated economic production, rather than understanding their role in enabling faster, more reliable movement of goods and people.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 289.0
Standard ID: KC-5.1.IV+3+F
Standard Description: Explain how steamships made exploration, development, and communication possible in interior regions globally.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of steamship technology on trade and migration patterns in interior regions.
* Describe how steamships contributed to exploration in previously inaccessible interior regions.
* Evaluate how steamships facilitated colonial and economic expansion into interior regions.
* Explain the role of steamships in the development of global communication networks.
* Explain the significance of steamships in enabling the exploitation of resources in interior regions.

Assessment Boundaries:
* Focus on the role and impact of steamships in enabling exploration, development, and communication in interior regions globally during the Industrial Age. Exclude in-depth comparisons with railroads or the telegraph and their respective contributions.

Common Misconceptions:
* Students may believe that steamships only facilitated mass migration and trade, overlooking their critical role in enabling exploration and communication in interior regions.
* Students may misconstrue the arrival of steamships as an immediate transformation in interior regions, not appreciating the gradual nature of technological implementation and infrastructure development.
* Students may not understand the technological advancements of steamships, such as the ability to navigate upstream and withstand long voyages, which contributed to their effectiveness in interior regions.
* Students might assume that steamships had a uniform impact globally, failing to recognize the varying effects in different geographic and economic contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 290.0
Standard ID: KC-5.1.IV+4+F
Standard Description: Explain how the impact of steamships led to increased trade and migration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of steam-powered transportation on trade routes and economic networks during the relevant period.
* Compare the effects of steamships on trade patterns with another transportation technology from the same period.
* Describe the technological advancements in steamships and how they facilitated long-distance trade and migration.
* Explain the role of steamships in connecting remote regions, thereby influencing global migration patterns.
* Interpret primary or secondary sources on the use of steamships to identify specific consequences related to trade and migration.

Assessment Boundaries:
* Focus on the role of steamships in facilitating long-distance trade and migration patterns in the 19th century. Exclude detailed mechanisms of steamship technology or comparisons with other modes of transportation like railroads or telegraphs.

Common Misconceptions:
* Students may overlook the impact of steamships on migration, focusing solely on trade and ignoring the increased movement of people, which the new technology facilitated.
* Students may think the introduction of steamships had an immediate global impact, without considering the gradual nature of technological adoption and infrastructure development.
* Students might believe that steamships only influenced transoceanic trade and miss their significant role in riverine and coastal trade, which also enhanced regional connectivity.
* There can be a misunderstanding that steamships replaced all previous modes of maritime transport instantly, whereas in reality, sailing ships remained in use for many years.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 291.0
Standard ID: KC-5.1.IV+5+F
Standard Description: Explain how the telegraph made exploration, development, and communication possible in interior regions globally.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the telegraph in enhancing the efficiency of colonial administrators in managing distant territories.
* Describe how the telegraph enabled instant communication across vast distances, facilitating exploration into previously inaccessible regions.
* Evaluate the significance of the telegraph in accelerating migration patterns towards interior regions by enabling settlers to maintain connections with their places of origin.
* Explain the impact of the telegraph on the development of infrastructure projects like railroads and canals in interior regions.
* Identify and explain how the telegraph influenced global trade networks by allowing faster decision-making and coordination between distant markets.

Assessment Boundaries:
* Focus on the specific ways in which the telegraph enabled increased exploration, development, and communication within interior regions globally. Exclude extensive details on railroads and steamships, and the broader context of trade and migration facilitated by these other technologies.

Common Misconceptions:
* It may be misunderstood that the telegraph was only used for government and military purposes, overlooking its importance in commercial and personal communication.
* Students may think that the invention of the telegraph automatically led to widespread use, without understanding the need for supporting infrastructure like telegraph lines and stations.
* Students might assume the telegraph's introduction immediately resolved communication challenges, not realizing that it was part of a gradual process of technological and logistical advancements.
* Students might believe the telegraph only had local significance and fail to grasp its global impact on communication, trade, and exploration.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 292.0
Standard ID: KC-5.1.IV+6+F
Standard Description: Explain how the impact of the telegraph led to increased trade and migration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the telegraph facilitated the coordination and expansion of global trade networks.
* Analyze primary source passages discussing the impact of the telegraph on business correspondences and interpret its impact on trade decisions and migration.
* Describe how the telegraph affected patterns of migration by improving information dissemination about job opportunities and migration routes.
* Describe the improvement in communication brought by the telegraph and its direct impact on trade.
* Evaluate the role of the telegraph in reducing uncertainties and risks associated with long-distance migration.
* Explain how the expansion of telegraph lines correlated with increased trade hubs and migration patterns.
* Explain how the telegraph influenced the speed and reliability of trade negotiations and agreements.
* Explain the broader economic consequences of the telegraph on market integration and labor mobility.

Assessment Boundaries:
* Focus on how the telegraph enhanced communication infrastructure, allowing for quicker information exchange which facilitated more efficient trade and increased migration patterns between regions. Exclude detailed mechanics of telegraphy and comparisons to other technologies such as railroads and steamships.

Common Misconceptions:
* A common misconception is that the telegraph immediately replaced all forms of communication, ignoring its integration with existing postal and transport systems to enhance efficiency.
* Some believe that increased migration due to the telegraph purely resulted from better communication, overlooking economic opportunities that emerged as trade expanded.
* Students might assume that the telegraph's impact was uniform across all regions, not recognizing the varying degrees of its influence based on local infrastructure and economic conditions.
* Students might think that the telegraph only improved communication within countries and not understand its role in global trade networks.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.5
Cluster Name: 5. Technology of the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1060.0
Standard ID: Unit 5: Learning Objective F
Standard Description: Explain how technology shaped economic production over time

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: KC-5.1.V.C
Standard Description: As the influence of the Industrial Revolution grew, a small number of states and governments promoted their own state-sponsored visions of industrialization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 293.0
Standard ID: KC-5.1.V.C+1
Standard Description: Analyze how foreign intervention and unequal economic relationships affected industrialization efforts in regions like Egypt and other parts of the Middle East.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how government-led industrialization in non-Western states like Egypt and Russia reflected both adaptation to and resistance against Western influence during the Industrial Revolution.
* Compare the industrial strategies of at least two states during the Industrial Revolution (such as Japan, Egypt, Russia) and their impacts on society and economy.
* Compare the industrialization strategies of Egypt and Russia, evaluating how both governments used state power to modernize and how external or internal challenges shaped their outcomes.
* Describe Muhammad Ali’s state-sponsored industrialization policies in Egypt and explain how foreign economic intervention, such as British tariff pressure, undermined these efforts.

Assessment Boundaries:
* Focus on identifying specific examples of state-sponsored industrialization initiatives influenced by the Industrial Revolution. Exclude broader discussions of general industrial growth not directly tied to specific state policies or actions.

Common Misconceptions:
* Some learners might assume that state-sponsored industrialization was a reaction to external pressures against nations, not as a proactive internal development strategy.
* Students could believe that the primary motivation for state-sponsored industrialization was economic, not recognizing the political and military motivations.
* Students may think that Western countries engaged in state-sponsored industrialization, overlooking non-Western examples like Japan and Russia.
* There might be a misconception that state-sponsored industrialization resulted in successful industrial economies, ignoring cases where it led to mixed results or failures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1100.0
Standard ID: KC-5.2.II.A
Standard Description: The expansion of U.S. and European influence in Asia led to internal reform in Japan that supported industrialization and led to the growing regional power of Japan in the Meiji Era.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 294.0
Standard ID: KC-5.2.II.A+1
Standard Description: Explain how the expansion of U.S. and European influence in Asia led to internal reform in Japan.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Japanese internal reforms on its industrialization during the Meiji Era.
* Compare the process of industrialization in Japan with that in northwestern Europe.
* Describe the influence of new industrial production methods introduced in northwestern Europe on Japan's internal reforms.
* Evaluate the role of international pressures in Japan's adoption of new industrial methods, using primary source excerpts for context.
* Explain the reasons behind the spread of industrial production methods from northwestern Europe to Japan.

Assessment Boundaries:
* Limit the assessment to how industrial production methods from northwestern Europe, like textiles and steel production, were transmitted to Japan, leading to internal reforms such as changes in military, education, infrastructure, and industry during the Meiji Era. Exclude broader global implications and industrial methods outside of northwestern Europe.

Common Misconceptions:
* A common misconception is that all aspects of European industrial methods were beneficial and readily supported in Japan, overlooking resistance and adaptation to fit Japanese contexts.
* Some students might oversimplify the spread of industrial methods as a peaceful exchange, not recognizing the complex political pressures that facilitated adoption in Japan.
* Students may confuse the timing and specific impacts of industrial influence, mistakenly attributing Japan's success solely to early European intervention, rather than acknowledging Japan's strategic responses and selective adoption.
* Students may incorrectly believe that Japan's industrialization during the Meiji Era was purely due to internal decisions, ignoring the influence of Western pressure and the imitation of Western industrial techniques.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 295.0
Standard ID: KC-5.2.II.A+2
Standard Description: Explain how internal reforms in Japan as a result of U.S. and European influence supported industrialization.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the abolishment of feudalism by the Charter Oath in 1868 facilitated Japan’s industrial growth.
* Assess the impact of government subsidies in key industries like silk, tea, and shipbuilding on Japan's industrial economy, including the development of family-owned conglomerates (zaibatsu).
* Compare the establishment of a constitutional monarchy in Japan with the Prussian model and its impact on governance and industrial progress.
* Describe the key reforms implemented by the Meiji Government that aimed to support industrialization.
* Evaluate the role of Japan’s new school system and expanded educational opportunities in promoting industrialization.
* Explain how infrastructure developments, such as the creation of railroads and roads, supported Japan’s industrialization efforts.
* Identify the influence of U.S. and European demands on Japan’s internal reforms during the Meiji Era.
* Use visual and textual sources to analyze the influence of Western technology and industrial methods on Japanese reforms.

Assessment Boundaries:
* Include the discussion of specific reforms such as the Meiji Restoration, including the abolition of the feudal system, the establishment of a constitutional monarchy, and the industrial growth supported by state policies. Exclude a detailed exploration of the U.S. and European influence on other Asian countries.

Common Misconceptions:
* Some students might oversimplify the reforms by assuming they were all immediately effective and uniformly accepted, rather than understanding the complex and varied outcomes of different reforms.
* Students may believe that Japan's industrialization was primarily due to internal factors and ignore the significant influence of Western nations, especially the U.S. and European powers.
* Students may mistakenly think that Japan merely copied Western models without adapting them to fit Japanese context and culture, overlooking how Japan selectively incorporated foreign elements.
* There is often a misunderstanding that Japan's rapid industrialization in the Meiji Era happened without resistance or difficulty, neglecting the internal struggles and opposition faced from traditionalists.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 296.0
Standard ID: KC-5.2.II.A+3
Standard Description: Explain how internal reforms in Japan as a result of U.S. and European influence led its growing regional power in the Meiji Era.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of Japan's new education system on its industrial workforce and economic growth.
* Assess the significance of Japan subsidizing key industries like shipbuilding and weaponry in its quest for regional dominance.
* Describe the process and impact of the Meiji Restoration reforms on Japan’s socio-political structure.
* Discuss the strategic importance of infrastructure advancements, such as railroads and telegraph lines, in Japan’s rise to power.
* Evaluate how the abolition of feudalism under the Charter Oath contributed to Japan's modernization.
* Examine the influence of military reforms inspired by European models on Japan’s expansionist policies.
* Explain the role Western influence played in the industrialization efforts during the Meiji Era.
* Identify and explain how Japan's establishment of a constitutional monarchy influenced its regional power.

Assessment Boundaries:
* Include the specific internal reforms implemented in Japan during the Meiji Era that were influenced by U.S. and European policies, such as changes in governance and military modernization, and how these reforms led to Japan's growing regional power. Exclude detailed comparisons to other contemporaneous regional powers.

Common Misconceptions:
* Students may assume that internal reforms were limited to military advancements, failing to recognize the broader societal changes like educational and infrastructural developments.
* Students may misunderstand the role of external influence, believing that Japan adopted Western ideas in their entirety, rather than selectively adapting them to fit Japanese needs.
* Students might believe that Japan's rise to regional power was immediate and not part of a gradual process influenced by both internal reforms and external geopolitical factors.
* Students might think that Japan's reforms were completely voluntary and unconnected to U.S. and European pressures, ignoring the impact of forced trade agreements and naval displays of power.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.6
Cluster Name: 6. Industrialization: Government’s Role from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1090.0
Standard ID: Unit 5: Learning Objective G
Standard Description: Explain the causes and effects of economic strategies of different states and empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.7
Cluster Name: 7. Economic Developments and Innovations in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: KC-5.1.III.A
Standard Description: Western European countries began abandoning mercantilism and adopting free trade policies, partly in response to the growing acceptance of Adam Smith's theories of laissez-faire capitalism and free markets.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.7
Cluster Name: 7. Economic Developments and Innovations in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 297.0
Standard ID: KC-5.1.III.A+1
Standard Description: Western European countries began abandoning mercantilism and adopting free trade policies, partly in response to the growing acceptance of Adam Smith's theories of laissez-faire capitalism and free markets.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a text-based source that discusses the transition from mercantilism to free trade in Western Europe and explain how the source’s viewpoint or argument reflects the growing influence of Adam Smith’s theories on laissez-faire capitalism, highlighting the economic and ideological shifts of the period.
* Analyze the economic and political factors that led to the decline of mercantilism in Western Europe in the late 18th and early 19th centuries.
* Compare and contrast the economic outcomes for countries that adopted free trade policies versus those that continued with mercantilism during the late 18th century.
* Describe the limitations of mercantilism that motivated Western European countries to consider alternative economic systems such as free trade policies.
* Evaluate the impact of adopting free trade policies on the economic development of Western European countries during this period.
* Explain how Adam Smith's theories of laissez-faire capitalism contributed to the shift in economic policy in Western Europe during this period.
* Using a primary source passage from Adam Smith’s "The Wealth of Nations," explain how his ideas challenged existing economic ideologies and promoted free market principles. (Stimulus required)

Assessment Boundaries:
* Focus on the influence of Adam Smith's laissez-faire capitalism theories on Western European countries and their shift from mercantilism to free trade. Exclude detailed discussion of all economic policies or theories outside of Smith's influence during this transition period.

Common Misconceptions:
* Some may incorrectly think that the abandonment of mercantilism was due solely to internal decisions within Western European countries, overlooking the impact of international pressures and competition.
* Students may assume that the adoption of free trade policies was only influenced by economic theories, ignoring political and social factors that also played a role.
* Students may believe that Adam Smith's theories were instantly accepted and universally implemented, not recognizing the gradual and contested nature of this ideological shift.
* There is sometimes a misconception that mercantilism and free trade cannot coexist, rather than understanding that elements of both were often present during the transition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.7
Cluster Name: 7. Economic Developments and Innovations in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1120.0
Standard ID: KC-5.1.III.B
Standard Description: The global nature of trade and production contributed to the proliferation of large-scale transnational businesses that relied on new practices in banking and finance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.7
Cluster Name: 7. Economic Developments and Innovations in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 298.0
Standard ID: KC-5.1.III.B+1
Standard Description: The global nature of trade and production contributed to the proliferation of large-scale transnational businesses that relied on new practices in banking and finance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a text-based source describing key global trade routes and production hubs between 1750 and 1900 and explain how the source’s perspective reveals the significance of these trade networks in the growth of transnational businesses, focusing on the role of new banking and finance practices in facilitating global commerce.
* Analyze how industrial capitalism and mass production contributed to the emergence of consumer culture and changing consumption patterns among middle classes in industrialized regions.
* Compare and contrast the varying degrees of industrialization across different regions (such as Western Europe, Qing China, the Ottoman Empire, and Latin America) and analyze how these disparities affected global economic relationships and power dynamics.
* Describe the interactions between different national economies as influenced by the practices of transnational businesses during this period.
* Describe the role of new banking practices in supporting the operations of transnational businesses during the period 1750 to 1900.
* Evaluate how financial institutions and innovations like insurance, joint-stock companies, limited-liability corporations, and stock markets supported the financial risks associated with expanding global trade and production.
* Explain how industrial capitalism facilitated the proliferation of large-scale businesses (such as Unilever, Krupp, and Standard Oil) by integrating global production and trade networks.
* Explain how innovations in finance, including banking and credit systems, contributed to the spread of industrial capitalism across borders.

Assessment Boundaries:
* Focus on identifying the transnational nature of businesses formed due to trade and production between 1750 and 1900, emphasizing key banking and finance innovations that facilitated these businesses. Limit examples to recognized historical corporations like the British East India Company and the Dutch East India Company. Exclude Financial Institutions' Role During Industrialization, Stock Exchanges' Role in Transnational Business Growth, Joint-Stock Companies and Capital Accumulation, and Limited Liability Concepts from the data model. Avoid mentioning specific financial mechanisms related to industrialization and transnational business growth in questions. Exclude technological innovations related to communication or transportation unless directly linked to financial practices.

Common Misconceptions:
* Some students incorrectly assume that transnational businesses functioned the same way in different regions of the world, ignoring the contextual differences in local economies and regulations.
* Students may mistakenly think that all regions of the world participated equally in transnational trade and business proliferation, not realizing the dominant role of Western countries and the unequal distribution of benefits.
* Students might believe that the development of transnational businesses during this period was solely due to industrialization without recognizing the role of global trade and financial innovations.
* There is a common misconception that banking and finance practices remained unchanged during this era when actually new practices like joint-stock companies and the gold standard were pivotal.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.7
Cluster Name: 7. Economic Developments and Innovations in the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1110.0
Standard ID: Unit 5: Learning Objective H
Standard Description: Explain the development of economic systems, ideologies, and institutions and how they contributed to change in the period from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1140.0
Standard ID: KC-5.1.V.A
Standard Description: In industrialized states, many workers organized themselves, often in labor unions, to improve working conditions, limit hours, and gain higher wages. Workers’ movements and political parties emerged in different areas, promoting alternative visions of society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 303.0
Standard ID: KC-5.1.V.A+1
Standard Description: Explain how and why many workers in industrialized states organized themselves, often in labor unions, to improve working conditions, limit hours, and gain higher wages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the rise of labor unions affected the political landscape in industrialized states during the Industrial Revolution.
* Assess the role of external events, such as economic depressions or political reforms, in the success or failure of labor unions during this period.
* Compare the strategies used by labor unions in different industrialized countries to gain higher wages for workers.
* Evaluate the impact of labor reforms achieved by workers' movements on the industrial society from 1750 to 1900.
* Explain the main goals of labor unions formed during the industrialization era, such as improving working conditions and limiting working hours.
* Identify the reasons why many workers in industrialized states joined labor unions.
* Interpret a primary source document, such as a labor union charter or manifesto, to explain the motivations behind the formation of the union.
* Use specific examples to illustrate how labor unions adapted their goals and methods in response to changing industrial conditions.

Assessment Boundaries:
* Assess the formation and goals of labor unions within industrialized states from 1750 to 1900, focusing on improving working conditions, limiting work hours, and striving for higher wages. Avoid detailed case studies of specific strikes or labor movements outside of this period and region.

Common Misconceptions:
* Students may think that labor unions were universally accepted, overlooking the significant opposition from businesses and some governments.
* Students might assume that changes in working conditions happened overnight, not recognizing the prolonged and often violent struggles involved.
* Students sometimes believe that labor unions were only about improving wages and working conditions, ignoring their political objectives and influence in broader social reforms.
* There can be a misunderstanding that all workers had the same motivations and goals without considering the diversity of backgrounds and interests within the labor movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 304.0
Standard ID: KC-5.1.V.A+2
Standard Description: Explain how and why workers’ movements emerged in different areas, promoting alternative visions of society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the different alternative visions of society advocated by political parties emerging from workers' movements across various regions.
* Compare the methods used by workers' movements in different regions to promote their goals.
* Describe the goals of workers' movements in terms of improving working conditions, limiting working hours, and gaining higher wages.
* Evaluate the effectiveness of workers' movements in achieving their goals of social and economic reform by the end of the 19th century.
* Explain how industrialization contributed to the emergence of workers’ movements in different areas.
* Identify the key reasons that prompted workers in industrialized states to form labor unions.
* Using a primary source document, analyze the arguments put forth by a specific workers' movement.

Assessment Boundaries:
* Focus on the emergence and motivations of workers' movements in various regions and how these movements sought alternative societal visions. Exclude specific political parties' emergence or detailed different regions' conditions.

Common Misconceptions:
* Many students misunderstand that the emergence of workers' movements was a linear process, when in reality, it often involved complex interactions between different social, economic, and political factors.
* Students may assume that workers' movements were always successful in achieving their goals, without understanding the significant resistance they often faced from both governments and employers.
* Students may believe that workers' movements emerged uniformly across all industrialized areas without various local causes and conditions influencing their development.
* Students often think that workers' movements were solely about labor issues, failing to recognize that many also promoted broader social and political reforms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 305.0
Standard ID: KC-5.1.V.A+3
Standard Description: Explain how and why political parties emerged in different areas, promoting alternative visions of society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of key figures and events in the formation of political parties advocating for social and economic reforms.
* Compare the objectives and strategies of various workers' movements and political parties across different regions.
* Describe the influence of specific ideologies (e.g., socialism, Marxism) on the emergence of political parties promoting alternative visions of society in the 19th century.
* Evaluate the impact of political parties on governmental policies and social structures during the industrial period.
* Explain the economic and social conditions that led to the formation of labor unions and political parties aimed at improving workers' rights in industrialized states.

Assessment Boundaries:
* Include the emergence of notable political parties like the Social Democrats and the Labour Party during this period, promoting alternative visions of society. Exclude specific details on labor unions or worker movements as these are covered under other substandards.

Common Misconceptions:
* Students may think that political parties emerged solely due to economic dissatisfaction without recognizing the influence of social and ideological motivations.
* Students might believe that the goals of these political parties were uniform across different regions, overlooking the diversity and specificity of local issues.
* Students often assume that the emergence of political parties was a spontaneous and unified process, failing to acknowledge the complex and varied historical contexts and events that led to their formation.
* There is a misconception that all alternative visions of society promoted by political parties were radical or revolutionary, instead of understanding that some advocated for moderate reforms within the existing framework.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1160.0
Standard ID: KC-5.1.V.B
Standard Description: In response to the expansion of industrializing states, some governments in Asia and Africa, including the Ottoman Empire and Qing China, sought to reform and modernize their economies and militaries. Reform efforts were often resisted by some members of government or established elite groups.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 310.0
Standard ID: KC-5.1.V.B+1
Standard Description: Explain how and why the expansion of industrializing states influenced Qing China to reform and modernize its economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons behind Qing China's efforts to modernize its economy in the context of industrialized global economies.
* Describe the external pressures from industrialized states that influenced Qing China's decision to reform its economy.
* Discuss the role of foreign trade and investment in shaping Qing China's economic reform strategies.
* Evaluate the success and limitations of Qing China's economic reforms in response to industrialization pressures.
* Explain the economic policies Qing China adopted in response to the industrialization of Western nations.
* Explain the impact of military threats from industrialized states on Qing China's economic modernization efforts.
* Identify and explain the key figures and groups within Qing China who supported or resisted economic reforms and modernization.

Assessment Boundaries:
* Focus on the initial economic reforms attempted like the Self-Strengthening Movement in response to the pressures from industrializing Western nations and Japan. Exclude the military aspects of modernization efforts and the colonial contexts that influenced them.

Common Misconceptions:
* Some may think Qing China's reforms led to immediate improvements, not understanding the long-term process and the setbacks faced.
* Students might assume that all reforms in Qing China were focused solely on economic modernization, ignoring military and social reforms.
* Students often believe that Western colonial pressure was the only factor driving Qing China to modernize, neglecting internal weaknesses and socio-political factors.
* There might be a misconception that reforms in Qing China were universally accepted and effective, overlooking significant internal resistance and inconsistencies in implementation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 311.0
Standard ID: KC-5.1.V.B+2
Standard Description: Explain how and why the expansion of industrializing states influenced Japan to reform and modernize its economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of mandatory educational reforms on Japan's ability to train a workforce skilled in new industrial techniques.
* Describe how the establishment of new railroads and industrial enterprises reflected Japan's commitment to economic modernization.
* Describe the causes and effects of Japan's constitutional and infrastructural changes on its economic development.
* Explain how Japan’s industrialization influenced its military capabilities and regional influence in Asia.
* Explain the broader context of global industrialization and how Japan’s modernization fit within this trend.
* Explain the reasons behind Japan's decision to adopt Western-style industrialization and the pressures exerted by industrializing states.
* Explain the significance of Japan's Charter Oath of 1868 and its role in the modernization process.
* Identify the key reforms implemented by Japan during the Meiji Restoration to modernize its economy in response to Western industrial influence.

Assessment Boundaries:
* Include the influence of industrializing states on Japan's economic reforms and modernization efforts, focusing on the Meiji Restoration and its impact on the Japanese economy. Exclude detailed examinations of Japan's military modernization or broader impacts of the Meiji Restoration.

Common Misconceptions:
* Some students might think that Japan’s modernization was an isolated case, without seeing the broader context of global industrialization and imperialism influencing multiple regions.
* Students may assume that Japan's Meiji Restoration was a smooth and unified process, failing to understand the complexities and internal conflicts involved in the rapid transition.
* Students may believe that Japan's modernization was solely a result of internal desires for progress, without recognizing the external pressures and challenges posed by industrializing Western states.
* There may be a misunderstanding that Japan's modernization efforts only focused on technological advancements, ignoring social, economic, and political reforms that accompanied industrialization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 312.0
Standard ID: KC-5.1.V.B+3
Standard Description: Explain how and why the expansion of industrializing states influenced the Ottoman Empire to reform and modernize its economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the specific economic reforms implemented by the Ottoman Empire in response to European industrial expansion, using primary and secondary sources for evidence.
* Compare the Ottoman Empire’s economic modernization efforts with those of another non-European state during the same period, discussing similarities and differences.
* Describe the resistance encountered within the Ottoman Empire to economic modernization and explain the reasons behind this resistance.
* Evaluate the long-term success and limitations of the Ottoman Empire's economic reforms by examining historical evidence and scholarly interpretations.
* Explain how European economic policies and practices influenced the Ottoman Empire’s decision to reform its economy.
* Explain the impact of the Ottoman economic reforms on social and political structures within the empire.
* Identify and describe the economic challenges faced by the Ottoman Empire as a result of the expansion of industrializing European states.
* Utilize data sets or maps to analyze the geographical and economic changes in the Ottoman Empire during the period of modernization.

Assessment Boundaries:
* Focus on the Ottoman Empire's economic reforms in response to pressures from industrialized European states. Exclude military reforms and the specific roles of elite resistance.

Common Misconceptions:
* Some students believe that all reforms were involuntary reactions to external pressure, ignoring the internal motivations and awareness of the need for modernization within the Ottoman leadership.
* Students may think the Ottoman Empire was not influenced by European industrialization at all, overlooking the pressures and economic competition that prompted reforms.
* Students often assume that the reforms in the Ottoman Empire were fully successful without recognizing the resistance from conservative factions within the empire.
* There is a misconception that economic reforms were isolated efforts rather than part of a broader strategy that also included military and administrative changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 313.0
Standard ID: KC-5.1.V.B+4
Standard Description: Explain how and why the expansion of industrializing states influenced Qing China to reform and modernize its military.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of foreign pressures, such as the Opium Wars and spheres of influence, in motivating Qing China to modernize its army.
* Assess the influence of industrialized warfare techniques from Europe on the Qing military’s structure and operations.
* Compare the Qing military reforms with similar efforts in other Asian states like the Ottoman Empire in response to European industrial expansion.
* Describe the specific changes implemented in Qing China's military reforms during the era of industrialization.
* Evaluate the successes and limitations of Qing China's military reforms in the broader context of resistance from traditional elites.
* Explain the impact of European technological advancements on Qing China's military strategies and capabilities.
* Identify the key reasons for Qing China's decision to reform and modernize its military in response to the expansion of industrializing states.
* Use visual sources like maps and political cartoons to explain the geopolitical circumstances that pressured Qing China into military modernization.

Assessment Boundaries:
* Include the primary motivations and key policies behind Qing China's military reforms in response to the expansion of industrializing states. Exclude broader socio-economic or political reforms unless they directly pertain to military modernization.

Common Misconceptions:
* Some students may assume that Qing China's military reforms were immediate and fully effective, rather than understanding the gradual and often incomplete nature of these changes.
* Students might also misunderstand the extent to which Qing China's military reforms were influenced by Western technology and strategies, incorrectly thinking that these reforms were developed independently of foreign models.
* Students often believe that the Qing Dynasty's military reforms were solely a result of internal ambition, when in fact the pressure from expanding industrialized states was a critical driving factor.
* There is a common misconception that the modernization efforts in Qing China were uniformly supported, overlooking the significant resistance from conservative factions within the government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 316.0
Standard ID: KC-5.1.V.B+7
Standard Description: Explain how and why reform efforts in Qing China were often resisted by some members of government or established elite groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how global pressures and colonial threats influenced both the call for reforms and the resistance to them in Qing China.
* Analyze the specific socioeconomic interests of Qing government officials that led them to resist reforms.
* Compare the motivations behind resistance to reforms in Qing China with those in another contemporaneous state (stimulus: map/data of reform efforts across different regions required).
* Evaluate the long-term consequences of the resistance to reforms on the Qing Dynasty’s stability and eventual downfall.
* Explain how Confucian ideology and traditional power structures within the Qing Dynasty reinforced resistance to change.
* Identify and describe the arguments used by conservative elites to oppose Qing reform policies using primary and secondary source excerpts (stimulus required).
* Identify the key Qing Dynasty reform efforts aimed at modernizing China's economy and military.

Assessment Boundaries:
* Focus on the reasons specific to Qing China for resisting reforms, including the influence of Confucian traditions, fear of loss of power by the elites, and opposition from conservative factions within the government. Avoid discussing the broader context of resistance to reform in other Asian or African societies.

Common Misconceptions:
* Some students might think that the resistance was due to a lack of awareness of Western advancements, rather than a deliberate choice to protect existing privileges and power.
* Students may believe that resistance to reform efforts in Qing China was based solely on cultural conservatism, neglecting the political and economic interests of the elites.
* Students may mistakenly assume that all Qing officials and elites uniformly opposed reforms, rather than understanding the factional differences and varying degrees of support and opposition.
* There might be a misunderstanding that the reforms were unanimously perceived as beneficial or necessary, ignoring the perceived threats to traditional power structures and socio-economic stability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 317.0
Standard ID: KC-5.1.V.B+8
Standard Description: Explain how and why reform efforts in Japan were often resisted by some members of government or established elite groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the motivations behind the resistance to the Meiji reforms by the samurai class and other established elites.
* Compare the resistance to Meiji reforms with resistance faced by other Asian governments in the same period.
* Evaluate the political and social impact of resistance to the Meiji Restoration on the Japanese government's ability to implement reforms.
* Explain how specific events, such as the Satsuma Rebellion, illustrated the resistance to Meiji reforms.
* Explain the Tokugawa Shogunate’s initial resistance to reform and how it stemmed from isolationist policies.
* Interpret images or primary source documents depicting opposition to Japanese reforms to understand the perspectives of resisters. (Requires stimulus)

Assessment Boundaries:
* Focus on specific reform efforts in Japan during the Meiji Restoration and identify key members of the government or established elite groups who resisted these reforms. Limit the scope to reasons for their resistance based on political, social, and economic concerns. Exclude details about the overall success of the Meiji reforms or reform efforts in other countries.

Common Misconceptions:
* Some students may inaccurately assume that the concept of modernization in Japan was purely Western, disregarding how Japan adapted and integrated these ideas into their own context.
* Students may believe that all members of the government in Japan uniformly supported or opposed the reforms, rather than recognizing the internal divisions and individual interests that influenced their stance.
* Students may overlook the difference between the reform periods and the gradual nature of reform, thinking that all changes happened rapidly and either succeeded or failed uniformly.
* Students might think that the resistance to reforms was solely due to cultural conservatism, neglecting economic motives or fears of losing power and status among the elites.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 318.0
Standard ID: KC-5.1.V.B+9
Standard Description: Explain how and why reform efforts in the Ottoman Empire were often resisted by some members of government or established elite groups.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of resistance from government officials on the success or failure of Ottoman reforms.
* Compare the resistance to reforms in the Ottoman Empire with resistance in another contemporary empire.
* Describe how elite groups in the Ottoman Empire reacted to economic and military reforms.
* Explain the reasons why some members of the Ottoman government resisted reforms during the 19th century.
* Identify the specific reform efforts undertaken in the Ottoman Empire during the period of 1750 to 1900.

Assessment Boundaries:
* Focus on the specific reasons behind the resistance by government members and established elite groups to reforms in the Ottoman Empire. Emphasize the role of traditional power structures and the impact of external pressures on these reforms. Omit broader context about reforms in other regions or detailed analysis of the modernization efforts themselves.

Common Misconceptions:
* Assuming that resistance to reforms within the Ottoman Empire was solely based on cultural or religious conservatism, ignoring the complex socio-economic factors at play.
* Believing that all members of the Ottoman Empire's government and elites were uniformly opposed to reforms, whereas there were actually factions with varying views and interests.
* Overlooking the role of external European influence and pressure in both prompting the Ottoman reforms and in fueling resistance to them.
* Thinking that the resistance to modernization efforts was the primary reason for the Ottoman Empire's decline, without considering other external and internal factors that contributed to its weakening.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: KC-5.1.V.D
Standard Description: In response to the social and economic changes brought about by industrial capitalism, some governments, organizations, and individuals promoted various types of political, social, educational, and urban reforms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 299.0
Standard ID: KC-5.1.V.D+1
Standard Description: Explain how social and economic changes brought about by industrial capitalism influenced governments, organizations, and individuals to promote various types of political reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of individuals in promoting political reforms in response to the challenges posed by industrial capitalism.
* Assess the effectiveness of political reforms initiated by governments, organizations, and individuals in addressing the issues stemming from industrial capitalism’s social and economic changes.
* Compare the political reforms promoted in different industrial societies and explain their similarities and differences.
* Describe the social and economic changes brought about by industrial capitalism in the period from 1750 to 1900.
* Evaluate the influence of social changes due to industrial capitalism on the development of political ideologies in the 19th century.
* Explain how industrial capitalism led to social changes that motivated organizations to advocate for political reforms.
* Identify specific political reforms promoted by governments in response to industrial capitalism's impacts during the 19th century.

Assessment Boundaries:
* Include the focus on the specific political reforms promoted in response to social and economic changes brought about by industrial capitalism, such as suffrage movements, labor laws, and government regulations. Exclude detailed examinations of social, educational, or urban reforms, as well as political reforms not directly tied to the impacts of industrial capitalism.

Common Misconceptions:
* Many students assume that political reforms immediately resulted in significant improvements to people's lives, not recognizing the gradual and often contentious nature of implementing reforms.
* Students might believe that all political reforms of the era were progressive and aimed at democratization, without understanding that some reforms were conservative reactions aimed at maintaining the existing social order.
* Students often think that political reforms were solely top-down processes initiated by governments, underestimating the role of grassroots movements, labor unions, and public pressure in influencing reforms.
* There is a common misunderstanding that political reforms happened uniformly across all industrializing nations, ignoring the diverse motivations and contexts behind reforms in different regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 300.0
Standard ID: KC-5.1.V.D+2
Standard Description: Explain how social and economic changes brought about by industrial capitalism influenced governments, organizations, and individuals to promote various types of social reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of industrial capitalism in promoting social welfare reforms.
* Assess the significance of social reform movements in improving living standards during the industrial era.
* Compare different social reform movements that emerged in response to industrial capitalism.
* Describe economic changes brought about by industrial capitalism and their effects on social structures.
* Evaluate the impact of labor reforms influenced by the economic changes from industrial capitalism.
* Explain how industrial capitalism influenced philanthropic activities by individuals and organizations.
* Explain how industrial capitalism led to increased calls for educational reforms.
* Identify patterns and connections between social reforms initiated due to industrial capitalism across different regions.

Assessment Boundaries:
* Focus on how the social and economic changes resulting from industrial capitalism influenced governments, organizations, and individuals to promote social reforms such as labor rights and social welfare programs. Exclude political, educational, and urban reforms.

Common Misconceptions:
* Some may believe that all governments uniformly supported social reforms, not recognizing the resistance or variations in support across different regions and political environments.
* Students may think that social reforms were only aimed at improving working conditions, overlooking other areas such as education, healthcare, and urban planning.
* Students might assume social reforms were immediate and uniformly successful, overlooking the complexities and gradual progress involved in implementing these changes.
* There is a misconception that the push for social reforms was universally welcomed by all social classes, ignoring the opposition from some elite and middle-class members who felt threatened by these changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 301.0
Standard ID: KC-5.1.V.D+3
Standard Description: Explain how social and economic changes brought about by industrial capitalism influenced governments, organizations, and individuals to promote various types of educational reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Compare educational reforms in different industrial contexts and their effectiveness in addressing social inequality and labor demands posed by industrialization, without focusing on specific regions or detailed reform aspects.
* Describe how various social and economic factors influenced the development of educational opportunities during the Industrial Revolution.
* Evaluate the long-term effects of educational reforms initiated during the period of industrialization on contemporary educational systems.
* Examine the general trends in education and their broader societal impacts during the period of industrialization in the late 18th and 19th centuries.
* Explain the influence of industrial capitalism on the expansion of public education systems from 1750 to 1900.
* Identify the educational reforms promoted by various governments in response to the socio-economic changes during the Industrial Revolution.

Assessment Boundaries:
* Include examples of how educational reforms addressed social inequality and labor demands due to industrialization, focusing solely on the changes within the educational system influenced by industrial capitalism. Exclude the Sunday school movement, Robert Raikes, British educational reforms, Sir Robert Peel's 1833 speech, and education as a tool for social control. Avoid mentioning specific religious education initiatives or detailed aspects of educational reforms. Exclude unrelated political and urban reforms. Do not include information about the Sunday school movement, Robert Raikes, British educational reforms, Sir Robert Peel's 1833 speech, or education as a tool for social control.

Common Misconceptions:
* Some students could mistakenly believe that educational reforms were uniformly accepted and implemented without resistance, missing the conflicts and pushback from various societal groups.
* Students might think that industrialization's influence on education reforms was limited to technical skills only, neglecting the broader reforms in general education, civic training, and literacy programs.
* There may be a misconception that governments were the only entities pushing for educational reforms, overlooking the significant role played by private organizations and individuals.
* There might be an assumption that educational reforms during this time were solely aimed at economic purposes, ignoring the social and moral aims of education reform efforts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 302.0
Standard ID: KC-5.1.V.D+4
Standard Description: Explain how social and economic changes brought about by industrial capitalism influenced governments, organizations, and individuals to promote various types of urban reforms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how social changes, such as urbanization and shifts in labor patterns, pressured governments to enact urban reforms.
* Assess the role of organizations in advocating for and implementing urban reforms in industrial societies.
* Compare the urban reforms enacted by different governments and organizations in response to social and economic changes prompted by industrial capitalism.
* Discuss the contributions of individuals, such as social reformers, in promoting urban reforms during the industrial era.
* Evaluate the effectiveness of specific urban reforms introduced by governments in mitigating the adverse effects of industrial capitalism.
* Explain the relationship between the economic changes brought about by industrial capitalism and the implementation of urban reforms.
* Identify key urban reforms introduced by governments in response to the challenges of industrial capitalism.
* Use excerpts from primary sources, such as governmental reports or reformer speeches, to interpret the motivations behind specific urban reforms.

Assessment Boundaries:
* Include specific examples of urban reforms promoted in response to industrial capitalism, such as public sanitation, housing, and transportation improvements within industrialized cities. Exclude discussions on rural reforms, political, social, and educational reforms.

Common Misconceptions:
* Students could misunderstand the relationship between industrial capitalism and urbanization, believing urban reforms were only about improving living conditions rather than addressing broader economic and social issues.
* Students may assume that the causes for urban reforms were homogenous across different regions, failing to understand the varied local factors influenced by industrial capitalism.
* Students may believe that urban reforms were solely initiated by governments, without considering the significant role of organizations and individuals in driving these changes.
* Students might think that all urban reforms had immediate positive effects and were universally accepted, without recognizing the resistance and mixed outcomes of these reforms.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1150.0
Standard ID: KC-5.3.IV.A.ii
Standard Description: Discontent with established power structures encouraged the development of various ideologies, including those espoused by Karl Marx, and the ideas of socialism and communism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 306.0
Standard ID: KC-5.3.IV.A.ii+1
Standard Description: Explain how and why discontent with established power structures encouraged the development of various ideologies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source excerpts from key texts like 'The Communist Manifesto' to identify the arguments made by Karl Marx in response to discontent with political and economic structures.
* Compare the arguments made by Karl Marx and other socialist thinkers regarding solutions to the problems posed by industrial society.
* Describe the factors contributing to discontent with established power structures between 1750 to 1900.
* Discuss how the newfound ideologies proposed structural changes to ameliorate the lived experiences of the working class.
* Explain how the Industrial Revolution exacerbated social and economic inequalities, leading to the development of ideologies that aimed to address these issues.
* Identify the main ideological responses to discontent with established power structures, such as socialism and communism.

Assessment Boundaries:
* Focus on how discontent with established power structures in industrial societies from 1750 to 1900 led to the development of ideologies such as socialism and communism. Exclude detailed biographical accounts of Karl Marx or other specific figures.

Common Misconceptions:
* Students may believe that ideological movements like socialism and communism emerged solely because of economic discontent, ignoring political, social, and cultural factors.
* Students may think that ideologies developed in isolation, not recognizing the global exchange of ideas and the influence of various international movements.
* Students might assume that all people in industrial societies universally supported these ideologies, overlooking significant opposition from various social strata.
* There could be a misconception that the development of ideologies resulted in immediate widespread acceptance and implementation, rather than understanding the gradual process and mixed reactions they faced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 307.0
Standard ID: KC-5.3.IV.A.ii+2
Standard Description: Explain how and why discontent with established power structures encouraged the development of the ideologies espoused by Karl Marx.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Marx's critique of capitalism reflected widespread dissatisfaction with existing economic systems.
* Describe the socio-economic conditions that led to discontent with established power structures between 1750 and 1900.
* Explain the influence of the Industrial Revolution on the development of Marx's ideologies.
* Explain the role of class struggle in Marxist theory as a response to established power structures.
* Identify and describe examples of historical events or movements that were influenced by or reflected Marxist ideologies.
* Use primary sources to analyze the rhetoric employed by Karl Marx to critique established power structures, emphasizing the context in which he wrote.

Assessment Boundaries:
* Include analysis of specific grievances against industrial and capitalist structures that led to Marx's critique, such as exploitation of labor and inequity of wealth distribution, highlighted in his works like 'The Communist Manifesto.' Exclude other ideologies developed due to industrial discontent and detailed biographical information about Karl Marx.

Common Misconceptions:
* Students may believe that discontent with power structures was solely economic, ignoring social and political causes that also drove the development of Marxist ideologies.
* Students may think that all discontent and challenges to power structures were directly influenced by Karl Marx, overlooking other contributing factors and ideologies leading up to his theories.
* Students might conflate communism and socialism as identical, not recognizing the specific contributions of Karl Marx to these ideologies.
* Students might incorrectly assume that Marxist ideologies achieved immediate widespread acceptance during this period, rather than being part of a broader, more gradual adoption and adaptation process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 308.0
Standard ID: KC-5.3.IV.A.ii+3
Standard Description: Explain how and why discontent with established power structures encouraged the development of the idea of socialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of early industrial society's inequities on the popularity and spread of socialist ideas throughout Europe.
* Compare the social and economic conditions in different European countries that contributed to the rise of socialism.
* Describe the broader historical context of industrialization and its role in fostering socialist movements.
* Evaluate primary source excerpts from socialist writings to identify and describe the arguments against established power structures.
* Explain how the development of socialist ideologies highlights patterns of change and continuity within the broader political and economic transformations of the era.
* Explain the key principles of socialism as advocated by thinkers like Karl Marx, and how these principles were a response to the power structures of the time.
* Identify the grievances and power structures that led to the development of socialist ideology in the 18th and 19th centuries.
* Use secondary historical analyses to discuss the evolution and variation in early socialist thought across different European regions.

Assessment Boundaries:
* Focus on the development of socialist ideas driven by the discontent with established power structures during the period from 1750 to 1900. Exclude detailed explorations of other ideologies such as communism or liberalism.

Common Misconceptions:
* Some students might assume that discontent with established power structures uniformly led to socialism, neglecting other contemporaneous ideologies like anarchism and liberalism that also emerged from similar discontents.
* Students may think that socialism is a monolithic ideology, failing to recognize the diversity of socialist thoughts and movements.
* Students might believe socialism developed solely as a reaction to industrialization and ignore the broader historical context of philosophical and political movements.
* Students often overlook the practical and strategic aspects of socialist movements, viewing them purely as theoretical or utopian responses to discontent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 309.0
Standard ID: KC-5.3.IV.A.ii+4
Standard Description: Explain how and why discontent with established power structures encouraged the development of the idea of communism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of industrialization on worker discontent and how it fueled the growth of communism.
* Assess the significance of communist ideology in challenging the traditional power structures of the time.
* Compare the principles of communism with other contemporary ideologies such as socialism and capitalism, using primary source excerpts or ideological writings (Stimulus required).
* Describe the societal and economic conditions that led to the rise of communist ideologies.
* Evaluate the role of class struggle in the formation of communist thought.
* Explain how historical events between 1750 and 1900 provided a backdrop for the development of communist ideas, using political cartoons, data sets, or historical documents (Stimulus required).
* Explain how the ideas of Karl Marx contributed to the development of communism.
* Identify the primary causes of discontent with established power structures during the period from 1750 to 1900.

Assessment Boundaries:
* Focus on the fundamental principles of communism as developed by Karl Marx, emphasizing the criticism of capitalism and the advocacy for class struggle. Limit the scope to the socio-economic conditions and discontent that led to the rise of communist ideology, particularly in Europe during the 19th century. Exclude detailed accounts of the implementation of communism in specific countries or the variations of communist theory that developed later in the 20th century.

Common Misconceptions:
* Some students might think that communism was solely about overthrowing the wealthy class, overlooking its broader goals of addressing systemic inequalities and establishing a classless society.
* Students may believe that communism emerged suddenly and fully formed from the mind of Karl Marx, rather than recognizing it as a response to long-term social and economic discontent.
* Students often assume that communism was universally rejected by the working classes, failing to understand its appeal in various contexts where disparities were significant.
* There is a misconception that discontent with power structures only existed in industrial Europe, ignoring similar sentiments and movements in other parts of the world.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.8
Cluster Name: 8. Reactions to the Industrial Economy from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1130.0
Standard ID: Unit 5: Learning Objective I
Standard Description: Explain the causes and effects of calls for changes in industrial societies from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: KC-5.1.VI.A
Standard Description: New social classes, including the middle class and the industrial working class, developed.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 319.0
Standard ID: KC-5.1.VI.A+1
Standard Description: Explain why the middle class developed as a result of industrialization.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of technological advancements in shaping the economic landscape that allowed the middle class to flourish.
* Describe the new business and manufacturing practices that emerged during the Industrial Revolution and how they provided opportunities for the middle class to thrive.
* Evaluate the effects of increased consumerism and lowering costs of goods on the expansion of the middle class during the Industrial Revolution.
* Explain the impact of urbanization and increased productivity on the formation and growth of the middle class during the Industrial Revolution.
* Identify the key economic changes brought about by industrialization that contributed to the rise of the middle class.
* Interpret primary source passages on industrial-era economic changes to understand the social mobility opportunities available to the emerging middle class.

Assessment Boundaries:
* Include the roles and economic activities that characterized the emerging middle class during industrialization. Exclude detailed analysis of the industrial working class and reform movements that responded to the new class structure.

Common Misconceptions:
* Students might assume that the middle class was homogeneous, not recognizing the diversity within the middle class, such as the differences between the lower middle class and the upper middle class.
* Students might think that the middle class existed in the same way before industrialization, failing to understand that this class emerged primarily due to economic changes brought by industrialization.
* Students often believe that the middle class developed solely due to increased wages, ignoring the impact of new business opportunities, entrepreneurship, and access to credit.
* There is a misconception that industrialization only affected the labor class, leading students to overlook the shift in social hierarchies and the substantial growth of the middle class.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 320.0
Standard ID: KC-5.1.VI.A+2
Standard Description: Explain why the industrial working class developed as a result of industrialization.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the demand for labor in industrial settings led to the creation of a distinct industrial working class.
* Assess the long-term social and economic impacts of the industrial working class on society.
* Describe the living and working conditions of the industrial working class and how these conditions reflected broader economic transformations.
* Evaluate the role of industrial capitalists in shaping the experiences and status of the industrial working class.
* Explain the relationship between the rise of factories and the migration of workers to urban centers.
* Identify the economic and technological changes that contributed to the formation of the industrial working class.

Assessment Boundaries:
* Focus on the creation and expansion of the industrial working class due to factors such as urbanization, factory system, and demand for wage labor. Exclude the detailed comparison between middle class and industrial working class and discussions on the middle class.

Common Misconceptions:
* A common misconception is thinking that the development of the industrial working class was solely driven by socioeconomic factors and disregarded the technological advancements and mechanization as significant contributors.
* Students may believe that the industrial working class existed before industrialization and did not recognize its formation as a direct result of new industrial practices and economic demands.
* Students might assume that the industrial working class development was a homogenous process globally, not recognizing the different rates and ways it developed in various regions.
* There can be a misunderstanding that the industrial working class only consisted of unskilled laborers, ignoring the variety of skilled and semi-skilled workers who were also part of this class.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1180.0
Standard ID: KC-5.1.VI.B
Standard Description: While women and often children in working class families typically held wage-earning jobs to supplement their families' income, middle-class women who did not have the same economic demands to satisfy were increasingly limited to roles in the household or roles focused on child development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 321.0
Standard ID: KC-5.1.VI.B+1
Standard Description: While women and often children in working class families typically held wage-earning jobs to supplement their families' income, middle-class women who did not have the same economic demands to satisfy were increasingly limited to roles in the household or roles focused on child development.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze cause-and-effect relationships between changes in the labor market and the increased limitation of roles for middle-class women.
* Analyze the impact of industrialization on the family structure and the distinct separation of spheres for men and women within the middle class.
* Discuss how technological advancements during the industrial era affected the domestic responsibilities of middle-class women.
* Evaluate the influence of child development theories emerging during the industrialization period on the roles of middle-class women as primary caregivers.
* Examine the ways in which literature and media from the industrial era reflected and reinforced the restricted roles of middle-class women.
* Explain how societal expectations and cultural norms of the 19th century shaped the domestic roles assigned to middle-class women.
* Identify the economic factors during industrialization that influenced the role of middle-class women in society.
* Use primary sources, such as letters or diaries from the era, to illustrate the lived experiences of middle-class women whose roles were limited to the home.

Assessment Boundaries:
* Focus on the economic and social reasons that confined middle-class women to domestic roles due to industrialization. Exclude detailed exploration of women’s roles in working-class families, as well as the evolution of these roles beyond the period of early industrialization.

Common Misconceptions:
* Learners might misconceive that this shift was universally beneficial and improved standards for all women, overlooking discrepancies in rights and opportunities across different social classes.
* Students may think that middle-class women's confinement to the household was solely a natural societal progression, without recognizing the economic changes that reduced their necessity in the workforce.
* Students might assume that middle-class women did not contribute economically at all, while in reality, their roles in the household were pivotal in shaping family consumption and standards of living.
* There may be a belief that middle-class women's roles were universally accepted and uncontested, ignoring the varying degrees of resistance and adaptation to these roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1190.0
Standard ID: KC-5.1.VI.C
Standard Description: The rapid urbanization that accompanied global capitalism at times led to a variety of challenges, including pollution, poverty, increased crime, public health crises, housing shortages, and insufficient infrastructure to accommodate urban growth.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 322.0
Standard ID: KC-5.1.VI.C+1
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to pollution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the increase in manufacturing and transportation led to environmental challenges in urban areas.
* Assess the impact of inadequate urban infrastructure on environmental quality in cities experiencing rapid growth due to global capitalism.
* Compare the environmental conditions in urban areas before and after the onset of rapid industrialization and urbanization. *(Requires a stimulus: maps, graphs)*
* Explain how industrial activities contributed to air and water pollution in rapidly growing urban areas during the period of global capitalism.
* Explain how perceptions of industrial pollution and its impacts on urban populations varied during the period of rapid urbanization, considering different perspectives on its causes and consequences.
* Identify the primary factors that led to pollution during the rapid urbanization associated with global capitalism.

Assessment Boundaries:
* Focus on the causes and types of pollution resulting specifically from rapid urbanization during the industrialization period. Do not include other challenges related to urbanization such as poverty, public health crises, or housing shortages.

Common Misconceptions:
* Some students might assume that pollution was a sudden problem that emerged with urbanization, rather than a gradual issue that escalated with increased population density and industrial activity.
* Students may think that pollution caused by rapid urbanization was solely due to industrial factories, neglecting other sources such as domestic heating and transportation.
* Students often underestimate the role of poor waste management systems in contributing to urban pollution, believing that the problem was only related to air and water quality.
* There is a misconception that pollution during rapid urbanization affected only the outdoor environment, ignoring the significant impact on indoor air quality due to coal and other fuel use.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 323.0
Standard ID: KC-5.1.VI.C+2
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to poverty.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source data, such as quotes from contemporary observers, regarding the impact of urbanization on poverty.
* Describe the key factors that led to rapid urbanization during the era of global capitalism.
* Evaluate the effectiveness of different historical responses to the challenges of poverty brought on by rapid urbanization.
* Explain how rapid urbanization contributed to the rise of poverty in urban areas under global capitalism.
* Identify the major social and economic challenges that emerged as a result of rapid urbanization.

Assessment Boundaries:
* Address how rapid urban migration during the industrial period contributed to poverty through challenges such as job scarcity, low wages, inadequate housing, and lack of social services. Avoid discussing other effects of urbanization like pollution, crime, or health crises.

Common Misconceptions:
* Many students think that poverty is solely due to individual failings or lack of effort, without considering the systemic issues created by rapid urbanization such as lack of infrastructure and job shortages.
* Students may misunderstand that all urban areas developed equally during industrialization, overlooking the uneven development and the disparities between different regions and cities.
* Students often believe that urbanization directly leads to wealth and economic growth for all, ignoring the significant impact on poverty levels experienced by many.
* There is a misconception that poverty during industrialization was a temporary and quickly resolved issue, rather than understanding it as a pervasive and ongoing problem.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 324.0
Standard ID: KC-5.1.VI.C+3
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to increased crime.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of poverty as a result of rapid urbanization in the increase of criminal activities.
* Describe the relationship between insufficient urban infrastructure and the rise in crime rates.
* Evaluate secondary sources to explain how the rapid urbanization during the Industrial Revolution contributed to increased crime, considering multiple perspectives on the social and economic factors involved.
* Evaluate the impact of public health crises during rapid urbanization on crime rates.
* Explain how pollution linked to rapid urbanization might indirectly influence crime rates.
* Explain how the conditions of urban living spaces could lead to higher crime rates during rapid urbanization.
* Identify the major factors of rapid urbanization due to global capitalism and how they contributed to increased crime.
* Utilize primary source documents to identify historical instances where rapid urbanization is explicitly linked to increased crime rates.

Assessment Boundaries:
* Focus on the correlation between rapid urbanization during industrialization and the rise in crime rates in urban areas. Exclude other challenges of urbanization such as pollution, poverty, public health crises, housing shortages, and insufficient infrastructure.

Common Misconceptions:
* Many students might think that rapid urbanization and increased crime were unique to the Industrial Revolution, not realizing similar patterns have occurred in other historical contexts and regions.
* Students frequently misconceive that the government did not respond to the rise in crime due to rapid urbanization, whereas various measures and reforms were often attempted to address these issues.
* Students may assume that increased crime in urban areas was solely due to the influx of rural populations, neglecting other factors like poor urban planning and socioeconomic disparities.
* There is often a belief that crime in urban areas was primarily violent crime, overlooking the prevalence of other crimes such as theft, fraud, and organized crime.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 325.0
Standard ID: KC-5.1.VI.C+4
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to public health crises.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of industrial pollution in exacerbating public health challenges during the era of global capitalism.
* Compare the public health conditions in pre-industrial rural areas with those in rapidly growing industrial cities.
* Describe the main public health crises that emerged during rapid urbanization in industrial cities.
* Discuss the impact of increased population density on disease transmission and public health during periods of rapid urban growth.
* Evaluate the effectiveness of public health measures and infrastructure improvements that were implemented to address the health crises in urban areas.
* Examine historical accounts and secondary sources to explain the causes and public response to public health crises in urban areas during the industrial age.
* Explain how labor conditions in industrial settings contributed to public health crises in urban areas.
* Explain the relationship between housing shortages and public health crises in rapidly urbanizing areas.
* Identify and explain the social and environmental factors that contributed to public health issues in urban areas during industrialization.
* Using a primary source, identify the perspectives of contemporary observers on public health conditions in industrial cities (Stimulus required).

Assessment Boundaries:
* Focus on the impact of rapid urbanization on public health during the period of global capitalism, including specific examples of public health crises such as infectious disease outbreaks and inadequate sanitation. Exclude other urban challenges like pollution, crime, or housing shortages.

Common Misconceptions:
* Some students might assume that the only public health crises were related to disease outbreaks, without recognizing other issues like air and water pollution.
* Students may believe that public health crises only affected lower-class populations, ignoring the broader impact on all urban residents, albeit in varying degrees.
* Students might assume that responses to public health crises were immediate and effective, rather than delayed and often insufficient.
* Students might think that public health crises during rapid urbanization were predominantly due to lack of medical knowledge, rather than systemic issues such as poor sanitation, overcrowding, and inadequate public infrastructure.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 326.0
Standard ID: KC-5.1.VI.C+5
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to housing shortages.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how urban infrastructure development lagged behind population growth, leading to housing shortages.
* Describe the relation between rapid urbanization and housing shortages during the period of global capitalism.
* Evaluate the various social and economic impacts of housing shortages in rapidly urbanizing cities.
* Explain how different cities responded to housing shortages during periods of rapid urbanization using relevant case studies.
* Identify the factors contributing to housing shortages due to rapid urbanization.

Assessment Boundaries:
* Include the impact of rapid urbanization on housing shortages in major industrial cities. Exclude other related urban challenges such as pollution, poverty, increased crime, public health crises, and insufficient infrastructure.

Common Misconceptions:
* Some students may think that government interventions were minimal or nonexistent during housing shortages, overlooking the various reform efforts implemented to address the issues.
* Students may assume that housing shortages were unique to industrial urban centers, ignoring that rural areas also faced housing issues due to migration and economic pressures.
* Students might believe that housing shortages were solely a result of overpopulation, without understanding the multiple contributing factors such as economic policies and infrastructure limitations.
* There might be a misconception that housing shortages during rapid urbanization were quickly resolved, not recognizing the long-term and complex nature of these problems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 327.0
Standard ID: KC-5.1.VI.C+6
Standard Description: Explain how the rapid urbanization that accompanied global capitalism at times led to insufficient infrastructure to accommodate urban growth.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how municipal reforms and technological advancements gradually improved living standards in urban areas despite initial challenges.
* Compare the responses of different cities or countries to the challenges of insufficient infrastructure due to rapid urbanization.
* Describe the environmental and social consequences of insufficient urban infrastructure in rapidly growing cities during the era of global capitalism.
* Explain how urban planning and policies failed to keep pace with the growth of urban populations during the era of global capitalism.
* Identify significant factors contributing to insufficient infrastructure due to rapid urbanization during the era of global capitalism.

Assessment Boundaries:
* Focus on the specific ways in which rapid urbanization during the period of global capitalism led to challenges in infrastructure development, particularly in major cities. Exclude detailed case studies or comparisons between different regions unless they directly illustrate the challenges in question.

Common Misconceptions:
* Some students might assume that all urban areas were equally affected by insufficient infrastructure, not recognizing the varying impacts based on city size, economic status, and geography.
* Students may believe that insufficient infrastructure was a result of a lack of resources rather than poor planning and rapid urban growth outpacing development.
* Students might think that urbanization itself directly caused insufficient infrastructure, rather than understanding the lag in infrastructure development due to rapid population growth.
* There can be a misconception that insufficient infrastructure only affected housing, ignoring other areas such as sanitation, transportation, and public health systems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 5
Unit Name: Revolutions
Cluster ID: AP World Topic 5.9
Cluster Name: 9. Society and the Industrial Age: from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1170.0
Standard ID: Unit 5: Learning Objective J
Standard Description: Explain how industrialization caused change in existing social hierarchies and standards of living.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: KC-5.2.III
Standard Description: A range of cultural, religious, and racial ideologies were used to justify imperialism, including Social Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous populations.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 332.0
Standard ID: KC-5.2.III+1
Standard Description: Explain how Social Darwinism was used to justify imperialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of Social Darwinism on the policies and practices of a specific colonial power, including how it influenced their treatment of indigenous populations.
* Compare the arguments of two different imperial powers (e.g., Britain and France) that used Social Darwinism to justify their imperialistic actions. (*Stimulus Required*)
* Develop an argument about the long-term effects of Social Darwinist thought on global politics and racial ideologies, using specific historical evidence for support.
* Evaluate primary and secondary sources that demonstrate the use of Social Darwinist rhetoric by imperial powers. (*Stimulus Required*)
* Explain how Social Darwinism was used to rationalize the expansion of European empires during the period from 1750 to 1900.
* Identify the core principles of Social Darwinism and describe how these principles were interpreted in the context of imperialism.

Assessment Boundaries:
* Focus on the philosophical and pseudo-scientific arguments rooted in Social Darwinism that were specifically employed to support and legitimize imperialistic actions. Exclude the general discussion of other ideological justifications for imperialism such as nationalism, the civilizing mission, or religious conversion.

Common Misconceptions:
* Some students might think that Social Darwinism was the only ideology justifying imperialism, not realizing the influence of other ideologies like nationalism and the civilizing mission.
* Students may assume that Social Darwinism was only about 'survival of the fittest' in nature, ignoring how the concept was applied to human societies and used to justify social hierarchies and imperialism.
* Students may believe that Social Darwinism was a scientifically accurate and universally accepted theory, without recognizing it was widely criticized and flawed.
* There is a misconception that Social Darwinism was used solely as an economic justification for imperialism, overlooking its cultural and racial implications.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 333.0
Standard ID: KC-5.2.III+2
Standard Description: Explain how nationalism was used to justify imperialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze statistical data or maps showing the extent of European empires and connect these data to nationalist sentiments expressed during the period.
* Analyze the role of nationalism in both the expansion of empires and the resistance against imperial rule by colonized peoples.
* Compare the nationalist motivations behind imperialism in Western powers (such as Britain, France, and Germany) and non-Western powers (such as Japan).
* Describe how nationalist ideologies were propagated through media, literature, and political speeches to justify imperial conquests.
* Evaluate the impact of nationalist ideologies on the perceptions of both imperial powers and the subjects of colonial rule.
* Explain how European nations used nationalist rhetoric to garner public support for imperialist policies.
* Identify how nationalism contributed to imperialistic ambitions in the 19th and early 20th centuries.
* Interpret political cartoons or propaganda posters from the period that depict nationalist justifications for imperialism.
* Use primary source passages to analyze the rhetoric of nationalism in political documents and speeches that justified imperialism.

Assessment Boundaries:
* Focus on the justification of imperialism specifically through the lens of nationalism, including aspects like national pride, competition between nation-states, and the idea of a national destiny. Exclude detailed analysis of other ideologies such as Social Darwinism, the civilizing mission, or religious conversion.

Common Misconceptions:
* Many students might believe that nationalism and imperialism are completely separate ideologies without understanding how nationalist sentiments were often exploited to justify imperialist policies.
* Some students may think that nationalism during this period was uniformly experienced and expressed across different nations, not realizing the diverse and context-specific nature of nationalist ideologies.
* Students might assume that nationalism was solely a positive and unifying force without recognizing its role in fostering exclusionism and oppression of other cultures.
* There's a common misunderstanding that nationalism only led to independence movements, rather than also being a tool for domination and colonization by powerful states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 334.0
Standard ID: KC-5.2.III+3
Standard Description: Explain how the concept of the civilizing mission was used to justify imperialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the civilizing mission was used to culturally influence and control colonized societies, including through the imposition of colonial languages, education systems, and institutions that suppressed indigenous traditions.
* Compare the application of the civilizing mission in different imperial contexts using primary source passages.
* Evaluate the effectiveness of the civilizing mission in altering the social, cultural, and political structures of colonized regions.
* Explain the role of the civilizing mission in the ideological framework of imperialist powers.
* Identify how the concept of the civilizing mission served as a justification for imperialism.

Assessment Boundaries:
* Focus on the rhetoric and actions related to the civilizing mission, specifically how European powers justified their imperialistic endeavors by claiming to bring civilization and progress to indigenous populations. Exclude detailed case studies of individual colonies or deep dives into specific religious conversions unless directly tied to the broader concept of the civilizing mission.

Common Misconceptions:
* Some students may assume the 'civilizing mission' was unique to European powers, not realizing that other imperialist nations, like Japan, also adopted similar justifications for expansion.
* Students may believe that the 'civilizing mission' was purely benevolent and only intended to improve the lives of the colonized, not recognizing its role in justifying exploitation and control.
* Students might confuse the 'civilizing mission' with religious conversion efforts alone, overlooking its broader application in cultural, economic, and political imperialism.
* There can be a misconception that the 'civilizing mission' was universally accepted by Europeans, ignoring the significant opposition and critiques within Europe.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 335.0
Standard ID: KC-5.2.III+4
Standard Description: Explain how the desire to religiously convert indigenous populations was used to justify imperialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of religious conversions on indigenous cultures and societies during the period of imperialism.
* Compare the religious justification of imperialism with other justifications, such as economic or racial ideologies, employed during the same period.
* Describe the motives and methods employed by missionaries in their efforts to convert indigenous populations.
* Discuss the role of religious justifications, such as the 'civilizing mission', in facilitating imperial policies and actions.
* Evaluate the primary sources from the period concerning missionaries' perspectives on their mission and how it justified imperial actions.
* Explain how religious conversion efforts were integrated into broader imperial objectives by European powers.
* Use primary source excerpts from missionary writings to support an argument about the effectiveness of religious justifications for imperialism.

Assessment Boundaries:
* Focus on specific examples of how the desire to religiously convert indigenous populations justified imperial policies and actions between 1750 and 1900. Exclude detailed analysis of other ideologies such as Social Darwinism and nationalism.

Common Misconceptions:
* Some students might think that religious conversion efforts were universally accepted by indigenous populations, overlooking instances of resistance and conflict.
* Students may misunderstand that indigenous cultures were entirely replaced by European religions, not realizing the syncretism and blending of beliefs that often occurred.
* Students might believe that the primary motivation behind missionaries' efforts was purely religious, without acknowledging the intertwined economic and political incentives.
* There can be a misconception that the desire to convert indigenous populations was driven by benevolence, ignoring the paternalistic and often coercive approaches taken.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.1
Cluster Name: 1. Rationales for Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1240.0
Standard ID: Unit 6: Learning Objective A
Standard Description: Explain how ideologies contributed to the development of imperialism from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: KC-5.2.I.A
Standard Description: Some states with existing colonies strengthened their control over those colonies and in some cases assumed direct control over colonies previously held by non-state entities.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 336.0
Standard ID: KC-5.2.I.A+1
Standard Description: Compare how some states with existing colonies strengthened their control over those colonies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of policies and treaties, such as the Berlin Conference, on the control and administration of African colonies by European powers.
* Compare the administrative approaches used by the British in India and the French in Indochina to maintain and strengthen their colonial rule.
* Explain the role of infrastructure development, such as railways and telegraph systems, in consolidating colonial control in the 19th century.
* Identify the economic strategies used by European imperial powers to reinforce their control over their colonies between 1750 and 1900.

Assessment Boundaries:
* Focus on the methods used by states to strengthen control over existing colonies, such as administrative reforms, infrastructure development, and military presence. Exclude direct control over colonies previously held by non-state entities or methods of control in colonies not initially under these states.

Common Misconceptions:
* Some students might think that all strengthening of control was achieved through direct rule, missing the nuances of indirect rule, protectorates, and other forms of governance.
* Students may believe that all European states strengthened control over their colonies in the same manner, failing to recognize the variety of tactics used by different empires.
* Students often assume economic motives were the only reasons for strengthening colonial control, overlooking political, strategic, and social factors.
* There is a common misconception that strengthening control over colonies was always a smooth process, ignoring the resistance and conflicts that often occurred.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 337.0
Standard ID: KC-5.2.I.A+2
Standard Description: Compare how, in some cases, states assumed direct control over colonies previously held by non-state entities.

Key Concepts:
*None specified*

Learning Objectives:
* Compare the processes by which different states assumed direct control over previously non-state controlled colonies.
* Describe examples of non-state entities that controlled colonies prior to direct state intervention.
* Explain how state policies and actions facilitated the takeover of colonies from non-state entities.
* Identify the strategies states employed to assume direct control over colonies held by non-state entities.

Assessment Boundaries:
* Include examples such as the shift from the Dutch East India Company to Dutch government control and the transition from King Leopold II of Belgium’s private ownership to government control. Exclude detailed examinations of settlements or the roles of individuals like Leopold II.

Common Misconceptions:
* Some students may assume that all states uniformly took direct control over colonies in the same manner, failing to recognize the varied and complex processes involved.
* Students might mistakenly believe that non-state entities had permanent control over colonies, not understanding the fluid nature of control during this period.
* Students often overlook the role of economic interests and pressures in why states assumed direct control over colonies.
* There's a common misconception that the process of states taking direct control was peaceful and administratively smooth, ignoring the conflicts and resistance involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1260.0
Standard ID: KC-5.2.I.B
Standard Description: European states as well as the United States and Japan acquired territories throughout Asia and the Pacific, while Spanish and Portuguese influence declined.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 338.0
Standard ID: KC-5.2.I.B+1
Standard Description: Compare how European states, the United States, and Japan acquired territories throughout Asia and the Pacific.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the approach taken by Japan to acquire territories in Asia and the Pacific and how it differed from Western powers.
* Compare the economic motivations behind the territorial acquisitions of European states, the United States, and Japan in Asia and the Pacific.
* Describe the methods used by European states to acquire territories in Asia and the Pacific during this period.
* Evaluate the geopolitical consequences of territorial acquisitions by European states, the United States, and Japan in Asia and the Pacific.
* Explain the strategies employed by the United States to expand its territories throughout Asia and the Pacific.

Assessment Boundaries:
* Focus on comparing the acquisition methods used by European states, the United States, and Japan specifically in Asia and the Pacific. This includes the analysis of diplomatic negotiations, military conquests, and economic strategies. Do not include the territories acquired by other means or in regions outside Asia and the Pacific.

Common Misconceptions:
* Learners might assume that European colonizers had uniform reasons for expansion across the board, failing to consider specific national interests and context-driven motives.
* Students may believe that the expansionist policies and methods used by European states, the United States, and Japan were identical, rather than recognizing distinct approaches such as Japan's selective adaptation of Western technology and strategies.
* Students may mistakenly think that all territorial acquisitions were solely achieved through military conquest, ignoring contributions of diplomacy, treaties, and economic pressures.
* Students might overlook the decline of Spanish and Portuguese influence in the region, wrongly assuming that these powers maintained their dominance throughout the period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 339.0
Standard ID: KC-5.2.I.B+2
Standard Description: Compare the decline of Spanish and Portuguese influence throughout Asia and the Pacific.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of external pressures from other European powers in diminishing Spanish and Portuguese control over territories in Asia and the Pacific.
* Compare the political and economic consequences of Spanish versus Portuguese decline in influence in Asia and the Pacific from 1750 to 1900.
* Describe the factors that led to the decline of Spanish influence throughout Asia and the Pacific during the period 1750 to 1900.
* Discuss how internal struggles within Spain and Portugal contributed to their decline in influence in Asia and the Pacific.
* Explain the effects of European state expansion on the decline of Portuguese influence in Asia and the Pacific during the period 1750 to 1900.

Assessment Boundaries:
* Focus on the key events and factors leading to the decline of Spanish and Portuguese influence in Asia and the Pacific. Exclude detailed comparisons with the expansion efforts of other European states, the United States, or Japan.

Common Misconceptions:
* Students may believe that the decline of Spanish and Portuguese influence in Asia and the Pacific was sudden, rather than a gradual process affected by multiple factors over time.
* Students might think that Spanish and Portuguese influence completely disappeared from Asia and the Pacific, not understanding that some presence and impact remained albeit reduced.
* Students often assume that the decline of Spanish and Portuguese influence in Asia and the Pacific was solely due to military defeat, overlooking economic, political, and technological factors.
* There is a misconception that other European powers did not play a significant role in the decline of Spanish and Portuguese influence, ignoring the competitive pressures from Britain, France, and the Netherlands.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 340.0
Standard ID: KC-5.2.I.B+3
Standard Description: Compare the influence of European states, the United States, and Japan throughout over territories in Asia and the Pacific with that of Spain and Portugal.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic strategies used by European states, the United States, and Japan to exert control over territories in Asia and the Pacific.
* Compare the methods employed by European states, the United States, and Japan to establish their influence in Asia and the Pacific from 1750 to 1900.
* Describe the social and cultural impacts of the presence of European states, the United States, and Japan in Asia and the Pacific during this period.
* Evaluate the reasons for the decline of Spanish and Portuguese influence in Asia and the Pacific in comparison to the rise of other European states, the United States, and Japan.
* Explain the political and military approaches used by European states, the United States, and Japan to expand their territories in Asia and the Pacific.

Assessment Boundaries:
* Include comparisons of the methods and impacts used by European states, the United States, and Japan to acquire and control territories in Asia and the Pacific, emphasizing contrasts with the declining influence of Spain and Portugal. Exclude comparisons of European expansion or influence in regions outside of Asia and the Pacific.

Common Misconceptions:
* Students may perceive the decline of Spanish and Portuguese influence as being sudden and absolute, rather than gradual and multifaceted.
* Students might assume that European, American, and Japanese influences were uniformly positive or uniformly negative across all regions and contexts, failing to recognize the complexity of their impacts.
* Students might believe that the presence of European states, the United States, and Japan completely erased the influence of Spain and Portugal in Asia and the Pacific, disregarding the lingering cultural and social impacts.
* Students might think that Japan's imperial efforts were identical in method and impact to those of European states, ignoring the unique aspects of Japanese expansionism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1270.0
Standard ID: KC-5.2.I.C
Standard Description: Many European states used both warfare and diplomacy to expand their empires in Africa.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 341.0
Standard ID: KC-5.2.I.C+1
Standard Description: Compare how European states used force in their imperial expansion in Africa, without focusing on specific military tactics or technologies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the factors that contributed to European imperial expansion in Africa during the late 19th century.
* Analyze the general strategies European nations employed to establish control over African territories during the colonial period.
* Analyze the immediate and long-term impacts of European expansion on African societies and European imperial growth.
* Compare the methods used by European states to establish and maintain control in African territories during the conquest period.
* Explain the general approaches used by European states such as Britain, France, and Germany to expand their empires in Africa, without focusing on specific military campaigns or tactics.

Assessment Boundaries:
* Exclude European military technological advantages, economic and diplomatic strategies for colonial expansion, colonial infrastructure and military aspects, specific weapons (e.g., Maxim gun, breech-loading rifles), detailed military tactics and strategies, and specific battles or resistance movements from the data model. Avoid mentioning superior weaponry, specific military technologies, and detailed tactical information in questions about European expansion in Africa. Refrain from emphasizing the decisive role of technology in defeating African resistance, particularly in relation to the Zulu and Asante. Include examples of European states' use of warfare such as the British use of force in the annexation of places like Nigeria, but without going into specifics about military tactics or technology. Exclude detailed accounts of specific conflicts like the Anglo-Zulu War of 1879.

Common Misconceptions:
* Students may believe that European powers waged war in Africa purely for territorial expansion, without considering the economic motivations, such as resource extraction, that also drove military actions.
* Students may misunderstand that European conquests were swift and uncontested, overlooking the prolonged resistance and complex interactions with African leaders and societies.
* Students might assume that European states' approaches to expansion in Africa were uniform across all regions, failing to recognize the diversity of strategies and the varying degrees of success in establishing control.
* Students might oversimplify the factors that contributed to European colonization of African territories, not recognizing the importance of various strategies, alliances, and internal divisions within African societies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 342.0
Standard ID: KC-5.2.I.C+2
Standard Description: Compare how European states used diplomacy to expand their empires in Africa.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze treaties signed between European states and African leaders, explaining the terms and impact on both parties.
* Assess the role of conferences, such as the Berlin Conference, in the diplomatic efforts to divide and control African territories.
* Compare the diplomatic strategies employed by different European states in Africa to expand their empires.
* Describe the methods by which European states used diplomacy to mitigate conflicts with other European powers over African territories.
* Explain how diplomacy was used by European states to form alliances with African rulers to facilitate imperial expansion.

Assessment Boundaries:
* Include specific examples of treaties, alliances, and negotiations European states used to expand their empires in Africa between 1750 and 1900. Exclude detailed military campaigns and the outcomes of specific battles.

Common Misconceptions:
* Some students may believe that diplomacy was always successful and peaceful, not recognizing the manipulative and coercive tactics often involved.
* Students may think that European states only used military force to expand into Africa, overlooking the strategic alliances and treaties that were also utilized.
* Students might assume that African leaders passively accepted European diplomacy without resistance, ignoring the complex negotiations and occasional rejections involved.
* There may be a misconception that all European powers used the same diplomatic strategies, whereas in reality, different states had varying approaches based on their goals and resources.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1280.0
Standard ID: KC-5.2.I.D
Standard Description: Europeans established settler colonies in some parts of their empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 343.0
Standard ID: KC-5.2.I.D+1
Standard Description: Europeans established settler colonies in some parts of their empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic motivations behind the establishment of European settler colonies and assess their economic impacts on both European powers and the colonized regions.
* Describe how geopolitical considerations and competition among European powers influenced the spread of settler colonies across different regions.
* Evaluate how the establishment of settler colonies affected indigenous populations, focusing on changes in social, political, and economic structures.
* Explain the role of cultural and social factors in the establishment of settler colonies, including how ideas such as Social Darwinism influenced these efforts.
* Use primary and secondary sources to compare different European countries' approaches to establishing settler colonies and assess the underlying motivations for each approach (Requires Stimulus).

Assessment Boundaries:
* Focus on the reasons Europeans were incentivized to establish settler colonies, such as the search for economic opportunities, strategic advantages, and the spread of cultural or national identity. Exclude details on specific settlers' experiences or the administrative structures used to manage these colonies.

Common Misconceptions:
* Some students might think that all settler colonies had the same structure and purpose, failing to recognize the diversity among colonies and how local factors influenced their development and relations with indigenous populations.
* Students might assume that settler colonies were established purely for economic reasons, not understanding the multifaceted justifications including political and social motivations such as spreading European culture and asserting dominance over territories.
* Students might believe that the establishment of settler colonies was a straightforward process, without acknowledging the logistical challenges, including transportation of settlers and supply chain management, which required significant state support and planning.
* There may be a misconception that settler colonies were uniformly welcomed by indigenous populations, overlooking the conflicts and resistance that often occurred as a result of European expansion and settlement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1290.0
Standard ID: KC-5.2.II.B
Standard Description: The United States, Russia, and Japan expanded their land holdings by conquering and settling neighboring territories.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 344.0
Standard ID: KC-5.2.II.B+1
Standard Description: The United States, Russia, and Japan expanded their land holdings by conquering and settling neighboring territories.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of military conquest in the expansion strategies of the United States, Russia, and Japan.
* Compare the perspectives of and impacts on indigenous populations in territories acquired by the United States, Russia, and Japan, including specific displacement policies such as the Indian Removal Act and the Trail of Tears.
* Evaluate the long-term effects of territorial expansion on the political contexts of the United States, Russia, and Japan.
* Explain how economic factors contributed to the territorial expansion of the United States, Russia, and Japan.
* Explain the diplomatic strategies used by the United States, Russia, and Japan in securing their territorial expansions.
* Identify the impact of industrialization on the territorial expansion efforts of these nations.
* Identify the motivations behind territorial expansion by the United States, Russia, and Japan during this period.
* Using maps, illustrate the changes in territorial boundaries for the United States, Russia, and Japan during this era (stimulus required).

Assessment Boundaries:
* Limit to examining the motivations, methods, and consequences of territorial expansion by the United States, Russia, and Japan during this period. Exclude detailed discussion of each nation’s later geopolitical outcomes beyond 1900.

Common Misconceptions:
* Many students misunderstand that the expansion efforts solely brought benefits to the conquering nations, overlooking the negative impacts on indigenous populations and regional dynamics.
* Some students might assume that economic motivations were the sole factor driving territorial expansion, ignoring other factors like political alliances, cultural influences, and nationalism.
* Students often think that the territorial expansions by the United States, Russia, and Japan were completely independent of each other, neglecting the interconnectedness of global imperialist ideologies and practices during the era.
* There is a common misconception that the expansion occurred seamlessly and was fully accepted by the regions' inhabitants, overlooking significant resistance and conflict involved in these expansions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.2
Cluster Name: 2. State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1250.0
Standard ID: Unit 6: Learning Objective B
Standard Description: Compare processes by which state power shifted in various parts of the world from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1310.0
Standard ID: KC-5.2.II.C
Standard Description: Anti-imperial resistance took various forms, including direct resistance within empires and the creation of new states on the peripheries.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 347.0
Standard ID: KC-5.2.II.C+1
Standard Description: Explain the use of direct resistance within empires as a form of anti-imperial resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of direct resistance movements on the stability and policies of imperial powers.
* Compare direct resistance movements within different empires and discuss their outcomes.
* Describe the role of socio-economic and political conditions in fostering direct resistance within empires.
* Describe the various methods used in direct resistance against imperial powers within empires from 1750 to 1900.
* Explain how specific instances of direct resistance within empires challenged imperial authority and control.
* Explain the relationship between industrialization and the rise of direct resistance movements against imperial powers.
* Identify key figures and groups involved in direct resistance against imperial rule, and explain their motivations and strategies.
* Interpret primary and secondary sources that document direct resistance movements and assess their historical significance.

Assessment Boundaries:
* Focus on specific examples of direct resistance within empires between 1750 and 1900, such as the Sepoy Rebellion in British India or the Boxer Rebellion in Qing China. Exclude general discussions of anti-imperial resistance that are not tied to particular historical events or empires.

Common Misconceptions:
* Some students may think that resistance within empires always led to immediate successes or independence, failing to understand the prolonged nature and varied outcomes of these efforts.
* Students may incorrectly believe that direct resistance was only violent, not recognizing non-violent forms of resistance such as strikes and civil disobedience.
* Students might assume that resistance efforts were isolated without appreciating the coordinated nature and organization behind many movements.
* There can be a misconception that anti-imperial resistance was solely driven by nationalist motives, neglecting other factors such as economic grievances, social injustice, and cultural preservation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 348.0
Standard ID: KC-5.2.II.C+2
Standard Description: Explain the creation of new states on the peripheries as a form of anti-imperial resistance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the formation of new states on the political and social structures of both the new states and the imperial powers they resisted.
* Compare the formation of new states in two different regions as responses to imperial encroachment during the period 1750 to 1900.
* Corroborate the various forms of evidence found in primary and secondary sources regarding the success and challenges faced by new states formed on imperial peripheries.
* Describe the causes that led to the creation of new states on the peripheries as forms of anti-imperial resistance between 1750 and 1900.
* Evaluate the long-term consequences of the creation of new states on the peripheries for both the colonizers and the local populations.
* Explain the historical significance of these new states in altering the dynamics of imperial control in their regions.
* Explain the processes through which new states emerged on the fringes of existing empires as a form of opposition to imperial control.
* Identify patterns of similarities and differences among various new states formed on the peripheries in response to imperialism.

Assessment Boundaries:
* Focus on the specific examples of the establishment of new states on the peripheries as a result of anti-imperial resistance, such as independent states in the Balkans, the Sokoto Caliphate in Nigeria, the Cherokee Nation, and the Zulu Kingdom. Avoid delving into the broader context of direct resistance within empires or other forms of anti-imperial resistance.

Common Misconceptions:
* Students may believe that all new states formed on the peripheries during this period were entirely stable and universally accepted by local populations, failing to recognize the conflicts and continuous resistance that often persisted.
* Students may think that the creation of new states on the peripheries entirely ended imperial control, not realizing that many new states still faced significant interference and influence from former imperial powers.
* Students might incorrectly assume that the creation of new states on the peripheries was solely an internal initiative by local populations without considering the role of outside influences, such as other empires or international actors.
* There can be a misunderstanding that these new peripheral states were structured similarly to European nations, neglecting the variety of governance systems that emerged.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: KC-5.3.III.D
Standard Description: Increasing questions about political authority and growing nationalism contributed to anticolonial movements.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 345.0
Standard ID: KC-5.3.III.D+1
Standard Description: Explain how and why increasing questions about political authority contributed to anticolonial movements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of intellectuals and leaders in articulating anticolonial movements against existing political authorities.
* Compare the questioning of political authority in different regions and its contribution to the rise of anticolonial movements using primary and secondary sources (stimulus-based).
* Describe the specific elements of political authority that were questioned by colonial subjects from 1750 to 1900.
* Evaluate the impact of political propaganda on the mobilization of anticolonial movements.
* Explain the relationship between Enlightenment ideas and the questioning of political authority within colonial contexts.
* Explain the significance of localized revolts and their role in undermining the political authority of colonial powers.
* Identify the influence of external revolutions (e.g., American and French Revolutions) on the undermining of colonial political authority.
* Illustrate how the decline of traditional monarchies and the rise of liberal democracies influenced anticolonial sentiment.

Assessment Boundaries:
* Focus on explaining the influence of Enlightenment ideas on the increasing questioning of political authority, highlighting prominent Enlightenment philosophers and specific ideas that were questioning existing political norms leading to anticolonial sentiments. Exclude detailed accounts of specific anticolonial movements themselves or broader social and economic influences unless they directly relate to Enlightenment thought.

Common Misconceptions:
* It's common to assume that anticolonial movements were spontaneous and without significant strategic planning, overlooking the organized and often long-term nature of these efforts.
* Some students might believe that questions about political authority began with colonial subjects themselves, ignoring the influence of Enlightenment ideals and other external ideological movements.
* Students may think that anticolonial movements were solely motivated by economic factors, neglecting ideological and political questions about authority.
* There can be a misunderstanding that all colonial subjects uniformly questioned political authority, disregarding differences in motivations and methods across various regions and cultures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 346.0
Standard ID: KC-5.3.III.D+2
Standard Description: Explain how and why growing nationalism contributed to anticolonial movements.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents from nationalist leaders to understand their motivations and arguments against colonial rule.
* Analyze the arguments and evidence in secondary sources to explain how growing nationalism influenced anticolonial movements and shaped political resistance in various regions.
* Analyze visual propaganda from anticolonial movements to understand how images were used to spread nationalist ideas.
* Compare the impact of nationalism on anticolonial movements in two different colonies during the 18th and 19th centuries.
* Describe the relationship between growing nationalism and the development of anticolonial sentiments in 18th and 19th-century colonies.
* Evaluate the role of cultural, economic, and political factors in strengthening nationalist and anticolonial movements.
* Explain how nationalist movements led to the organization and mobilization of anticolonial groups.
* Explain how the outcomes of specific anticolonial movements were influenced by nationalist ideologies.
* Explain the significance of failed and successful anticolonial movements in shaping subsequent nationalist approaches in other colonies.
* Identify and describe the role of key figures in nationalist and anticolonial movements and their impact on the process of state-building.

Assessment Boundaries:
* Focus on the role of growing nationalism in the formation and actions of anticolonial movements in various regions, such as Latin America, Africa, and Asia. Exclude detailed biographies of individual nationalist leaders or specific military campaigns unless they directly illustrate the broader trend.

Common Misconceptions:
* Some students might assume that nationalism always led to successful anticolonial movements, ignoring instances where nationalist movements were suppressed.
* Students may believe that nationalism was a spontaneous development, rather than a gradual process influenced by various political, social, and economic factors.
* Students may incorrectly think that nationalism was a uniform movement across different regions, without recognizing the unique local contexts and different forms it took.
* Students might believe that nationalism only had a unifying effect, rather than also contributing to anti-imperial sentiments which fueled anticolonial movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1320.0
Standard ID: KC-5.3.III.E
Standard Description: Increasing discontent with imperial rule led to rebellions, some of which were influenced by religious ideas.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 349.0
Standard ID: KC-5.3.III.E+1
Standard Description: Explain how and why Increasing discontent with imperial rule led to rebellions.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social, economic, and political factors that contributed to the growing discontent with imperial rule.
* Compare the motivations and outcomes of at least two rebellions that emerged from discontent with imperial rule in different regions.
* Describe patterns of continuity and change in the methods of resistance used by different groups rebelling against imperial rule.
* Evaluate the role of religious ideas in shaping the discontent and subsequent rebellions against imperial rule.
* Explain how external factors, such as support from rival empires or external pressures, influenced the success or failure of these rebellions.
* Identify and describe specific instances of rebellions that were a direct result of increased discontent with imperial rule between 1750 and 1900.

Assessment Boundaries:
* Focus on specific examples of discontent and resulting rebellions directly tied to imperial rule between 1750 and 1900, such as the Indian Sepoy Mutiny, the Taiping Rebellion, and the Boxer Rebellion in China. Exclude broader contexts of state-building and revolutions that do not directly connect to discontent with imperial rule or detailed analyses of rebellions not primarily driven by dissatisfaction with imperial rule.

Common Misconceptions:
* Some students may incorrectly assume that all rebellions were ultimately successful in achieving their aims, failing to consider instances where rebellions were suppressed or had limited impact.
* Students may oversimplify the influence of imperial rule by attributing discontent to a single cause, such as taxation, without recognizing multiple grievances.
* Students might think rebellions were solely due to economic factors, overlooking the complex interplay of social, political, and cultural conditions.
* There might be a misunderstanding that all rebellions had the same causes and outcomes, ignoring the unique contexts and results of each rebellion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 350.0
Standard ID: KC-5.3.III.E+2
Standard Description: Explain how and why some rebellions resulting from increasing discontent with imperial rule were influenced by religious ideas.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how religious ideas provided a framework for organizing and justifying rebellions against imperial rule in different regions.
* Analyze the role of religious ideas in shaping discontent with imperial rule and fueling rebellions from 1750 to 1900.
* Assess the effectiveness of religious ideology in unifying diverse groups against common imperial adversaries.
* Compare the impact of religiously motivated rebellions with those driven by other ideological or economic factors.
* Explain the role of specific religious beliefs in motivating leaders and followers in anti-imperial rebellions.

Assessment Boundaries:
* Focus on the influence of religious ideas on specific rebellions, such as the Taiping Rebellion in China and the Wahhabi Rebellion in Arabia. Exclude the broader political and economic causes of these rebellions.

Common Misconceptions:
* Some students may assume that imperial authorities universally repressed all religious ideologies, without acknowledging instances where imperial powers tried to co-opt religious leaders or movements.
* Students could misinterpret that religious influences on rebellions were always a reaction to external pressures, ignoring the internal religious strife and conflicts within communities.
* Students may believe that religious motivations were monolithic, failing to recognize the diverse religious ideologies that influenced different rebellions.
* Students might think that all rebellions influenced by religious ideas were solely about religious freedom, not understanding that these movements also had strong socio-political and economic components.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.3
Cluster Name: 3. Indigenous Responses to State Expansion from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1300.0
Standard ID: Unit 6: Learning Objective C
Standard Description: Explain how and why internal and external factors have influenced the process of state building from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.4
Cluster Name: 4. Global Economic Development from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: KC-5.1.II.A
Standard Description: The need for raw materials for factories and increased food supplies for the growing population in urban centers led to the growth of export economies around the world that specialized in commercial extraction of natural resources and the production of food and industrial crops. The profits from these raw materials were used to purchase finished goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.4
Cluster Name: 4. Global Economic Development from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 351.0
Standard ID: KC-5.1.II.A+1
Standard Description: Explain how the need for raw materials for factories led to the growth of export economies around the world that specialized in commercial extraction of natural resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the export economy on urbanization and the social structure of countries predominantly exporting raw materials.
* Describe the types of raw materials that were in demand by factories and how these demands influenced global trade patterns.
* Evaluate the environmental consequences of increased resource extraction for export to industrialized nations, including deforestation, soil depletion, loss of biodiversity, and the conversion of diverse ecosystems to monocultures.
* Explain how advancements in transportation and communication technologies facilitated the growth of export economies specializing in natural resources.
* Identify the regions that became export economies due to their natural resource wealth and explain how these regions developed in response to industrial demands.

Assessment Boundaries:
* Focus on specific examples of regions that became export economies specializing in the extraction of raw materials, such as rubber from the Congo, cotton from Egypt, and minerals from Latin America. Exclude the impacts on standards of living and the improvements in manufacturing methods.

Common Misconceptions:
* Some students may assume that the global economy's demand for these raw materials was constant, not understanding the fluctuations and economic cycles affecting demand.
* Students might think that the growth of export economies solely benefited the colonizing nation, without recognizing the economic changes in the colonized regions themselves.
* Students often conflate the extraction of raw materials with the industrial production process itself, failing to distinguish between the raw material suppliers and the industrial nations producing finished goods.
* There is a common belief that the extraction of raw materials was motivated exclusively by profit, ignoring other factors such as technological advancements and political motivations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.4
Cluster Name: 4. Global Economic Development from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 352.0
Standard ID: KC-5.1.II.A+2
Standard Description: Explain how the need for increased food supplies for the growing population in urban centers led to the production of food and industrial crops.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of urban population growth on agricultural production during this period.
* Compare the methods used to increase food production in different regions in response to urbanization.
* Evaluate the significance of technological innovations in meeting the food demands of growing urban centers.
* Explain the relationship between industrialization and the rise of export economies focused on food and industrial crops.
* Identify how the increased need for food supplies led to changes in agricultural practices from 1750 to 1900.
* Identify patterns in the global trade of food and industrial crops that emerged due to population growth.

Assessment Boundaries:
* Focus on how the growing demand for food from urban populations spurred agricultural innovation and expansion, such as crop rotation and intensified farming methods. Exclude the specific extraction methods of natural resources or the detailed flow of profits from raw materials.

Common Misconceptions:
* Some students may assume that all regions experienced this shift uniformly, not recognizing that the impact varied significantly depending on regional contexts and resources.
* Students may believe that the need for increased food supplies was the only factor driving the production of food and industrial crops, ignoring other factors like economic incentives and technological advances.
* Students might misunderstand that the increased food supplies directly benefited the local populations producing them, rather than the profits being used to support urban centers and industrial growth elsewhere.
* Students might think that the labor for increased food production came only from local communities, rather than also considering the role of coerced and indentured labor during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.4
Cluster Name: 4. Global Economic Development from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 353.0
Standard ID: KC-5.1.II.A+3
Standard Description: Explain how the profits from raw materials produced and exported by factories were used to purchase finished goods.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the global trade of raw materials and the import of finished goods impacted the economies of exporting and importing regions during the industrial period.
* Assess secondary sources that illustrate the relationship between raw material exports and the importation of finished goods, highlighting the economic impacts on global trade during the 18th and 19th centuries.
* Compare the economic impacts of raw material exports on at least two different regions (e.g., Africa and Latin America) and how these regions utilized the profits to purchase manufactured goods.
* Describe the economic mechanisms (like trade policies, tariffs, and colonial practices) that facilitated the exchange of raw materials for finished goods in the global market.
* Evaluate the role innovations in transportation and communication (e.g., railroads, steamships, telegraphy) played in ensuring a steady flow of raw materials to industrial centers and finished goods to global markets.
* Explain how the profits from exporting raw materials were utilized to purchase and import finished goods in different regions from 1750 to 1900.
* Identify the types of raw materials that were exported globally during the 1750-1900 period and the industrial regions where they were primarily exported from.
* Using primary sources like trade records or economic reports, identify the specific commodities involved in the trade and their impact on local economies.

Assessment Boundaries:
* Focus on the relationship between the profits from raw materials exported and the purchasing of finished goods, emphasizing specific examples of export economies from the period 1750 to 1900. Exclude broader discussions about the development of industrial capitalism or the variety and affordability of consumer goods.

Common Misconceptions:
* Another common misunderstanding could be that the process of using profits to purchase finished goods was exclusive to the colonial or imperial powers and did not involve local economies' participation and adaptation.
* Some students could mistakenly believe that the finished goods purchased with profits were primarily luxury items, instead of recognizing that many were everyday essentials necessary for industrial and urban development.
* Students might think that the profits from raw materials were insignificant, and do not realize their essential role in purchasing valuable finished goods from industrialized nations.
* There may be a misconception that all raw materials were processed into finished goods within the same colonies, rather than understanding the global nature of trade where raw materials were exported and finished goods imported.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.4
Cluster Name: 4. Global Economic Development from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1330.0
Standard ID: Unit 6: Learning Objective D
Standard Description: Explain how various environmental factors contributed to the development of the global economy from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1350.0
Standard ID: KC-5.1.II.C
Standard Description: Trade in some commodities was organized in a way that gave merchants and companies based in Europe and the U.S. a distinct economic advantage.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 356.0
Standard ID: KC-5.1.II.C+1
Standard Description: Explain how trade in some commodities was organized in a way that gave merchants and companies based in Europe a distinct economic advantage.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the methods used by European merchants and companies to dominate trade in various commodities.
* Assess how transportation technologies (steamships and railroads) transformed global trade patterns and reinforced European economic advantages by reducing costs, accelerating delivery, and controlling shipping routes.
* Compare the economic practices of European companies with those of non-European merchants during the same period.
* Describe the trade networks established by European merchants in the 18th and 19th centuries.
* Evaluate the role of colonial policies in shaping European trade advantages in specific commodities.
* Explain the economic advantages that European companies gained in global commodity trade.

Assessment Boundaries:
* Focus on the organization of trade in specific commodities such as opium, cotton, and palm oil, and how these were controlled by European merchants and companies to create economic advantages. Exclude trade organizations within the United States and non-European entities.

Common Misconceptions:
* Students may believe that European merchants and companies formed effective trading agreements with local populations without coercion or exploitation.
* Students may miss the significance of imperial protection and support in establishing and maintaining these trading advantages, thinking it was solely driven by private enterprise.
* Students might assume that the economic advantage gained by European merchants was due to superior goods or technologies, and not understand the role of unequal trade agreements, monopolies, and colonial policies.
* There can be confusion around the commodities involved, where students might assume only high-demand luxury items played a role, and overlook essential goods like raw materials overly extracted to the detriment of the colonized regions' local economies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 357.0
Standard ID: KC-5.1.II.C+2
Standard Description: Explain how trade in some commodities was organized in a way that gave merchants and companies based in the U.S. a distinct economic advantage.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S.-based commodity trade organizations on global economic patterns in the 19th century.
* Assess the role of technological advancements (such as railroads and steamships) in providing U.S. companies with an economic advantage in global trade.
* Describe the trade mechanisms and policies that favored U.S. economic interests in commodities like cotton, rubber, and guano.
* Explain how the organization of the cotton trade benefited U.S. merchants and companies economically.

Assessment Boundaries:
* Focus on specific commodities such as cotton, tobacco, and sugar and how these were traded to benefit U.S. merchants and companies. Exclude other commodities or broader economic policies not directly related to these trades.

Common Misconceptions:
* Students may assume that the advantage was short-term, not acknowledging the long-term systemic benefits that U.S. companies and merchants accrued through organized commodity trade.
* Students may believe that the U.S. economic dominance was solely due to its natural resource abundance, overlooking the strategic organization of trade and the role of industrial and financial institutions.
* Students might think that all global trade benefits were evenly distributed among nations, not recognizing how trade policies and practices gave distinct advantages to U.S. merchants and companies.
* There can be a misunderstanding that the economic advantage of U.S. merchants and companies was only a matter of tariffs and taxes, rather than a combination of these with monopolistic practices and technological advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: KC-5.2.I.E
Standard Description: Industrialized states and businesses within those states practiced economic imperialism primarily in Asia and Latin America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 354.0
Standard ID: KC-5.2.I.E+1
Standard Description: Explain how industrialized states and businesses within those states practiced economic imperialism in Asia.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the British East India Company in the shift from traditional agriculture to cash crop production in India.
* Compare the economic strategies employed by different Western powers in their imperial pursuits in Asia.
* Explain how spheres of influence imposed by Western powers in China affected Chinese sovereignty and economy.
* Explain how systems of forced labor, such as the Dutch Culture System in Indonesia, were used to extract economic value from colonized regions.
* Identify how the Opium Wars facilitated British economic imperialism in China.

Assessment Boundaries:
* Include examples of economic imperialism such as the British East India Company's role in India and the opium trade between Britain and China. Exclude detailed accounts of economic imperialism in Latin America, or specifics on the social and cultural impacts within Asia.

Common Misconceptions:
* Some students may overlook the resistance from local Asian populations against economic imperialism, wrongly assuming it was a one-sided imposition with no opposition.
* Students might conflate economic imperialism with full political colonial control, not understanding that economic imperialism often involved significant economic influence without direct political governance.
* Students might think that only one European nation was involved in economic imperialism in Asia, not realizing the roles played by multiple countries like Britain, France, and the Netherlands.
* There might be a tendency to simplify the trade relationships by perceiving them as purely beneficial to European states while not understanding the complex and often detrimental effects on the local economies in Asia.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 355.0
Standard ID: KC-5.2.I.E+2
Standard Description: Explain how industrialized states and businesses within those states practiced economic imperialism in Latin America.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of European and American financial investments on the economies of Latin American countries.
* Assess the extent to which economic imperialism benefited industrialized states at the expense of Latin American countries.
* Compare the economic strategies used by different industrialized states in their approach to imperialism in Latin America.
* Describe how industrialized states engaged in economic activities to dominate Latin American markets.
* Evaluate the effects of economic imperialism on the social and economic structures of Latin American countries.
* Explain how foreign-owned infrastructure projects contributed to economic imperialism in Latin America.
* Explain the role of specific industries, such as mining and agriculture, in the practice of economic imperialism in Latin America.

Assessment Boundaries:
* Focus on the economic motives and specific practices of industrialized states and businesses, particularly from the United States and European countries, in exploiting resources and influencing economies in Latin America. Exclude specific case studies outside of Latin America or deep dives into the political or social consequences of these practices.

Common Misconceptions:
* Some students might oversimplify the concept by assuming economic imperialism only involved resource extraction, without acknowledging the investment in infrastructure and other sectors by industrialized states.
* Students might think economic imperialism was solely about direct control and governance by industrialized states, not recognizing the significant role of businesses and economic interests in shaping policies and practices.
* Students often believe that economic imperialism was unidirectional with industrialized states benefiting only themselves, not understanding the complex economic dependencies and benefits that also influenced Latin American economies.
* There may be a misunderstanding that all Latin American countries experienced economic imperialism in the same way, ignoring the diverse economic practices and impacts across different countries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.5
Cluster Name: 5. Economic Imperialism from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1340.0
Standard ID: Unit 6: Learning Objective E
Standard Description: Explain how various economic factors contributed to the development of the global economy from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: KC-5.4.I
Standard Description: Migration in many cases was influenced by changes in demographics in both industrialized and unindustrialized societies that presented challenges to existing patterns of living.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1370.0
Standard ID: KC-5.4.I.B
Standard Description: Because of the nature of new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the 19th century. The new methods of transportation also allowed for many migrants to return, periodically or permanently, to their home societies.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 360.0
Standard ID: KC-5.4.I.B+1
Standard Description: Explain how the nature of new modes of transportation influenced the increasing relocation of internal and external migrants to cities.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze a text-based source discussing major transportation networks developed between 1750 and 1900 and explain how the source’s viewpoint on these networks reveals their impact on migration flows, particularly the relocation of internal and external migrants to cities and the opportunities for return migration.
* Analyze the impact of improved transportation on external migration patterns and urbanization in the 19th century.
* Describe the new modes of transportation that emerged between 1750 and 1900 and their features.
* Discuss how transportation technologies enabled periodic or permanent return migration to home societies.
* Evaluate the relationship between transportation advancements and the economic opportunities that drew migrants to urban areas.
* Explain how innovations in transportation technology facilitated internal migration to cities during the 19th century.
* Use text-based sources to explain how advancements in transportation influenced patterns of migration and urbanization during the 19th century.

Assessment Boundaries:
* Focus on how advancements in transportation technologies such as the steam engine, railroads, and steamships facilitated the movement of people to urban areas between 1750 and 1900. Exclude detailed analysis of specific migrant groups or broader economic and social impacts unrelated to urbanization.

Common Misconceptions:
* Students could generalize that the new transportation methods had the same impact globally, failing to recognize regional differences in transportation infrastructure and its effects on migration patterns.
* Students may assume all migrants moved to cities solely for economic opportunities, neglecting the influence of new transportation modes that made relocation more feasible.
* Students may think that urbanization was a natural consequence of industrialization without understanding how new transportation technologies specifically contributed to the process.
* Students might overlook the role of periodic or permanent return migration made possible by these new modes of transportation, assuming all migration was permanent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 361.0
Standard ID: KC-5.4.I.B+2
Standard Description: Explain how the increasing relocation of internal and external migrants to cities due to the nature of new modes of transportation contributed to the significant global urbanization of the 19th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between advancements in transportation and the patterns of migration that led to significant urbanization in the 19th century.
* Describe how the increasing relocation of internal and external migrants to cities due to new modes of transportation influenced urban growth during the 19th century.
* Evaluate the impact of transportation innovations on the demographic changes in cities during the 19th century, focusing on migration patterns.
* Explain the role of new transportation modes in facilitating the migration of people from rural areas to urban centers during the 19th century.

Assessment Boundaries:
* Focus on how new transportation methods such as railroads and steamships specifically facilitated the movement of people to urban centers, driving the global urbanization trend in the 19th century. Exclude broader discussions on transoceanic empires or the global capitalist economy.

Common Misconceptions:
* Some students may believe that urbanization during the 19th century was solely due to industrialization without considering the impact of migration patterns.
* Students may think that the relocation of internal and external migrants to cities had only positive effects, not considering the social and economic challenges that accompanied rapid urbanization.
* Students might assume that migration patterns remained consistent throughout the 19th century and do not recognize the significant changes due to technological advances in transportation.
* There might be a misconception that return migration was uncommon or occurred only under specific circumstances, ignoring the role of improved transportation in facilitating this process.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 362.0
Standard ID: KC-5.4.I.B+3
Standard Description: Explain how new methods of transportation allowed for many migrants to return, periodically or permanently, to their home societies.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of railroads in creating urbanization patterns and enabling return migration during the 19th century.
* Describe the different types of transportation innovations introduced between 1750 and 1900 that facilitated the migration of individuals.
* Discuss the influence of the electric telegraph on the communication capabilities between migrants and their home societies and how this facilitated periodic returns.
* Explain how the advent of steamships impacted the ability of migrants to return to their home societies periodically.
* Review historical sources to explain the role of new transportation methods in facilitating return migration during the 19th century and the impact on societies.

Assessment Boundaries:
* Focus on how advancements in transportation technologies, such as steamships and railroads, facilitated the periodic or permanent return of migrants to their home regions. Exclude broader impacts of urbanization or detailed examination of migration patterns unrelated to return journeys.

Common Misconceptions:
* Some may believe that once migrants left their home societies, they seldom or never returned, disregarding the role of improved transportation in enabling periodic or permanent returns.
* Students may neglect the impact of specific new transportation methods like steamships and railroads, thinking that general advancements were the main factor.
* Students might assume that all migrants used new transportation methods primarily for permanent relocation and not for periodic visits or returns.
* Students might think that the return of migrants to their home societies was primarily due to their personal desires rather than the new methods of transportation available.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: KC-5.4.II.A
Standard Description: Many individuals chose freely to relocate, often in search of work.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 363.0
Standard ID: KC-5.4.II.A+1
Standard Description: Many individuals chose freely to relocate, often in search of work.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the causes and impacts of major voluntary migration patterns during the 19th century, including the Irish diaspora, European migration to the Americas, and Middle Eastern merchant migration.
* Compare the experiences of different voluntary migrant groups and their impacts on both sending and receiving societies.
* Describe the role of economic factors such as poverty and labor demands in shaping the decision to migrate freely during the given period.
* Evaluate how political upheaval, famine, and economic opportunities influenced the formation of diaspora communities during the 19th century.
* Explain how the emergence of global capitalist economies and new labor opportunities influenced migration patterns in the 18th and 19th centuries.
* Identify the economic motivations that encouraged many individuals to migrate in search of work during the period 1750-1900.

Assessment Boundaries:
* Focus on the socio-economic factors such as employment opportunities in urban centers, economic hardships in home countries, and the role of industrialization in creating job prospects. Exclude political or involuntary migration aspects as well as migration patterns unrelated to economic pursuits.

Common Misconceptions:
* Some students might fail to recognize that technological advancements in transportation facilitated voluntary migration by making travel more accessible and affordable.
* Students may incorrectly assume that migration was primarily coerced rather than voluntary, overlooking the role of economic opportunities that attracted free migrants.
* Students might think that cultural or familial connections were the sole reasons for migration, underestimating the economic motivations behind the movement.
* There may be a belief that all regions had equal economic opportunities, causing misunderstandings about why certain areas became prime destinations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1390.0
Standard ID: KC-5.4.II.B
Standard Description: The new global capitalist economy continued to rely on coerced and semicoerced labor migration, including enslavement Chinese and Indian indentured servitude, and convict labor.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 365.0
Standard ID: KC-5.4.II.B+2
Standard Description: Explain the continued reliance on Chinese indentured servitude within the new global capitalist economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the socio-economic impact of Chinese indentured servitude on both the migrant workers and the receiving regions.
* Describe the role of Chinese indentured servitude in the economic development of specific industries, such as railroads and plantations, within the global capitalist economy.
* Evaluate the ways in which Chinese indentured servitude served as a substitute for African slavery in various colonies.
* Explain how economic factors influenced the use of Chinese indentured servitude as a labor system in the new global capitalist economy.
* Identify the key regions where Chinese indentured servants were employed within the new global capitalist economy.
* Interpret primary source documents or statistical data related to Chinese indentured servitude to understand its prevalence and conditions.

Assessment Boundaries:
* Focus on how Chinese indentured servitude was utilized within the new global capitalist economy for labor in industries such as railroads and plantations, particularly in regions like California and British Malaya. Exclude detailed accounts of other forms of coerced labor such as enslavement or Indian indentured servitude.

Common Misconceptions:
* A common misunderstanding is that Chinese indentured servitude was primarily motivated by economic hardship in China, when in fact it was also driven by policies and demands in the receiving countries under the global capitalist economy.
* Students may believe that Chinese indentured servitude was a voluntary migration, not recognizing the coercive and exploitative conditions under which many laborers were recruited and forced to work.
* Students may think that Chinese indentured servitude was identical to African slavery, neglecting the socioeconomic and legal distinctions between them, despite both being systems of coerced labor.
* There is often a misconception that the use of Chinese indentured labor ended after 1900, without acknowledging its persistence and evolution in various forms even after the abolition of formal indentureships.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 366.0
Standard ID: KC-5.4.II.B+3
Standard Description: Explain the continued reliance on Indian indentured servitude within the new global capitalist economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the abolition of slavery led to the development of alternative labor systems, including indentured servitude, contract labor, and convict labor, within the global capitalist economy.
* Describe the socio-economic conditions in India that led to the continued reliance on indentured servitude within the global capitalist economy.
* Examine how the late abolition of slavery in regions like Brazil influenced global labor patterns and the continued reliance on exploitative labor systems.
* Explain the role of British colonial policies in perpetuating the system of indentured servitude for Indian laborers.
* Investigate the reasons Indian laborers chose or were compelled to enter into indentured servitude during the period of 1750 to 1900, using primary source documents.

Assessment Boundaries:
* Focus on the economic factors and market demands that sustained the use of Indian indentured servitude within the global capitalist system between 1750-1900. Exclude specific details on the political and social impact of indentured servitude on Indian society.

Common Misconceptions:
* Students may assume that indentured servitude was voluntary and overlook the coercion and manipulation involved in recruiting Indian laborers.
* Students may incorrectly think that Indian indentured servitude was a localized practice and fail to recognize its global implications and its role within the larger capitalist economy.
* Students might believe that indentured servants were treated fairly and humanely, ignoring the harsh and exploitative conditions they often faced.
* Students might overlook the economic factors driving the continued use of Indian indentured servitude, assuming it was solely a replacement for slavery without understanding the broader economic context.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 367.0
Standard ID: KC-5.4.II.B+4
Standard Description: Explain the continued reliance on convict labor within the new global capitalist economy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic incentives that led to the continuation of convict labor in various parts of the British Empire.
* Describe how convict labor was implemented as a means to support economic activities within European colonies.
* Discuss how the global demand for labor influenced the use of convict labor in capitalist economies during this period.
* Evaluate the social and economic consequences of convict labor for the populations involved, including both the convicts and the local communities in the colonies.
* Explain the impact of convict labor on the development of infrastructure in colonies, such as railroads and mining operations.

Assessment Boundaries:
* Include the roles of British and other European convict labor systems in colonies such as Australia and their economic impacts. Exclude details on non-European convict labor systems or general migration patterns unrelated to convict labor.

Common Misconceptions:
* Some students could believe that convict labor was replaced entirely by other forms of coerced labor, such as indentured servitude, rather than understanding that multiple systems of coerced labor coexisted and complemented each other.
* Students might assume that convict labor was predominantly used for punishment and not recognize its role in economic development as a form of coerced labor to support capitalist ventures.
* Students might misunderstand the scale and impact of convict labor, thinking it was a minor aspect of the labor system, when in reality it played a significant role in infrastructure development and resource extraction in several colonies.
* There may be a misconception that convict labor was a system used solely in certain regions, such as Australia, and not utilized widely across various global capitalist economies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1360.0
Standard ID: Unit 6: Learning Objective F
Standard Description: Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.6
Cluster Name: 6. Causes of Migration in an Interconnected World from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1380.0
Standard ID: Unit 6: Learning Objective G
Standard Description: Explain how various economic factors contributed to the development of varied patterns of migration from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1400.0
Standard ID: KC-5.4.III.A
Standard Description: Migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 368.0
Standard ID: KC-5.4.III.A+1
Standard Description: Explain why migrants tended to be male.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical arguments and case studies in secondary sources to explain the factors that influenced predominantly male migration during the 18th and 19th centuries, including examples such as the Irish migration during the Great Famine and Chinese migration during the California Gold Rush.
* Analyze the role of labor demands in industrialized regions on male migration patterns.
* Compare the differences in migration patterns between men and women during this period.
* Describe how the absence of men from migrant-sending regions influenced societal structures there.
* Evaluate primary source documents (e.g., immigration records, personal letters) to determine gender-specific migration motivations.
* Explain the social and cultural expectations that influenced male migration.
* Identify the economic factors that led to a higher male migration rate.

Assessment Boundaries:
* Include economic opportunities, employment patterns, and the social norms influencing male migration from 1750 to 1900. Exclude detailed examination of female roles in home societies and other reasons for migration, such as political or environmental factors.

Common Misconceptions:
* Some students may believe that only economic factors caused male migration, without considering political or social pressures, such as mandatory military duty avoidance or social expectations of males as primary breadwinners.
* Students could think that the migration process was voluntary and overlook instances where males were coerced or tricked into migrating under false pretenses.
* Students might assume that male migrants universally intended to permanently settle abroad, rather than realizing many intended to return home after earning money.
* There might be a misunderstanding that only low-wage labor or unskilled work attracted male migrants, ignoring that skilled labor and entrepreneurial opportunities also influenced these migration patterns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 369.0
Standard ID: KC-5.4.III.A+2
Standard Description: Explain why women were left to take on new roles in the home society that had been formerly occupied by men.

Key Concepts:
*None specified*

Learning Objectives:
* Assess the long-term impacts of these role changes on societal structures and gender relations in various home societies.
* Compare the changing roles of women in different regions or societies affected by male migration between 1750 and 1900.
* Describe the social and economic factors that contributed to male migration during the period 1750 to 1900.
* Explain how the absence of men led to changes in gender roles within the home society.
* Explain how the economic demands of new colonial and labor systems necessitated the migration of men, leaving women to fill the resulting gaps.
* Identify and describe the new roles and responsibilities that women adopted in their home societies due to male migration.
* Use primary sources, such as letters or diaries from women during this period, to analyze their experiences and changing roles.

Assessment Boundaries:
* Include discussion of male migrant patterns due to labor demands and economic opportunities linked to transoceanic empires and the global capitalist economy, and how these factors affected women's roles domestically. Exclude examination of the specific experiences of individual ethnic or national groups beyond general trends.

Common Misconceptions:
* Students may believe that the migration of men was solely driven by individual choice and adventure, without recognizing the economic pressures and recruitment efforts by employers in industrialized areas.
* Students may wrongly think that all women were equally affected, overlooking the variations in impacts based on class, region, and ethnic background.
* Students might assume that women's new roles were temporary and reverted back to traditional roles once men returned, ignoring the lasting social changes.
* Students might misunderstand the extent of autonomy women had, believing they simply replaced men in their roles without considering the societal constraints and limited options available to them during this period.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1410.0
Standard ID: KC-5.4.III.B
Standard Description: Migrants often created ethnic enclaves in different parts of the world that helped transplant their culture into new environments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 370.0
Standard ID: KC-5.4.III.B+1
Standard Description: Migrants often created ethnic enclaves in different parts of the world that helped transplant their culture into new environments.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how ethnic enclaves facilitated the transplantation and adaptation of cultural practices in host societies from 1750 to 1900.
* Evaluate the role of ethnic enclaves in preserving cultural identity for migrants and their descendants in foreign environments from 1750 to 1900.
* Examine secondary sources to explain how and why ethnic enclaves formed during the period 1750 to 1900 and their impact on local and migrant cultures.
* Explain the socio-economic and political factors that motivated migrants to establish ethnic enclaves during their relocation.
* Identify specific examples of ethnic enclaves created by migrants in different regions across the globe between 1750 and 1900, explaining their formation and purpose.
* Utilize primary sources, such as personal diaries or letters, to explain how migrants maintained their cultural traditions within ethnic enclaves.

Assessment Boundaries:
* Focus on the cultural, economic, and social factors that influenced the formation and maintenance of ethnic enclaves created by migrants between 1750 and 1900. Include specific examples such as the Chinese enclaves in the United States during the California Gold Rush and Indian enclaves in South Africa. Exclude broader migration discussions and any migration patterns outside of this period which do not directly contribute to enclave formation.

Common Misconceptions:
* Some students might believe that ethnic enclaves formed only in response to hostility from local populations, ignoring the proactive role migrants played in establishing these communities.
* Students may think that the only impact of creating these enclaves was cultural preservation, while ignoring how they also contributed to global cultural exchanges and economic integration.
* Students often think ethnic enclaves were solely based on cultural preservation, overlooking the economic and social reasons that motivated their creation, such as support networks and business opportunities.
* There is a misconception that migrants isolated themselves completely within these enclaves, when in fact many interacted with and adapted certain aspects of the local culture and economy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1420.0
Standard ID: KC-5.4.III.C
Standard Description: Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their borders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 371.0
Standard ID: KC-5.4.III.C+1
Standard Description: Explain how and why receiving societies did not always embrace immigrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how racial and ethnic prejudice influenced government policies and regulations aimed at immigrants during this period.
* Describe the different forms of ethnic and racial prejudice that immigrants faced between 1750 and 1900.
* Evaluate the different mechanisms employed by states to control and limit the flow of immigrants across their borders.
* Explain the social and economic motivations behind the discrimination and regulation of immigrants by receiving societies.
* Using primary sources, explain the lived experiences of immigrants in receiving societies, focusing on their interactions with local populations and governments.

Assessment Boundaries:
* Focus on the various degrees of ethnic and racial prejudice in receiving societies and specific examples of the ways states attempted to regulate the flow of immigrants, such as the Chinese Exclusion Act and the White Australia policy. Exclude detailed case studies of individual immigrant experiences or the broader global context of migration.

Common Misconceptions:
* Some students might think that all migrants were equally targeted, and may not understand the specific contexts that led to heightened prejudice against certain groups.
* Students may believe that all societies uniformly rejected immigrants, without recognizing the varying degrees of ethnic and racial prejudice.
* Students may misunderstand that the rejection of immigrants was a result of sudden changes, rather than a continuation of long-standing prejudices.
* There is a misconception that legal and social regulations against immigrants were solely due to economic competition, ignoring other factors like cultural and social biases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 372.0
Standard ID: KC-5.4.III.C+2
Standard Description: Explain how various degrees of ethnic and racial prejudice observed within receiving societies reflected their hesitance to embrace immigrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how ethnic enclaves reflected both adaptation to prejudice and resistance to discrimination in receiving societies from 1750 to 1900.
* Compare the degrees of ethnic and racial prejudice faced by different immigrant groups in the 19th century within distinct regions, such as the West Coast and Eastern United States.
* Evaluate the impact of legislative actions on the social integration of immigrants using primary source legal documents from countries like the United States.
* Explain the relationship between the economic motivations of receiving societies and the racial prejudices enacted against immigrants during 1750 to 1900.
* Identify specific examples of ethnic and racial prejudice experienced by immigrants in various receiving societies during 1750 to 1900, such as those present in the California constitution of 1879 against the Chinese.

Assessment Boundaries:
* Focus on specific examples of ethnic and racial prejudice in receiving societies between 1750 and 1900, such as the Chinese Exclusion Act in the United States or anti-Irish sentiments in Britain. Exclude an in-depth analysis of the economic effects of immigration or policy details unrelated to prejudice.

Common Misconceptions:
* Students may believe that all receiving societies fully rejected immigrants, without considering that prejudice levels and acceptance varied greatly.
* Students may misunderstand the range of responses from receiving societies, assuming it was uniformly hostile rather than a mix of acceptance and rejection.
* Students might assume that economic interests always overrode racial and ethnic prejudices, ignoring that prejudice often influenced labor market decisions and social integration policies.
* Students often think that ethnic and racial prejudices only existed in informal social interactions, neglecting the formal institutionalized discrimination like laws and policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 373.0
Standard ID: KC-5.4.III.C+3
Standard Description: Explain how and why the ways states attempted to regulate the increased flow of people across their borders reflected their hesitance to embrace immigrants.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how legislative actions taken by states to control immigration reflected broader societal attitudes towards immigrants.
* Assess the effects of specific immigration regulations on immigrant communities during the specified period.
* Compare the immigration regulation policies of different states and their reasons behind these approaches.
* Describe specific methods used by states to regulate immigration and how these methods indicate hesitance towards immigrants.
* Evaluate the effectiveness of regulatory measures on managing the increased flow of immigrants and the resulting societal impacts.
* Explain the impact of ethnic and racial prejudice on immigration policies between 1750 and 1900.
* Explain the relationship between states' economic interests and their immigration policies.
* Identify the social and political contexts that influenced states' regulatory actions on immigration during the period.

Assessment Boundaries:
* Focus on specific examples of state policies and regulations aimed at controlling immigration between 1750 and 1900, such as quotas, exclusion acts, and other restrictive measures. Exclude detailed exploration of societal and cultural impacts of ethnic and racial prejudice unless directly tied to these state policies.

Common Misconceptions:
* A typical misconception is that state regulations were always successful and widely enforced, without considering the variations in enforcement and the presence of noncompliance.
* Students might believe that all states had uniform policies towards immigrants, ignoring the diversity and specificity of different state responses.
* Students often think that restrictions on immigration were purely about numbers and logistics, rather than reflecting deeper societal hesitance and fear towards foreigners.
* There is a common misunderstanding that regulations on migration were solely based on economic factors, neglecting the influence of ethnic and racial prejudices.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.7
Cluster Name: 7. Effects of Migration from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1400.0
Standard ID: Unit 6: Learning Objective H
Standard Description: Explain how and why new patterns of migration affected society from 1750 to 1900

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.8
Cluster Name: 8. Causation in the Imperial Age from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1430.0
Standard ID: KC-5.1
Standard Description: The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.8
Cluster Name: 8. Causation in the Imperial Age from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1440.0
Standard ID: KC-5.2
Standard Description: As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.8
Cluster Name: 8. Causation in the Imperial Age from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1450.0
Standard ID: KC-5.3
Standard Description: The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.8
Cluster Name: 8. Causation in the Imperial Age from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1460.0
Standard ID: KC-5.4
Standard Description: As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns changed dramatically, and the numbers of migrants increased significantly.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 6
Unit Name: Consequences of Industrialization
Cluster ID: AP World Topic 6.8
Cluster Name: 8. Causation in the Imperial Age from 1750 to 1900
Lesson Name: *None specified*
Lesson Order: 1430.0
Standard ID: Unit 6: Learning Objective I
Standard Description: Explain the relative significance of the effects of imperialism from 1750 to 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 1470.0
Standard ID: KC-6.2.I
Standard Description: The West dominated the global political order at the beginning of the 20th century, but both land-based and maritime empires gave way to new states by the century's end.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 384.0
Standard ID: KC-6.2.I+2+A
Standard Description: Explain how land-based empires in the West gave way to new states by the century's end.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of nationalist movements in the formation of new states from the territories of former land-based empires in the West.
* Assess how economic policies and changes influenced the transition from land-based empires to new states in the West.
* Compare the different paths taken by emerging states post-collapse of land-based empires in the West.
* Describe the internal political and social factors that contributed to the decline of land-based empires in the West.
* Explain how external pressures, such as wars and economic challenges, contributed to the collapse of land-based empires in the West.
* Explain the significance of international diplomacy (e.g., treaties, conferences) in the establishment of new states from former land-based empires in the West.

Assessment Boundaries:
* Include the examination of factors such as internal revolts, economic issues, and the impact of external pressures which led to the dissolution of specific land-based empires in the West, namely the Ottoman, Russian, and Austro-Hungarian Empires. Exclude the analysis of maritime empires during this period.

Common Misconceptions:
* Some students may believe that the outcome of the decline of land-based empires was uniformly negative, not recognizing the opportunities it created for the emergence of new states and the redistribution of power.
* Students could have a misconception that the decline of Western land-based empires occurred in isolation, without understanding the interconnected nature of global political and social changes during this period.
* Students may think that the decline of land-based empires in the West was a sudden event rather than a gradual process influenced by various factors over time.
* Students might assume that only external factors, such as wars and invasions, played a role in the collapse of these empires, ignoring significant internal issues like political instability and economic problems.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 1480.0
Standard ID: KC-6.2.I.A
Standard Description: The older, land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors. These changes in Russia eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 386.0
Standard ID: KC-6.2.I.A+1+A
Standard Description: Explain how the older, land-based Ottoman empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of nationalist movements within the Ottoman territories on the empire's stability.
* Assess the international significance of World War I in exposing the vulnerabilities of the Ottoman Empire.
* Compare the internal reforms attempted by the Ottoman Empire with those of another contemporary state to maintain its sovereignty.
* Explain how internal challenges, such as political instability and economic issues, played a role in the decline of the Ottoman Empire.
* Identify and describe key external pressures, including military defeats and foreign interventions, that accelerated the collapse of the Ottoman Empire.
* Identify and describe key internal factors that contributed to the collapse of the Ottoman Empire after 1900.

Assessment Boundaries:
* Focus on the internal and external factors that specifically contributed to the collapse of the Ottoman Empire after 1900, including political instability, military defeats, economic struggles, and external pressures from European powers. Exclude detailed comparison with the collapse of the Russian and Qing empires.

Common Misconceptions:
* Some students might erroneously think that the Ottoman Empire's collapse led directly and immediately to the formation of modern Middle Eastern states, not recognizing the complex and often violent processes of mandate systems and nationalist movements that followed.
* Students may assume that the collapse of the Ottoman Empire was solely due to external military conflicts, ignoring the significant internal problems such as economic instability, administrative inefficiency, and rising nationalism within its diverse population.
* Students might believe that the disintegration of the Ottoman Empire was unique and not connected to broader global patterns of changing state formations following World War I.
* There is often a misunderstanding that the Ottoman Empire's decline happened abruptly, rather than being a gradual process over multiple decades influenced by various factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 387.0
Standard ID: KC-6.2.I.A+2+A
Standard Description: Explain how the older, land-based Russian empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of revolutionary movements, including the Bolsheviks, on Russia's internal stability and their contribution to the collapse of the Russian Empire.
* Describe how Russia's military failures (e.g., Crimean War, Russo-Japanese War) contributed to the weakening of the Russian Empire and its eventual collapse.
* Discuss the influence of ideological changes, such as the spread of communist ideas, on the collapse of the Russian Empire.
* Examine how Russia's participation in World War I exacerbated internal issues and led to the eventual downfall of the Russian Empire.
* Explain the role of internal social and economic issues (e.g., serfdom, industrial lag) in destabilizing the Russian Empire.

Assessment Boundaries:
* Focus on the combination of internal factors (like social unrest, economic struggles, and political inefficacy) and external pressures (such as military defeats, international pressure, and economic sanctions) that specifically led to the collapse of the Russian empire. Exclude detailed exploration of the causes of collapse in the Ottoman or Qing empires.

Common Misconceptions:
* Students may think that the Russian Empire's collapse was solely due to internal factors and overlook significant external pressures such as World War I and foreign interventions.
* Students often fail to recognize the complex interplay between political, social, and economic factors within Russia, focusing instead on single events or figures such as the Bolshevik Revolution or Tsar Nicholas II.
* Students sometimes misconceive the inevitability of the Russian Empire's collapse, not understanding the contingent nature of historical events and the various factors that played a role.
* There can be a misunderstanding that the Russian Empire's collapse was a sudden event, rather than a protracted process influenced by multiple, interconnected internal and external factors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 388.0
Standard ID: KC-6.2.I.A+3+A
Standard Description: Explain how the collapse of the older, land-based Russian empire eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source excerpts from Lenin’s writings to understand the revolutionary ideology that emerged post-collapse.
* Analyze the role of Tsarist policies and governance in exacerbating internal strife leading to the collapse of the Russian Empire.
* Describe the role of socio-economic conditions in the collapse of the Russian Empire and the rise of revolutionary sentiment.
* Discuss the broader impacts of the Russian Revolution on global political ideologies in the early 20th century.
* Evaluate the impact of World War I on the Russian Empire’s collapse and the subsequent Bolshevik rise to power.
* Explain the impact of the Crimean War and the Russo-Japanese War on the stability of the Russian Empire.
* Explain the significance of the Bolshevik Party and Vladimir Lenin in the communist revolution that followed the collapse of the Russian Empire.
* Identify the internal challenges that contributed to the weakening of the Russian Empire before its collapse.

Assessment Boundaries:
* Include the roles played by internal factors (such as political instability and economic hardship) and external factors (such as participation in World War I) in the collapse of the Russian Empire. Focus on how these factors directly contributed to the rise of the Bolshevik Party and the eventual communist revolution. Exclude detailed accounts of the collapse of the Ottoman and Qing empires or broader global revolutionary movements.

Common Misconceptions:
* Students may incorrectly believe that the collapse of the Russian Empire immediately resulted in the communist revolution, whereas it was a more complex process with various stages and factors involved.
* Students might assume that external factors alone led to the collapse of the Russian Empire, neglecting the significant internal issues such as economic hardship, political dissatisfaction, and social unrest.
* Students often think that the communist revolution was widely accepted and indisputable across the whole of Russia, failing to understand the extent and duration of the civil war that followed the revolution.
* There is a misconception that the Bolsheviks were the only revolutionary group involved in the collapse of the Russian Empire, ignoring the presence and contributions of other groups like the Mensheviks and Socialist Revolutionaries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 389.0
Standard ID: KC-6.2.I.A+4+A
Standard Description: Explain how the older, land-based Qing empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
* Describe how changing social and economic conditions within Chinese society contributed to the transformation of the Qing Empire.
* Evaluate how internal social movements and changing political ideologies contributed to the transformation of the Qing Empire during its final decades.
* Explain how economic challenges within the Qing Empire exacerbated internal weaknesses leading to its downfall.
* Explain the relationship between domestic social movements and foreign influences in the decline of the Qing Empire's traditional power structure.
* Identify both internal factors such as ethnic tensions and population pressures that contributed to the collapse of the Qing Empire.

Assessment Boundaries:
* For assessing this substandard, include: Key internal factors such as political corruption, peasant unrest, economic struggles, and internal rebellion movements like the Taiping and Boxer Rebellions. Key external factors such as foreign interventions, imperialist pressures from Western powers, unequal treaties, and military defeats (e.g., Opium Wars). Exclude: Detailed accounts of the collapse of other empires (Ottoman, Russian) unless directly relevant to the Qing collapse. Broader impacts on the global political landscape post-Qing collapse unless they directly contribute to understanding the factors leading to the collapse.

Common Misconceptions:
* Some students may oversimplify the role of Western influence, seeing it as the sole cause of the Qing collapse, without recognizing internal struggles and regional tensions that also played critical roles.
* Students may assume that the fall of the Qing dynasty led directly to a stable government, not understanding the subsequent period of warlordism and civil strife before the establishment of the Republic of China.
* Students may think that the collapse of the Qing dynasty was only due to internal factors such as corruption and peasant rebellions, ignoring external pressures like foreign invasions and unequal treaties.
* Students might believe that the Qing dynasty's downfall was a sudden event rather than a gradual process involving multiple complex factors over time.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 1490.0
Standard ID: KC-6.2.II.D
Standard Description: States around the world challenged the existing political and social order, including the Mexican Revolution that arose as a result of political crisis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 390.0
Standard ID: KC-6.2.II.D+1+A
Standard Description: Explain how states around the world challenged the existing political order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of revolutionary movements within a state on the existing political order.
* Assess the significance of revolutionary leaders in challenging the existing political orders within different states.
* Compare how different states around the world responded to demands for political reform.
* Describe how states utilized internal crises to challenge existing political orders.
* Evaluate the outcomes of challenges to existing political orders in terms of social, economic, and political impacts on states.
* Explain how ideological movements like communism and nationalism influenced state actions against traditional political orders.
* Explain the role external pressures played in compelling states to alter their political systems.
* Identify and explain the claims and arguments used by states to justify changes in political orders.

Assessment Boundaries:
* Focus on analyzing specific examples of how states around the world challenged the political order, such as the Mexican Revolution and other significant political upheavals. Exclude detailed military tactics or the chronological order of events unrelated to the political challenges.

Common Misconceptions:
* Students may assume that these challenges only came from new emerging states or groups, overlooking the fact that established powers also pursued changes to maintain or enhance their own positions.
* Students may misunderstand that the challenges to the political order were isolated events rather than part of a global trend influenced by broader economic, social, and political changes.
* Students might believe that all challenges to the existing political order were violent or involved outright rebellion, missing the nuanced ways in which some states used reforms or diplomacy.
* Students might think that the outcomes of these challenges were uniformly successful, not recognizing that many efforts were met with significant resistance or limited success.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 391.0
Standard ID: KC-6.2.II.D+2+A
Standard Description: Explain how states around the world challenged the existing social order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of land reform and economic policies on social structures in Latin America and Asia.
* Analyze the role of external pressures, including international conflicts and colonialism, in destabilizing traditional social structures in states such as Vietnam and African colonies.
* Assess the relative historical significance of key events and movements in the dismantling of social hierarchies in the 20th century.
* Compare the methods used by different states to resist and reform their social orders, such as the Mexican Revolution and the Chinese Civil War.
* Describe the internal factors that led to the overthrow of existing social orders in states such as Russia, China, and Mexico.
* Evaluate the impact of revolutionary ideologies, such as communism and nationalism, in challenging and transforming social hierarchies in various states.
* Explain how anticolonial movements in regions such as South Asia and Africa contributed to broader changes in the existing social order.
* Interpret secondary sources to illustrate the geographic spread and impact of revolutionary movements on social orders globally.
* Use primary and secondary source evidence to support an argument about how specific states addressed social inequities through revolutionary changes.

Assessment Boundaries:
* Focus on major examples of state actions that specifically challenged social hierarchies and norms, such as the Mexican Revolution's impact on land reform, anti-colonial movements in Africa and Asia, and Soviet changes under communist rule. Exclude detailed military tactics or economic policies that do not directly relate to social order challenges.

Common Misconceptions:
* Students may believe that all states challenged the social order in the same way, ignoring the diverse methods and contexts of these challenges.
* Students may confuse social order with solely political structures and not recognize the cultural and economic dimensions of social hierarchy.
* Students may not understand the distinction between internal and external factors in challenging social orders, assuming all changes were due to external pressures.
* Students may overlook the role of grassroots movements and focus only on state-led initiatives in challenging the social order.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 392.0
Standard ID: KC-6.2.II.D+3+A
Standard Description: Explain how the Mexican Revolution resulted from a political crisis and challenged the existing political and social order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how political factors contributed to instability in the period leading to the crisis in the regime.
* Analyze the immediate political consequences of the crisis in the Díaz regime.
* Describe the internal political conditions in early 20th century Mexico that led to the political crisis.
* Examine the political factors that contributed to the crisis in the Díaz regime.
* Explain the factors that triggered the political crisis in early 20th century Mexico.

Assessment Boundaries:
* Exclude the Mexican Revolution, Díaz's dictatorship, land redistribution, roles of Zapata and Villa, 1917 Constitution, regional elites in Mexican politics, centralization of power under Díaz, pre-revolutionary Mexican politics, social and political reform demands, and foreign economic interests in Mexico. Avoid mentioning specific historical figures or events related to early 20th century Mexico in questions. Limit the scope to the political crisis of the Porfirio Díaz regime and the early revolutionary leaders such as Francisco Madero. Exclude "Porfirio Díaz's authoritarian rule," "1910 challenge to Díaz's regime," "Francisco Madero's role," and "Specific events of 1910-1911". Avoid mentioning the length of Díaz's presidency, his exile, and other specific details about his regime in questions. Exclude the broader Mexican Revolution context, detailed social and economic outcomes of the revolution, specific land redistribution policies, Zapata's revolutionary role, and foreign economic interests in Mexico during this time.

Common Misconceptions:
* Students may misunderstand the primary causes of the political crisis, focusing solely on external factors rather than internal political issues.
* Students might misunderstand the primary causes of the political crisis in the Díaz regime, focusing solely on external factors rather than internal political issues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.1
Cluster Name: 1. Shifting Power After 1900
Lesson Name: *None specified*
Lesson Order: 1470.0
Standard ID: Unit 7: Learning Objective A
Standard Description: Explain how internal and external factors contributed to change in various states after 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.2
Cluster Name: 2. Causes of World War I
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: KC-6.2.IV.B.i
Standard Description: The causes of World War I included imperialist expansion and competition for resources. In addition, territorial and regional conflicts combined with a flawed alliance system and intense nationalism to escalate the tensions into global conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.2
Cluster Name: 2. Causes of World War I
Lesson Name: *None specified*
Lesson Order: 393.0
Standard ID: KC-6.2.IV.B.i+1
Standard Description: Explain how and why the causes of World War I included imperialist expansion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of overseas empires on the relationships between major European powers and assess how these motivations for imperialism contributed to the onset of World War I.
* Assess the role of economic motivations behind imperialist expansion and how they fueled nationalistic fervor and military alliances leading up to World War I.
* Compare primary source documents from different nations to evaluate how differing perspectives on imperialist policies among European powers contributed to the outbreak of World War I.
* Describe the competition for colonies among European nations and how this heightened international rivalries before World War I.
* Explain how imperialist expansion by European powers contributed to the political tensions leading up to World War I.
* Using maps of European empires, explain how territorial disputes over colonies exacerbated pre-war tensions among the Great Powers.

Assessment Boundaries:
* Focus on how European powers' imperialistic ambitions in Africa and Asia intensified rivalries and competition, contributing to the outbreak of World War I. Exclude detailed analysis of other causes such as the alliance system, nationalism, or immediate events that triggered the war.

Common Misconceptions:
* Some students might assume that imperialist expansion during this period was peaceful and diplomatic, failing to acknowledge the conflicts, exploitation, and violence often involved.
* Students may believe that imperialist expansion was driven solely by a desire for territorial gains, not recognizing the economic motivations such as the need for resources and new markets.
* Students may misunderstand that imperialist expansion was unique to European powers alone, overlooking the fact that other nations, such as Japan and the United States, also engaged in imperialist practices.
* Students may think that imperialist expansion was uniformly accepted and supported by all citizens of the imperialist countries, ignoring the presence of significant anti-imperialist movements and dissent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.2
Cluster Name: 2. Causes of World War I
Lesson Name: *None specified*
Lesson Order: 394.0
Standard ID: KC-6.2.IV.B.i+2
Standard Description: Explain how and why the causes of World War I included competition for resources.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of imperialist expansion on international relations and tensions leading up to World War I.
* Assess how the pursuit of colonial territories intensified nationalistic sentiments and contributed to the outbreak of World War I.
* Compare and contrast the economic policies of major European powers and their impact on global competition for resources.
* Describe the role of economic rivalries in exacerbating political alliances and conflicts among European nations.
* Evaluate the influence of resource scarcity on the strategic military planning of European powers prior to the war.
* Explain how industrialization contributed to heightened competition for global resources in the late 19th and early 20th centuries.
* Explain the economic motivations behind territorial disputes among the major powers in the prelude to World War I.
* Identify specific raw materials and trade goods that were central to the competition for resources among European powers before World War I.

Assessment Boundaries:
* Focus on specific examples of competition for resources among European powers, such as the Scramble for Africa, and how these competitions escalated tensions leading to WWI. Exclude broader discussions on imperialism that do not directly pertain to resource competition or detailed examinations of regional conflicts unrelated to resource competition.

Common Misconceptions:
* Some students might think that competition for resources was solely a European phenomenon, ignoring the global scope, including colonies in Africa, Asia, and the Pacific.
* Students may believe that the competition for resources was limited to raw materials and not recognize the importance of strategic territories or economic markets.
* Students might misunderstand that competition for resources led only to economic tensions, without seeing how it directly influenced military planning and alliance systems.
* There is a misconception that competition for resources was a minor cause of World War I, rather than understanding it as a significant element intertwined with imperialist ambitions and economic strategies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.2
Cluster Name: 2. Causes of World War I
Lesson Name: *None specified*
Lesson Order: 395.0
Standard ID: KC-6.2.IV.B.i+3
Standard Description: Explain how and why territorial and regional conflicts combined with a flawed alliance system and intense nationalism to escalate the tensions into global conflict during World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the extent to which the flawed alliance system turned localized conflicts into a global war.
* Analyze the impact of intense nationalism on the relationships between European powers before World War I, with particular attention to self-determination movements and Pan-Slavic ideology in the Balkans.
* Compare the motivations behind different nations' involvement in territorial disputes and alliances prior to World War I.
* Describe how diplomatic failures contributed to the outbreak of World War I.
* Describe the role of territorial conflicts in escalating tensions leading up to World War I.
* Explain how imperialist expansion contributed to the alliance system’s flaws and the start of World War I.
* Explain how specific territorial disputes in Europe heightened pre-war tensions, including the assassination of Archduke Franz Ferdinand and its immediate consequences.
* Explain the significance of regional conflicts in worsening international relations and contributing to World War I.
* Identify connections between the alliance system (including the Triple Alliance/Central Powers and Triple Entente/Allied Powers), nationalism, and territorial conflicts in the context of World War I.
* Use primary sources to demonstrate how nationalism fueled the drive for territorial expansion and contributed to World War I. (Requires primary source stimulus)

Assessment Boundaries:
* Focus on how territorial and regional conflicts involving European powers, combined with the alliance system (e.g., Triple Alliance and Triple Entente) and rising nationalist sentiments, contributed to the outbreak of World War I. Exclude detailed examination of imperialist expansion and competition for resources as primary causes.

Common Misconceptions:
* Some students may believe intense nationalism was confined to the major powers alone, not recognizing how smaller nations also exhibited strong nationalist sentiments that influenced the larger conflict.
* Students may think that World War I was caused solely by a single factor, such as nationalism or the assassination of Archduke Franz Ferdinand, rather than a combination of multiple factors including territorial and regional conflicts, the flawed alliance system, and intense nationalism.
* Students might assume the alliances were solid and always cooperative, failing to understand the fragility and opportunistic nature of alliances that only escalated tensions.
* There is a misconception that territorial and regional conflicts had no global relevance, ignoring how disputes in regions like the Balkans could involve larger powers due to alliances.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.2
Cluster Name: 2. Causes of World War I
Lesson Name: *None specified*
Lesson Order: 1500.0
Standard ID: Unit 7: Learning Objective B
Standard Description: Explain the causes and consequences of World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 1520.0
Standard ID: KC-6.1.III.C.i
Standard Description: New military technology led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 401.0
Standard ID: KC-6.1.III.C.i+1
Standard Description: New military technology led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of submarines in World War I and their effect on naval battles and maritime security.
* Assess the influence of aerial warfare innovations during World War I on reconnaissance and combat operations.
* Describe the impact of machine guns on battlefield tactics and soldier experiences during World War I.
* Evaluate how advances in tank technology affected troop movements and combat strategies in World War I.
* Explain how the development and use of chemical weapons in World War I contributed to the evolution of warfare and increased casualties.
* Explain the significance of new military technology on civilian wartime experiences during World War I using primary source excerpts and images.

Assessment Boundaries:
* Include the impact of specific new military technologies such as machine guns, poison gas, tanks, and submarines on the increase in wartime casualties during WWI. Exclude detailed descriptions of trench warfare experiences or strategies not directly related to the casualties caused by these technologies.

Common Misconceptions:
* Some students might assume that increased wartime casualties were solely due to technological advancements like tanks and submarines, ignoring the human cost of changing military tactics that leveraged these technologies.
* Students may believe that advancements in military technology during the early 20th century, such as machine guns and chemical weapons, only increased the efficiency of warfare without significantly impacting casualty figures.
* Students often overlook the role of industrialization in warfare, which allowed for mass production of weapons and munitions, thereby contributing to high casualty rates.
* There might be a misunderstanding that air warfare, with its use of planes for reconnaissance and attack, had little impact on the scale of casualties compared to traditional ground battles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: KC-6.2.IV.A.i
Standard Description: World War I was the first total war. Governments used a variety of strategies, including political propaganda, art, media, and intensified forms of nationalism, to mobilize populations (both in the home countries and the colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 396.0
Standard ID: KC-6.2.IV.A.i+1
Standard Description: Explain how World War I was the first total war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of propaganda in mobilizing populations and its impact during World War I.
* Describe the impact of intensified nationalism on the home front and colonial populations during World War I.
* Evaluate the societal changes that occurred as a result of World War I being a total war.
* Explain how governments used art and media to support the war effort in World War I.
* Explain how the mobilization of both military and civilian resources contributed to World War I being considered a total war.
* Identify key characteristics that defined World War I as the first total war.

Assessment Boundaries:
* Focus on the utilization of political propaganda, art, media, and intensified forms of nationalism by governments to mobilize populations for the war effort. Exclude detailed military strategies, battle tactics, or technological advancements unrelated to propaganda, art, media, and nationalism.

Common Misconceptions:
* Some students could assume that total war meant constant front-line combat for all civilians, rather than understanding the wide-ranging support roles civilians played.
* Students may misunderstand that total war strategies were unique to World War I and did not continue or evolve in later conflicts, such as World War II.
* Students may think that World War I's classification as a total war was mainly due to new military technologies, rather than the comprehensive mobilization of entire societies, including economies, populations, and resources.
* Students might believe that the use of propaganda and media were separate from the concept of total war, not understanding how integral they were in mobilizing the entire nation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 397.0
Standard ID: KC-6.2.IV.A.i+2
Standard Description: Explain how governments used political propaganda to mobilize populations (both in the home countries and the colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how political propaganda was tailored to different audiences in the home countries and colonies during World War I.
* Compare the use of political propaganda in different countries during World War I to understand the similarities and differences in their strategies.
* Describe the various techniques used in political propaganda by governments during World War I to mobilize their populations for war.
* Explain the impact of political propaganda on both home front populations and colonized peoples during World War I.
* Use historical examples to explain the effectiveness of political propaganda in bolstering nationalistic sentiments and support for the war effort.

Assessment Boundaries:
* Focus on key examples of political propaganda used by major World War I combatant nations (e.g., the United Kingdom, Germany, France, the United States) to mobilize their populations. Exclude in-depth comparisons with propaganda techniques in World War II or other conflicts.

Common Misconceptions:
* Some students may misunderstand the scope of colonial propaganda, not recognizing how it was tailored separately for colonial and home-country audiences with different messages.
* Students could believe that only authoritarian regimes used political propaganda extensively, overlooking its use by democratic nations as well.
* Students may assume that propaganda was universally effective in all regions and demographics, ignoring differing responses and potential resistance or indifference.
* Students may think that political propaganda was solely about promoting war efforts, missing how it also targeted social and cultural aspects to unify the population.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 398.0
Standard ID: KC-6.2.IV.A.i+3
Standard Description: Explain how governments used art to mobilize populations (both in the home countries and the colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze specific instances where propaganda art influenced public opinion and behavior toward war efforts during World War I.
* Compare the use of art in war propaganda from different nations involved in World War I, considering their cultural contexts and colonial reach.
* Describe how governments adapted traditional and contemporary artistic techniques to produce impactful wartime propaganda.
* Evaluate the effectiveness of different art forms (e.g., posters, paintings) in achieving government objectives of wartime mobilization.
* Explain the role of visual art in building a sense of nationalism among colonies during World War I.
* Identify examples of governmental art campaigns used to mobilize civilian populations in home countries during World War I.

Assessment Boundaries:
* Include examples of wartime art, such as propaganda posters and patriotic artwork, used by governments to rally support for the war effort. Exclude detailed studies of other forms of media or propaganda, such as film or radio broadcasts.

Common Misconceptions:
* Some students may mistakenly believe that the use of art in mobilizing populations was unique to Europe and not utilized in colonial territories.
* Students could assume that the effects of mobilization through art were universal and similarly effective across all populations, not accounting for varying impacts based on cultural and social contexts.
* Students might think that art used for mobilization during WWI was purely aesthetic and did not have any strategic or psychological purpose.
* There might be a misconception that all art produced during WWI was state-sponsored propaganda, whereas in reality, a variety of artists with different motivations were involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 399.0
Standard ID: KC-6.2.IV.A.i+4
Standard Description: Explain how governments used media to mobilize populations (both in the home countries and the colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the strategies used by governments to disseminate propaganda through visual arts and media to mobilize their populations for the war effort.
* Compare the effectiveness of different media forms such as posters, literature, and film in mobilizing civilian support during World War I.
* Describe how governments used posters and articles in newspapers and magazines to influence public opinion and generate support for World War I.
* Evaluate the impact of media propaganda on both the home front and colonies in sustaining the war effort during World War I.
* Explain the role of propaganda in shaping public perceptions of the enemy during World War I.

Assessment Boundaries:
* Focus on explaining the role of media, including newspapers, radio broadcasts, and posters, in mobilizing populations for World War I. Exclude detailed discussions of other forms of political propaganda, art, or intensified forms of nationalism.

Common Misconceptions:
* Students may assume that media was the only tool used for mobilization, neglecting the role of other factors like political propaganda, art, and nationalism.
* Students may believe that all wartime media served solely to inform the populace, failing to recognize the deliberate use of media for propaganda to shape public opinion and morale.
* Students may misunderstand the role of media in colonized regions, assuming it only mobilized populations in the home countries without affecting colonies.
* Students might think that the impact of wartime media was uniform across all regions and social groups, without recognizing variations in effectiveness and reception based on different contexts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 400.0
Standard ID: KC-6.2.IV.A.i+5
Standard Description: Explain how governments used intensified forms of nationalism to mobilize populations (both in the home countries and the colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of nationalist propaganda in mobilizing both colonizers and colonized populations for participation in World War I.
* Compare the use of nationalist appeals in different countries to mobilize public support for World War I.
* Describe the ways governments employed nationalism to foster support for World War I in their populations.
* Evaluate the effectiveness of nationalist strategies in maintaining public morale and support for World War I over time.
* Explain how intensified forms of nationalism contributed to the concept and practices of total war during World War I.
* Explain the impact of intensified nationalism on colonial populations' participation in World War I and how this participation influenced post-war movements for self-determination.

Assessment Boundaries:
* Focus on examples of intensified nationalism during WWI, such as propaganda campaigns, patriotic media, and cultural symbols to unify and mobilize the populace. Exclude detailed exploration of methods unrelated to nationalism, such as military tactics or economic measures.

Common Misconceptions:
* Some students may think that the effects of nationalism were the same in both the home countries and the colonies, ignoring the distinct experiences and impacts it had on colonial subjects versus citizens in the home countries.
* Students may incorrectly believe that nationalism was solely a cultural phenomenon and fail to recognize its political and military applications during wartime mobilization.
* Students might assume that nationalism was uniformly accepted and embraced by all populations, not understanding the significant opposition and differing perspectives on nationalism within various regions and colonies.
* There can be a misunderstanding that intensified nationalism was only directed towards external enemies, overlooking how it was also used to suppress internal dissent and unify the population under a common cause.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.3
Cluster Name: 3. Conducting World War I
Lesson Name: *None specified*
Lesson Order: 1510.0
Standard ID: Unit 7: Learning Objective C
Standard Description: Explain how governments used a variety of methods to conduct war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 1540.0
Standard ID: KC-6.3.I.A.i
Standard Description: In the Soviet Union, the government controlled the national economy through the Five Year Plans, often implementing repressive policies, with negative repercussions for the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 403.0
Standard ID: KC-6.3.I.A.i+1
Standard Description: Explain how the government in the Soviet Union controlled the national economy through the Five Year Plans.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the consequences of the Five-Year Plans for the Soviet population, including both positive outcomes and negative repercussions.
* Compare the Five-Year Plans with another state-directed economic policy from a different country during the same time period. (Maps or graphs required)
* Corroborate differing perspectives on the Five-Year Plans using primary and secondary sources. (Primary and secondary source passages required)
* Describe the impact of the Five-Year Plans on Soviet industry and agriculture.
* Evaluate the effectiveness of the Five-Year Plans in transforming the Soviet Union into an industrial power.
* Explain the strategies used by the Soviet government to achieve the goals of the Five-Year Plans.
* Identify the main goals of the Soviet Union’s Five-Year Plans.

Assessment Boundaries:
* Include the specific mechanisms of the Five Year Plans, such as collectivization of agriculture and state-driven industrialization. Exclude the detailed analysis of the outcomes and consequences of the repressive policies and their repercussions on the population.

Common Misconceptions:
* Many students believe that only positive outcomes such as increased production are associated with the Five Year Plans, without recognizing the severe human cost, including forced labor and famine.
* Some students might assume that the authoritarian control exercised during the Five Year Plans was unique to the Soviet Union, not recognizing similar approaches in other regimes.
* Students often think that the Five Year Plans were solely focused on agricultural changes, disregarding their significant impact on industrial development.
* There is a misconception that the Five Year Plans were uniformly successful, without acknowledging their various failures and the unrealistic goals set by the government.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 404.0
Standard ID: KC-6.3.I.A.i+2
Standard Description: Explain how the repressive policies implemented by the Soviet Union's government resulted in negative repercussions for the population.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Soviet government's repressive policies led to broader social and economic repercussions for the population.
* Assess how the repression under the Five-Year Plans influenced public opinion and resistance movements within the Soviet Union.
* Compare the effects of the Soviet Union's repressive policies on different demographic groups within the population.
* Describe the relationship between the Soviet Union's repressive policies and the overall success of the Five-Year Plans.
* Evaluate the role of government propaganda in justifying repressive policies to the Soviet population.
* Explain how the Soviet Union's repressive policies impacted various segments of the population, considering perspectives on their immediate effects and broader social consequences.
* Explain the intended purposes behind the Soviet Union's repressive policies during the Five-Year Plans.
* Identify specific repressive policies implemented by the Soviet Union's government during the Five-Year Plans.
* Use primary source excerpts (e.g., official Soviet documents, personal accounts) to identify different perspectives on the repressive policies.

Assessment Boundaries:
* Assess the specific impacts of repressive policies such as forced collectivization and purges on the Soviet population, including famines and political repression. Exclude broader economic strategies of the Five Year Plans not directly related to repressive measures.

Common Misconceptions:
* Some might misunderstand the scope of repression, thinking it only affected a small group of political dissidents, rather than significant portions of the population including peasants and intellectuals.
* Students may believe that the Five Year Plans were wholly beneficial to industrialize the Soviet Union without acknowledging the significant human cost and inefficiencies caused by the repressive policies.
* Students may think that the repressive policies only involved political persecution and overlook economic and social repressions like forced collectivization and control over personal liberties.
* Students might assume that the negative repercussions were immediate and fail to recognize the long-term effects such as famine, decreased productivity, and psychological trauma.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: KC-6.3.I.B
Standard Description: Following World War I and the onset of the Great Depression, governments began to take a more active role in economic life.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 402.0
Standard ID: KC-6.3.I.B+1
Standard Description: Explain why and how governments began to take a more active role in economic life following World War I and the onset of the Great Depression.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how governments responded to economic challenges during the interwar period through various economic and social measures.
* Analyze the outcomes of government interventions in different regions during the Great Depression using stimulus-based assessments such as primary source passages or data sets.
* Compare and contrast the approaches of democratic governments (such as the United States' New Deal) with authoritarian regimes (such as fascist Italy and the Soviet Union) in addressing economic challenges during and after the Great Depression, with emphasis on how political ideology influenced economic policy.
* Describe the factors that led to increased governmental intervention in economic affairs during the interwar period.
* Explain the advantages and limitations of increased government economic involvement post-World War I.
* Explain the impact of the Great Depression on government economic policies.

Assessment Boundaries:
* Focus on specific governmental policies enacted in response to the economic crises following World War I and the onset of the Great Depression, such as increased regulation and social welfare programs. Exclude detailed examination of pre-crisis economic policies or the comprehensive economic impacts of these policies beyond the mid-20th century.

Common Misconceptions:
* Some students might erroneously believe all countries adopted similar strategies to manage the economic crisis, ignoring the diversity of responses and political systems involved.
* Students might assume that government intervention in the economy was universally accepted and beneficial from the start, without resistance or challenges from political or business leaders.
* Students might think that active government roles in the economy were only a response to the Great Depression, overlooking how World War I and its economic impacts already prompted significant government involvement.
* There may be confusion over the timing, with some students thinking that active government intervention began only during the New Deal era, ignoring earlier responses to the Great Depression in various countries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.4
Cluster Name: 4. The Economy in the Interwar Period: 1918 to 1939
Lesson Name: *None specified*
Lesson Order: 1530.0
Standard ID: Unit 7: Learning Objective D
Standard Description: Explain how different governments responded to economic crisis after 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: KC-6.2.I.B
Standard Description: Between the two world wars, Western and Japanese imperial states predominantly maintained control over colonial holdings; in some cases, they gained additional territories through conquest or treaty settlement and in other cases faced anti-imperial resistance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 406.0
Standard ID: KC-6.2.I.B+2
Standard Description: Explain how Japanese imperial states maintained control over colonial holdings between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how international treaties and agreements influenced Japanese methods of maintaining control in their colonial holdings between the two world wars.
* Analyze the role of the Japanese military in maintaining control over colonies during the interwar period.
* Assess the effectiveness of Japanese propaganda efforts in maintaining control over its colonial holdings.
* Compare the methods of control used by Japan in different colonies, explaining key differences and similarities.
* Describe the methods employed by Japanese imperial states to establish administrative control over their colonial holdings between the two world wars.
* Discuss the significance of infrastructure development, such as railways and ports, in consolidating Japanese control over colonies.
* Explain how Japanese economic policies influenced their ability to maintain control over their colonial territories.
* Identify the social and cultural strategies used by Japanese imperial states to integrate and pacify their colonial populations.

Assessment Boundaries:
* Focus on the specific methods used by Japanese imperial states to maintain control in their colonial holdings between the two world wars, including military presence, administrative policies, and cultural assimilation. Include topics related to Japanese colonial policies in Korea and Taiwan, such as economic exploitation, infrastructure development, and administrative control methods. Cover general colonial control methods, indirect rule, military force in colonies, language policies, religious practices in colonial contexts, and puppet institutions. Exclude broader discussions of Japanese expansion or conflicts that did not directly involve their colonial holdings during this period. Do not include topics outside of the specified timeframe or geographical scope.

Common Misconceptions:
* Many students might assume Japan's imperial strategies were entirely unique, not realizing they shared similarities with Western colonial practices such as economic exploitation.
* Some students may not understand the role of Japanese administrative policies and infrastructure development in maintaining colonial control, focusing only on their military actions.
* Students may think Japanese imperial control was solely maintained through military force, without considering the use of propaganda and cultural assimilation tactics.
* There is a tendency to overlook the resistance and rebellions faced by Japanese imperial states, assuming their control was unchallenged.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 407.0
Standard ID: KC-6.2.I.B+3
Standard Description: Explain how Western states gained additional territories through conquest between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic incentives for Western states to pursue territorial conquests during the interwar period.
* Assess how international treaties or agreements facilitated Western territorial expansion during the interwar period.
* Describe the geopolitical motivations behind Western states' territorial conquests during the interwar period.
* Explain the role of military strategies and technological advancements in Western states' territorial expansions between the two world wars.
* Identify key conflicts or wars that contributed to Western states' territorial acquisitions between the two world wars.

Assessment Boundaries:
* Focus on instances of territorial gain by Western states through conquest between World War I and World War II. Include specific examples such as the British Mandate for Palestine and French control over Syrian and Lebanese territories following the Sykes-Picot Agreement. Exclude broader discussions of imperialism beyond these specific expansions.

Common Misconceptions:
* Students may believe that all territories were uniformly easy to conquer and control, not recognizing the variations in resistance and local conditions.
* Students may incorrectly assume that Western states relied solely on military force for territorial expansion, ignoring the use of political maneuvers and economic pressures.
* Students may neglect to consider the complex motivations behind Western expansions, including economic interests, strategic necessities, and ideological beliefs.
* Students might misunderstand the role of international treaties and agreements in facilitating territorial gains, thinking such gains were only through direct conquest.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 408.0
Standard ID: KC-6.2.I.B+4
Standard Description: Explain how Western states gained additional territories through treaty settlement between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the League of Nations mandate system allowed Western powers to gain control over former German and Ottoman territories while nominally promoting self-determination.
* Describe the processes by which Western states used treaty settlements to acquire new territories between World War I and World War II.
* Explain the influence of international diplomacy on territorial expansions by Western states through treaty settlements in the interwar period.
* Identify how the outcomes of World War I influenced territorial claims and treaty settlements involving Western states during the interwar period.

Assessment Boundaries:
* Focus on specific examples of Western states gaining new territories through treaty settlements between World War I and World War II. Exclude general territorial changes not achieved through treaties and the role of Japanese imperial states.

Common Misconceptions:
* Students may assume that the territories gained through treaties were always stable and uncontested, ignoring significant local resistance and unrest that continued after the treaties were signed.
* Students may believe that all territorial changes between Western states were primarily due to treaties, underestimating the significance of military conquests and other forms of coercion.
* Students may misunderstand that treaty settlements were straightforward and mutually beneficial for all parties involved, whereas many treaties imposed harsh conditions on the losing side, often leading to further conflicts and resistance.
* Students might think that treaty settlements involved only Western powers, overlooking the roles of local governments, populations, and third-party nations in negotiating and enforcing these treaties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 409.0
Standard ID: KC-6.2.I.B+5
Standard Description: Explain how Japanese imperial states gained additional territories through conquest or treaty settlement between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of specific treaties in Japan’s territorial acquisitions during the interwar period and explain their significance.
* Compare Japanese colonial policies in newly acquired territories with those of Western imperial states during the same period.
* Describe the economic and strategic motivations behind Japan’s territorial expansions through conquests during the interwar period.
* Explain the historical context that allowed Japan to expand its territorial holdings through conquest in East Asia between the two world wars.
* Identify the major territories acquired by Japan through conquest and treaty settlement between the two world wars.

Assessment Boundaries:
* Focus on the expansion of Japanese territories specifically in Manchuria and the Pacific islands through military conquests and the strategic treaties that facilitated these expansions. Exclude other aspects of Japanese imperial policy, such as administrative or economic policies in the occupied territories.

Common Misconceptions:
* Some students may overlook the complexity and variety of methods Japan used, thinking that annexation was straightforward and immediate in all cases.
* Students may believe that Japanese territorial gains were solely through military conquest and fail to recognize the role of treaty settlements.
* Students might assume Japanese imperialism was driven entirely by military leaders without acknowledging the political and economic motivations.
* There is often a misunderstanding that Japanese expansion was uncontested and universally accepted, ignoring significant instances of resistance and conflict.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 410.0
Standard ID: KC-6.2.I.B+6
Standard Description: Explain how Western states faced anti-imperial resistance between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze Gandhi's leadership of the Indian independence movement, including the strategies of nonviolent resistance and civil disobedience, and evaluate their effectiveness in challenging British imperial control.
* Compare the effectiveness of anti-imperial resistance in different regions controlled by Western states during the interwar period.
* Describe the methods used by Western states to suppress anti-imperial resistance movements during the interwar period.
* Explain how the outcomes of anti-imperial resistance efforts influenced the policies of Western states during the interwar period.
* Identify patterns of continuity and change in anti-imperial resistance strategies against Western states from previous periods to the interwar period, including the emergence of nationalist movements in Africa following African participation in World War I.

Assessment Boundaries:
* Focus on the specific instances of anti-imperial resistance faced by Western states, such as independence movements and revolts within colonies. Exclude detailed accounts of resistance faced by Japanese imperial states or the techniques used by Western states to suppress anti-imperial activities beyond examples directly linked to this period.

Common Misconceptions:
* Some students may think that anti-imperial resistance led directly to the independence of colonies between the two world wars, ignoring the fact that many colonies only gained independence after World War II despite ongoing resistance efforts.
* Students may assume that Western states uniformly faced the same level of anti-imperial resistance across all their colonies, not realizing that the intensity and methods of resistance varied greatly depending on the region, local leadership, and particular circumstances.
* Students may believe that all anti-imperial resistance efforts were violent and involved direct conflict, overlooking the role of non-violent resistance movements such as those led by Gandhi in India.
* Students may confuse the timing of the resistance efforts, mistakenly thinking that significant anti-imperial resistance only began immediately after World War II, rather than recognizing that it was already present and influential between the two world wars.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 411.0
Standard ID: KC-6.2.I.B+7
Standard Description: Explain how Japanese imperial states faced anti-imperial resistance between the two world wars.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Japanese policies in occupied territories led to resistance movements during the interwar period.
* Assess the effectiveness of anti-imperial resistance in altering Japanese imperial policies during the interwar period.
* Compare the resistance strategies used in different Japanese-occupied territories during the interwar period.
* Describe the impact of Japanese suppression techniques on the anti-imperial resistance movements.
* Explain the role of Korean and Chinese resistance movements in challenging Japanese imperial rule during the interwar period, including the significance of the May Fourth Movement in shaping Chinese nationalism.
* Identify major events of anti-imperial resistance faced by Japanese imperial states between the two world wars.

Assessment Boundaries:
* Include the major instances and key events of anti-imperial resistance faced by Japanese imperial states between the two World Wars, such as the activities of resistance groups in territories like Korea and China. Exclude detailed narratives of the Japanese strategies to suppress these movements and comparable anti-imperial resistances faced by Western imperial states or other regional powers.

Common Misconceptions:
* Some students might think that anti-imperial resistance was immediately successful or uniformly effective, ignoring the long durations and varied outcomes of these movements.
* Students may assume that Japanese imperial resistance was only a military endeavor, overlooking the significant role of local political, social, and cultural movements.
* Students may underestimate the impact of global events on local resistance movements, failing to see how the broader geopolitical context influenced anti-imperial activities.
* Students might believe that all resistance was uniformly the same across different regions under Japanese control, missing the diversity in tactics and intensity of resistance.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.5
Cluster Name: 5. Unresolved Tensions After World War I
Lesson Name: *None specified*
Lesson Order: 1550.0
Standard ID: Unit 7: Learning Objective E
Standard Description: Explain the continuities and changes in territorial holdings from 1900 to the present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: KC-6.2.IV.B.ii
Standard Description: The causes of World War II included the unsustainable peace settlement after World War I, the global economic crisis engendered by the Great Depression, continued imperialist aspirations, and especially the rise to power of fascist and totalitarian regimes that resulted in the aggressive militarism of Nazi Germany under Adolf Hitler.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 412.0
Standard ID: KC-6.2.IV.B.ii+1
Standard Description: Explain how and why the unsustainable peace settlement after World War I was a cause of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the connection between the territorial changes mandated by the Treaty of Versailles and the geopolitical tensions that led to World War II.
* Compare the perspectives of different countries involved in the Treaty of Versailles negotiations regarding the fairness and effectiveness of the treaty's terms.
* Describe the terms of the Treaty of Versailles and their impact on Germany after World War I.
* Evaluate the limitations of the League of Nations in enforcing the peace settlement and preventing further conflicts.
* Explain how the dissatisfaction with the peace settlement among various European nations contributed to the rise of radical political movements.
* Explain how the economic reparations imposed on Germany contributed to the country's economic instability and eventual rise of fascism.
* Using primary source excerpts from the Treaty of Versailles, identify specific clauses that were particularly contentious and explain their significance in the context of interwar Europe.

Assessment Boundaries:
* Focus on the specific terms of the Treaty of Versailles that contributed to its unsustainability, including territorial losses, economic reparations, and military restrictions on Germany. Avoid detailed exploration of other peace settlements or factors unrelated to the treaty, such as the economic impacts of the Great Depression or the rise of fascism.

Common Misconceptions:
* Students may believe the Treaty of Versailles was the only factor from the peace settlement that led to WWII, ignoring economic and political instability it caused in Germany and other nations.
* Students may think that the peace settlement after World War I was simply a failed treaty, rather than recognizing it as a complex set of arrangements that exacerbated political tensions in Europe.
* Students might assume that the harsh reparations were only a financial burden, not understanding how they fueled nationalistic and expansionist sentiments in Germany.
* Students often overlook the role of the League of Nations' failures, mistakenly thinking it had no impact on the peace settlement's unsustainability.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 413.0
Standard ID: KC-6.2.IV.B.ii+2
Standard Description: Explain how and why the global economic crisis engendered by the Great Depression was a cause of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the connections between global economic hardship during the Great Depression and the aggressive expansionist policies of totalitarian states.
* Describe the global economic conditions created by the Great Depression that contributed to the rise of totalitarian regimes.
* Explain how economic instability in various countries after the Great Depression contributed to World War II.
* Explain the role of unemployment and poverty stemming from the Great Depression in increasing support for militaristic and nationalistic movements.
* Identify specific economic policies adopted by countries during the Great Depression that heightened international tensions prelude to World War II.

Assessment Boundaries:
* Focus on the global economic effects of the Great Depression, including unemployment, economic instability, and how these factors destabilized governments and contributed to the rise of totalitarian regimes. Exclude detailed analysis of other causes of World War II such as the unsustainable peace settlement after World War I or continued imperialist aspirations.

Common Misconceptions:
* Students may believe that the Great Depression only affected the United States and fail to understand its global impact, especially in Europe and Asia.
* Students may overlook how the economic instability created an environment ripe for political extremism, particularly in Germany and Japan, leading to aggressive expansionist policies.
* Students may think the economic crisis directly caused World War II, not realizing it was a significant but indirect factor that exacerbated existing tensions and facilitated the rise of totalitarian regimes.
* Students might assume that the Great Depression uniformly impacted all countries, ignoring the varied economic conditions and responses of different nations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 414.0
Standard ID: KC-6.2.IV.B.ii+3
Standard Description: Explain how and why continued imperialist aspirations was a cause of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the influence of imperialist aspirations on international diplomacy and treaties preceding World War II.
* Assess the impact of unresolved territorial ambitions from World War I on the foreign policies of major imperialist states in the 1930s.
* Compare the imperialist strategies of Nazi Germany, Fascist Italy, and Imperial Japan before the outbreak of World War II, including their collaboration through the Tripartite Pact and formation of the Axis Powers.
* Describe the consequences of competition for colonies among European powers and how it contributed to the outbreak of World War II.
* Describe the role played by continued imperialist competition in escalating tensions among European nations.
* Evaluate primary source documents to identify arguments and justifications made by imperialist leaders for the expansionist policies leading to World War II (requires primary source stimulus).
* Explain how economic motives linked to imperialist ambitions enforced aggressive foreign policies by the Axis powers.
* Explain the relationship between imperialist ambitions and the policies of expansion undertaken by Axis powers.
* Identify the imperialist ambitions of major powers leading up to World War II.
* Utilize maps to illustrate the territorial acquisitions and ambitions of imperialist powers before World War II (requires a map stimulus).

Assessment Boundaries:
* Include specific examples of countries and leaders who pursued imperialist policies leading up to World War II, focusing on the aggressive expansion by Nazi Germany and Japan. Examination of how these imperialist aspirations contributed to global tensions and conflicts. Exclude detailed analysis of the other non-imperialist causes of World War II such as the Treaty of Versailles, the economic repercussions of the Great Depression, and the rise of fascist regimes in general. Events and policies that do not specifically illustrate the imperialist motivations for war.

Common Misconceptions:
* Some students might assume that continued imperialist aspirations were solely about acquiring new colonies, without recognizing the strategic, economic, and political benefits that drove expansionist policies.
* Students may mistakenly believe that imperialism was not a primary motivator for the Axis powers, focusing only on the rise of fascism and totalitarianism.
* Students might think that imperialist aspirations were unique to European powers, ignoring significant Japanese expansionism and its impact.
* There is often a misconception that anti-imperialist sentiments were homogeneous and did not contribute significantly to the buildup of global tensions leading to the war.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 415.0
Standard ID: KC-6.2.IV.B.ii+4
Standard Description: Explain how and why the rise to power of fascist and totalitarian regimes that resulted in the aggressive militarism of Nazi Germany under Adolf Hitler was a primary cause of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political and economic conditions in Germany that enabled Adolf Hitler's rise to power and the subsequent aggressive militarism.
* Describe the ideological foundations that led to the rise of fascist and totalitarian regimes in Europe during the interwar period.
* Explain how the failure of the Weimar Republic contributed to the support for the Nazi Party and Hitler's militaristic policies.
* Explain the relationship between the Great Depression and the rise of totalitarian regimes, emphasizing Germany's experience.
* Identify and describe the key actions taken by Hitler that demonstrated the aggressive militarism of Nazi Germany leading up to World War II.
* Use primary source excerpts from Hitler's speeches or propaganda to analyze the methods used to justify aggressive militarism and garner public support (stimulus-based).

Assessment Boundaries:
* Focus on the policies, political strategies, and propaganda used by Adolf Hitler and the Nazi Party to establish a totalitarian regime and pursue aggressive militarism. Exclude the detailed military strategies and battles of World War II.

Common Misconceptions:
* Some students might assume that aggressive militarism was the only policy of Nazi Germany, without considering the regime's other policies, such as economic and social programs, that also contributed to its power.
* Students may think that fascist and totalitarian regimes were identical across countries, not recognizing the unique characteristics and ideological differences between them.
* Students might believe that Adolf Hitler’s rise to power was immediate and universally supported, overlooking the gradual steps and complex political maneuvers that facilitated his ascent.
* There can be a misconception that Hitler was solely responsible for the aggressive militarism of Nazi Germany, ignoring the roles of other key figures and the broader societal support for militaristic policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.6
Cluster Name: 6. Causes of World War II
Lesson Name: *None specified*
Lesson Order: 1560.0
Standard ID: Unit 7: Learning Objective F
Standard Description: Explain the causes and consequences of World War II.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 1580.0
Standard ID: KC-6.1.III.C.ii
Standard Description: New military technology and new tactics, including the atomic bomb, fire-bombing, and the waging of "total war" led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 425.0
Standard ID: KC-6.1.III.C.ii+1
Standard Description: Explain how government use of the atomic bomb led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the broader implications of atomic bomb usage on international warfare strategies, civilian populations during World War II, and the emergence of new global power structures that led to the Cold War.
* Compare the military strategies and impacts of atomic bombings with other forms of warfare used during World War II.
* Describe the immediate impact of the atomic bomb on Hiroshima and Nagasaki in terms of civilian casualties and destruction.
* Evaluate the ethical considerations and debates surrounding the U.S. government's decision to use atomic bombs in wartime.
* Explain how public and political opinion regarding the use of atomic bombs has evolved from 1945 to the present.
* Explain how the use of the atomic bomb by the U.S. government influenced Japan's decision to surrender.
* Identify the short-term and long-term health consequences for survivors of the atomic bombings.
* Interpret primary source accounts or visual representations of the devastation caused by the atomic bombings to understand their human and material costs (stimulus required).

Assessment Boundaries:
* Focus solely on the impact of the atomic bomb on wartime casualties, including the immediate and long-term effects on the populations of Hiroshima and Nagasaki. Exclude general discussions on other military technologies like fire-bombing or the broader concept of 'total war.'

Common Misconceptions:
* Some students might think that the atomic bombings ended the war immediately, not understanding that there were still several days before Japan's formal surrender.
* Students may assume that the decision to drop the atomic bomb was universally accepted and supported without controversy, when in fact it was heavily debated within the U.S. government.
* Students may overlook the long-term effects of radiation on the populations of Hiroshima and Nagasaki, focusing solely on the immediate destruction.
* Students might believe that the use of the atomic bomb targeted only military sites, ignoring the significant civilian casualties in Hiroshima and Nagasaki.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 426.0
Standard ID: KC-6.1.III.C.ii+2
Standard Description: Explain the similarities and differences in governments' use of fire-bombing that led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the ethical and strategic considerations that influenced the decision to use fire-bombing as a tactic during World War II.
* Compare the use of fire-bombing tactics by different governments, highlighting both similarities and differences.
* Describe the consequences of fire-bombing on civilian populations in terms of casualties and infrastructure damage.
* Explain the rationale behind the use of fire-bombing by governments during World War II.
* Identify the key characteristics of fire-bombing campaigns conducted by different governments during World War II.
* Use primary source accounts to explain personal experiences and perspectives on the impact of fire-bombing in affected cities (stimulus required).

Assessment Boundaries:
* Focus on comparing the use of fire-bombing by different governments during World War II, specifically looking at strategic objectives, scale of destruction, and impact on civilian populations. Exclude detailed analysis of military technologies other than fire-bombing or tactics beyond the scope of total war.

Common Misconceptions:
* Some students might think that fire-bombing solely targeted military infrastructure, while in reality, it often aimed at civilian areas to break morale and disrupt production capabilities.
* Students may incorrectly believe that fire-bombing was unique to one particular country, not recognizing that multiple governments, including both the Allies and Axis powers, utilized fire-bombing as a tactic during World War II.
* There could be confusion about the legality and ethical considerations of fire-bombing, with some assuming it was a widely accepted practice without controversy, ignoring the significant debates and differing views on its justification and impact.
* There is a misconception that all fire-bombing campaigns were equally devastating, without understanding the differences in scale, targets, and outcomes between campaigns like the fire-bombing of Dresden in Germany versus Tokyo in Japan.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 427.0
Standard ID: KC-6.1.III.C.ii+3
Standard Description: Explain the similarities and differences in governments' waging of "total war" that led to increased levels of wartime casualties.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of fire-bombing tactics on civilian populations in cities like Dresden and Tokyo during World War II.
* Analyze the significance of major military operations such as D-Day in determining the outcome of World War II.
* Compare and contrast innovative military strategies like blitzkrieg with traditional warfare tactics, explaining their impact on casualty levels and the course of World War II.
* Describe how the concept of total war during World War II involved the mobilization of civilian populations and resources in different countries.
* Explain the role of the atomic bombings in Hiroshima and Nagasaki in increasing wartime casualties and ending World War II.
* Using maps or data sets, compare the extent of destruction and casualties in Europe and the Pacific theater as a result of total war strategies.

Assessment Boundaries:
* Include the examination of the use of 'total war' strategies by different governments during World War II, focusing on tactics such as the use of the atomic bomb, firebombing, and harnessing entire national resources for the war effort. Exclude detailed case studies of individual conflicts or battles unless they directly illustrate the broader strategies of total war.

Common Misconceptions:
* Many students think 'total war' tactics were the same across all countries, missing the nuances in strategies used by different governments.
* Some students might believe that 'total war' was unique to World War II, not recognizing its use in other conflicts such as World War I.
* Students may confuse 'total war' with regular warfare, not understanding the concept of full mobilization of resources and population for the war effort.
* Students often underestimate the impact of 'total war' on civilian populations, focusing only on military casualties.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: KC-6.2.IV.A.ii
Standard Description: World War II was a total war. Governments used a variety of strategies, including political propaganda, art, media, and intensified forms of nationalism, to mobilize populations (both in the home countries and the colonies or former colonies) for the purpose of waging war. Governments used ideologies, including fascism and communism to mobilize all of their state's resources for war and, in the case of totalitarian states, to repress basic freedoms and dominate many aspects of daily life during the course of the conflicts and beyond.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 416.0
Standard ID: KC-6.2.IV.A.ii+1
Standard Description: Explain how World War II was a total war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of ideological mobilization (e.g., fascism, communism) in framing and justifying wartime policies during World War II.
* Compare and contrast the approaches of at least two totalitarian states in mobilizing their populations for World War II.
* Describe the ways in which World War II mobilized various national resources, including civilian labor and economic production.
* Evaluate the impact of total war on citizens' daily lives and freedoms in both combatant and occupied countries, using stimulus materials such as primary sources or propaganda posters.
* Examine how governments utilized media and art to foster nationalism and maintain public morale during World War II.
* Explain the role of political propaganda in mobilizing public support and resources for World War II in different countries.

Assessment Boundaries:
* Focus on the overarching concept of total war during World War II, including the broad mobilization of economic, military, and human resources, as well as the political and social strategies employed by different governments. Exclude detailed case studies of individual battles or specific war-time events.

Common Misconceptions:
* Students may assume that propaganda was the only method used by governments to mobilize populations, ignoring other tools such as art, media, and nationalism.
* Students may think that total war only involves military forces, overlooking the significant mobilization of civilian populations and economic resources.
* Students might believe that all states employed similar strategies without recognizing the diversity in approaches among different countries and regimes.
* Students often fail to understand that total war extended to suppressing freedoms and controlling daily life, especially in totalitarian states.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 417.0
Standard ID: KC-6.2.IV.A.ii+2
Standard Description: Explain the similarities and differences in governments' use of political propaganda to mobilize populations (both in the home countries and the colonies or former colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how different governments used political propaganda to influence public behavior and social organization in both home countries and their colonies during periods of international conflict.
* Analyze the communication techniques and media formats used in political propaganda across different nations during wartime, focusing on how information was disseminated to achieve political objectives.
* Analyze the different approaches to mass communication used by various governments during times of conflict, focusing on message construction, delivery methods, and intended audience response.
* Analyze the role of media, including newspapers, radio broadcasts, and films, in disseminating political propaganda for war mobilization in both colonies and home countries.
* Examine the methods and technological systems used by different governments to create and distribute information during World War II, including the organizational structures that managed these communication networks.

Assessment Boundaries:
* Include the use of political propaganda by major powers such as the United States, the Soviet Union, Nazi Germany, and Japan during World War II. Focus on comparing the similarities and differences in their strategies for mobilizing populations. Exclude detailed analysis of propaganda used in minor states or those outside of the provided examples.

Common Misconceptions:
* A common misconception is that propaganda only involved posters and speeches, not understanding the diverse media used such as films, radio broadcasts, and art.
* Students may believe that all political propaganda techniques were the same across different governments, neglecting the unique approaches tailored to each state's ideologies and audiences.
* Students might assume that propaganda was widely accepted and effective universally, without recognizing varying levels of resistance or skepticism among different populations.
* There may be a misunderstanding that propaganda was only aimed at immediate war mobilization, overlooking its use for long-term ideological indoctrination and support.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 419.0
Standard ID: KC-6.2.IV.A.ii+4
Standard Description: Explain the similarities and differences in governments' use of media to mobilize populations (both in the home countries and the colonies or former colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effectiveness of media campaigns in influencing public opinion and participation in the war effort during World War II.
* Compare the use of media by different governments in their efforts to mobilize populations for World War II.
* Evaluate the role of intensified nationalism and media propaganda in garnering support for the war across different countries involved in World War II.
* Explain how similar media strategies were used differently by governments to mobilize populations in their home countries and colonies during World War II.
* Identify the various media strategies used by governments during World War II to mobilize populations.

Assessment Boundaries:
* Include the use of media by different governments to mobilize populations during World War II, focusing specifically on propaganda techniques and campaigns in major countries such as the United States, Germany, and Japan. Exclude detailed analysis of other forms of mobilization or the consequences of these propaganda efforts after the war.

Common Misconceptions:
* Students may not realize that media mobilization efforts also deeply affected colonial populations and not just the home countries, leading to significant political and social consequences in colonies.
* Students might oversimplify the role of media, assuming it only included traditional forms such as newspapers and radio, and not understanding the role of new and diverse media channels that emerged during WWII.
* Students might think that the use of media for mobilization during WWII was homogeneous across all countries, not recognizing the varied approaches taken by different governments.
* There could be a misunderstanding that media was used only for positive propaganda to boost morale, overlooking its use for negative propaganda like demonizing enemies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 420.0
Standard ID: KC-6.2.IV.A.ii+5
Standard Description: Explain the similarities and differences in governments' use of intensified forms of nationalism to mobilize populations (both in the home countries and the colonies or former colonies) for the purpose of waging war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze propaganda materials used by governments during World War II to foster nationalism and mobilize the population. (Stimulus required)
* Compare the methods used by different governments to promote nationalism for the purpose of waging war during World War II.
* Describe how intensified nationalism was employed by governments to unify their populations during World War II.
* Explain how intensified forms of nationalism during World War II led to changes in social and political structures within the home countries and colonies.
* Explain the effects of intensified nationalism on the civilian population in both the home countries and the colonies during World War II.
* Identify the role of fascism and communism in the use of intensified nationalism by different governments during World War II.

Assessment Boundaries:
* Focus on comparative analysis of how different WWII-era governments, specifically in Western democracies (e.g., Great Britain under Winston Churchill, the United States under Franklin Roosevelt) and totalitarian states (e.g., Germany under Adolf Hitler, USSR under Joseph Stalin), used intensified forms of nationalism to mobilize populations both in home countries and colonies. Exclude detailed studies of individual countries' nationalist propaganda unrelated to either wartime mobilization or colonial dynamics.

Common Misconceptions:
* Students may believe that nationalism was utilized in a uniform manner across all countries, not recognizing the varied approaches and unique cultural contexts.
* Students may mistakenly think that only democratic nations used nationalism, overlooking its use by totalitarian regimes, such as Nazi Germany.
* Students often do not understand that nationalism significantly influenced both home countries and colonies differently, depending on local conditions and objectives.
* There is a common belief that nationalism solely involved positive mobilization of patriotism and unity, ignoring its use in propagating xenophobia, racism, and exclusion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 421.0
Standard ID: KC-6.2.IV.A.ii+6
Standard Description: Explain the similarities and differences in governments' use of fascism to mobilize all of their state's resources for war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the differences in the implementation of fascist ideologies in Italy and Germany to mobilize resources for war.
* Assess the role of intensified nationalism in fostering support for fascist mobilization efforts in different European countries.
* Evaluate the impacts of fascist mobilization strategies on civilian populations in Germany and Italy during World War II.
* Explain how Italian and German fascist governments used propaganda and art to promote war efforts.
* Identify and describe key ideological principles of fascism that were utilized by governments to mobilize resources for World War II.

Assessment Boundaries:
* Focus on comparisons and contrasts in the use of fascism by different governments (e.g., Nazi Germany, Italy under Mussolini) to mobilize state resources for war. Exclude the detailed study of non-fascist ideological mobilizations such as communism.

Common Misconceptions:
* Another common misconception is that the primary goal of fascist mobilization was military success alone, without recognizing the ideological aims of social control and uniformity.
* Students may believe that all fascist regimes employed identical methods of mobilization, ignoring the differences between Nazi Germany, Fascist Italy, and Imperial Japan.
* Students may think that the use of fascism for mobilization was voluntary and widely accepted by the population, rather than understanding the extensive use of propaganda, coercion, and repression involved.
* There is often a misconception that fascism was solely a European phenomenon, leading students to overlook its presence and distinct characteristics in non-European contexts such as Japan.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 422.0
Standard ID: KC-6.2.IV.A.ii+7
Standard Description: Explain the similarities and differences in governments' use of communism to mobilize all of their state's resources for war.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of communist-led resource mobilization on civilian life during World War II.
* Compare the methods used by the Soviet Union and China to mobilize resources through communism during wartime.
* Describe the role of propaganda in communist states to garner support for wartime mobilization of resources.
* Evaluate the effectiveness of communist strategies in mobilizing resources compared to non-communist strategies during World War II.
* Explain how communist ideologies influenced the mobilization of a state’s resources in the context of wartime efforts.
* Explain how the repression of basic freedoms contributed to the totalitarian control necessary for resource mobilization in communist states.
* Identify the political strategies employed by communist governments to mobilize state resources during World War II.
* Interpret primary source materials, such as political propaganda posters, to understand how communist states used media to mobilize resources. (Stimulus Required)

Assessment Boundaries:
* Focus on major similarities and differences in the methods used by Communist states, such as the Soviet Union and Maoist China, to mobilize their societies for war during World War II. Exclude the detailed exploration of Communist strategies in smaller or lesser-known states and post-World War II developments.

Common Misconceptions:
* A common misunderstanding is that communism played a minor role compared to other ideologies like fascism, without realizing the extensive impact communism had on wartime mobilization in countries like the Soviet Union.
* Many students assume that only totalitarian regimes used communism for war mobilization, ignoring that different types of governments, including democracies, also integrated some elements of communist approaches for resource allocation.
* Students may think that communism was used in the same way by all governments during World War II, failing to recognize the distinct approaches of the Soviet Union and other communist states.
* There is a misconception that communism was utilized only for ideological purposes, rather than as a means to mobilize all state resources, including labor, industry, and agriculture.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 423.0
Standard ID: KC-6.2.IV.A.ii+8
Standard Description: Explain the similarities and differences in totalitarian states' use of fascism and communism to repress basic freedoms during the course of the conflicts and beyond.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how fascist and communist ideologies influenced the specific methods of repression employed by totalitarian regimes during and after World War II.
* Compare the methods used by fascist and communist totalitarian states to repress basic freedoms during World War II and the subsequent years.
* Describe and compare the roles of media and art in maintaining control and repressing freedoms in fascist and communist states during and after World War II.
* Evaluate how effectively fascist and communist states used political propaganda to justify the repression of basic freedoms during World War II and beyond.
* Explain how the repression tactics under fascism and communism impacted the daily lives of citizens in totalitarian states during and after the war.
* Identify and describe patterns of continuity and change in the use of repression by totalitarian states from World War II through the early Cold War era.
* Using primary sources such as propaganda posters or government documents, analyze how totalitarian regimes articulated and justified the repression of freedoms under fascism and communism. (Stimulus required)

Assessment Boundaries:
* Focus on the mechanisms by which totalitarian states (such as Nazi Germany and the Soviet Union) employed fascism and communism respectively to suppress political dissent, limit civil liberties, and control various aspects of life during and after World War II. Exclude detailed histories or specific events unrelated to the comparative analysis of these regimes' use of ideological repression.

Common Misconceptions:
* Some students might assume that all totalitarian regimes repressed freedoms to the same extent and in the same manner, not acknowledging the variations based on leadership and national context.
* Students may think that totalitarianism under fascism and communism did not involve any support or consent from the populace, failing to recognize the roles of propaganda and coercion.
* Students might believe that fascism and communism are identical in their methods of repressing freedoms, overlooking significant ideological and practical differences.
* There may be a misconception that the repression of freedoms was only due to wartime needs, ignoring that these practices often continued beyond the conflicts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 424.0
Standard ID: KC-6.2.IV.A.ii+9
Standard Description: Explain the similarities and differences in totalitarian states' use of fascism and communism to dominate many aspects of daily life during the course of the conflicts and beyond.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the methods employed by both fascist and communist governments to repress dissent and control various aspects of daily life.
* Compare the ways in which fascist and communist states during World War II used propaganda to influence public opinion and maintain control.
* Evaluate the effectiveness of different political strategies used by fascist and communist states to mobilize their populations for the war effort.
* Examine the impact of intensified nationalism on both fascist and communist states' war efforts and internal policies, citing specific examples from World War II.
* Explain how fascist and communist ideologies justified the totalitarian control of various aspects of society, including the economy, culture, and personal freedoms.
* Identify and describe the role of media and art in promoting the state ideologies of fascist and communist governments during and after World War II.

Assessment Boundaries:
* Include the ideological principles defining fascism and communism and their application in governance and daily life. Exclude specific military strategies or operations beyond the scope of ideological control.

Common Misconceptions:
* Students may assume that in totalitarian states, these ideologies only influenced political structures and not the daily lives of citizens, overlooking how they permeated social life, culture, and even private behavior.
* Students may believe that fascism and communism were used in identical ways by totalitarian states, not recognizing the specific ideological and practical differences between them.
* Students might misunderstand that the use of propaganda was only a wartime phenomenon, failing to recognize its continuity and evolution into the post-war period in totalitarian regimes.
* There can be a misconception that repression and state control were uniformly implemented across all totalitarian states without variation in methods or intensity depending on the region and specific leaders.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.7
Cluster Name: 7. Conducting World War II
Lesson Name: *None specified*
Lesson Order: 1570.0
Standard ID: Unit 7: Learning Objective G
Standard Description: Explain similarities and differences in how governments used a variety of methods to conduct war.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.8
Cluster Name: 8. Mass Atrocities After 1900
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: KC-6.2.III.C
Standard Description: The rise of extremist groups in power led to the attempted destruction of specific populations, notably the Nazi killing of the Jews in the Holocaust during World War II, and to other atrocities, acts of genocide, or ethnic violence.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.8
Cluster Name: 8. Mass Atrocities After 1900
Lesson Name: *None specified*
Lesson Order: 428.0
Standard ID: KC-6.2.III.C+1
Standard Description: Explain how the rise in power of the Nazis led to the attempted destruction of of the Jews in the Holocaust during World War II, and to other atrocities, acts of genocide, or ethnic violence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source propaganda materials to explain how the Nazi Party used media to promote anti-Semitic ideologies and justify their policies.
* Compare the methods and motivations behind the Holocaust to other acts of genocide and ethnic violence during the same era.
* Describe the political ideologies and objectives of the Nazi Party that contributed to the rise of extremism in Germany.
* Explain the economic, social, and political factors in post-World War I Germany that facilitated the rise of the Nazi Party.
* Explain the sequence of events and policies that escalated from social and economic persecution to the physical extermination of the Jews during the Holocaust.
* Identify and describe the impact of Nazi legislation such as the Nuremberg Laws on the Jewish population and other targeted groups.
* Identify and evaluate the responses and resistance movements within and outside Germany against Nazi policies and actions.
* Interpret photographs, propaganda posters, or political cartoons from the Nazi era to explain the methods used to incite hatred against specific populations. (Stimulus required)
* Use secondary sources to explain the demographic and societal impacts of Nazi policies during World War II, focusing on the Holocaust and the mechanisms behind it.

Assessment Boundaries:
* Focus on explaining how the Nazi ideology, state apparatus, and key events (such as the implementation of the Nuremberg Laws and Kristallnacht) led to the Holocaust and genocide against Jewish populations. Exclude details regarding other atrocities, genocides, or acts of ethnic violence outside the Holocaust during World War II.

Common Misconceptions:
* Students may believe that anti-Semitic sentiment started with the Nazis, not realizing it had deep historical roots in Europe.
* Students may misunderstand the role of economic instability and political chaos in the rise of the Nazi Party, thinking the Nazis rose to power solely on a platform of extreme nationalism.
* Students may think the Holocaust was an isolated event rather than part of a broader pattern of 20th-century genocides and ethnic violence, failing to connect it to other atrocities like those in Rwanda and Cambodia.
* Students might assume that the Holocaust was only about anti-Semitism, overlooking the fact that the Nazis also targeted other groups such as Romani people, disabled individuals, and political opponents.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.8
Cluster Name: 8. Mass Atrocities After 1900
Lesson Name: *None specified*
Lesson Order: 429.0
Standard ID: KC-6.2.III.C+2
Standard Description: Explain how the rise in power of extremist groups other than Nazis led to the attempted destruction of specific populations and other atrocities, acts of genocide, or ethnic violence.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the international community's response to acts of genocide or ethnic violence, including patterns of inaction and the development of international institutions and legal frameworks designed to prevent future atrocities.
* Compare and contrast specific 20th-century genocides including the Holodomor in Soviet Ukraine, the Rwandan Genocide, and the ethnic cleansing in Bosnia, analyzing their causes, methods, and impacts.
* Describe how extremist groups other than the Nazis utilized ideological beliefs to justify acts of genocide or ethnic violence.
* Evaluate the long-term socio-economic consequences of genocide or ethnic violence on affected populations.
* Explain the role of political instability and social unrest in the rise of extremist groups leading to mass violence.
* Identify specific historical examples of mass atrocities committed by extremist groups in the 20th and 21st centuries, including the Armenian Genocide perpetrated by the Ottoman Empire's Young Turk leadership.
* Use secondary sources to explain how and why extremist groups, other than the Nazis, instigated acts of ethnic violence and their impact on affected populations.
* Using a primary source, analyze a speech or a document from an extremist leader to understand their rationale for targeting specific populations (stimulus required).

Assessment Boundaries:
* Focus on specific case studies of extremist groups in power post-1945, such as the Khmer Rouge in Cambodia and the Rwandan Genocide. Exclude broader generalizations about extremist groups or atrocities outside the defined timeframe or regional context.

Common Misconceptions:
* Some students mistakenly think that all extremist groups have the same ideologies and methods, failing to recognize the diversity among such groups like the Khmer Rouge, the Hutus, or ISIS.
* Students may assume that these atrocities happened in isolation, failing to see the global patterns and interconnectedness of these events through migration, international responses, or similar ideologies
* Students often believe that the Holocaust is the only example of genocide or ethnic violence in modern history, overlooking other significant events such as the Rwandan Genocide or the Cambodian Genocide.
* There is a misconception that extremist groups' rise to power and subsequent acts of violence are always due to religious motivations, misunderstanding the political, economic, and social factors involved.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.8
Cluster Name: 8. Mass Atrocities After 1900
Lesson Name: *None specified*
Lesson Order: 1590.0
Standard ID: Unit 7: Learning Objective H
Standard Description: Explain the various causes and consequences of mass atrocities in the period from 1900 to the present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: KC-6.2.I
Standard Description: The West dominated the global political order at the beginning of the 20th century, but both land-based and maritime empires gave way to new states by the century's end.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1601.0
Standard ID: KC-6.2.I+1
Standard Description: Explain how the West dominated the global political order at the beginning of the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1602.0
Standard ID: KC-6.2.I+2
Standard Description: Explain how land-based empires in the West gave way to new states by the century's end.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1603.0
Standard ID: KC-6.2.I+3
Standard Description: Explain how maritime empires in the West gave way to new states by the century's end.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1610.0
Standard ID: KC-6.2.I.A
Standard Description: The older, land-based Ottoman, Russian, and Qing empires collapsed due to a combination of internal and external factors. These changes in Russia eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1611.0
Standard ID: KC-6.2.I.A+1
Standard Description: Explain how the older, land-based Ottoman empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1612.0
Standard ID: KC-6.2.I.A+2
Standard Description: Explain how the older, land-based Russian empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1615.0
Standard ID: KC-6.2.I.A+2+I
Standard Description: Explain how the older, land-based Russian empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the 1917 Bolshevik Revolution on the collapse of the Russian empire.
* Identify how losing the Crimean War affected Russia’s international standing and contributed to internal discontent.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1613.0
Standard ID: KC-6.2.I.A+3
Standard Description: Explain how the collapse of the older, land-based Russian empire eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1616.0
Standard ID: KC-6.2.I.A+3+I
Standard Description: Explain how the collapse of the older, land-based Russian empire eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Explain the broader historical context of early 20th-century Europe and how it facilitated revolutionary movements like the Bolshevik Revolution in Russia.
* Use primary source passages to explain the motivations and actions of the Bolsheviks during the revolution in 1917. (Stimulus required)

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1614.0
Standard ID: KC-6.2.I.A+4
Standard Description: Explain how the older, land-based Qing empire collapsed due to a combination of internal and external factors.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1620.0
Standard ID: KC-6.2.II.D
Standard Description: States around the world challenged the existing political and social order, including the Mexican Revolution that arose as a result of political crisis.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1621.0
Standard ID: KC-6.2.II.D+1
Standard Description: Explain how states around the world challenged the existing political order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1622.0
Standard ID: KC-6.2.II.D+2
Standard Description: Explain how states around the world challenged the existing social order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1623.0
Standard ID: KC-6.2.II.D+3
Standard Description: Explain how the Mexican Revolution resulted from a political crisis and challenged the existing political and social order.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 7
Unit Name: Global Conflict
Cluster ID: AP World Topic 7.9
Cluster Name: 9. Causation in Global Conflict: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1600.0
Standard ID: Unit 7: Learning Objective I
Standard Description: Explain the relative significance of the causes of global conflict in the period 1900 to the present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: KC-6.2.II
Standard Description: Hopes for greater self-government were largely unfulfilled following World War I; however, in the years following World War II, increasing anti-imperialist sentiment contributed to the dissolution of empires and the restructuring of states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 433.0
Standard ID: KC-6.2.II+1+A
Standard Description: Explain how and why hopes for greater self-government were largely unfulfilled following World War I.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why colonial powers were reluctant to grant self-government to their colonies after World War I.
* Describe the expectations for self-government among colonized peoples after World War I.
* Evaluate the broader political and social outcomes of World War I that affected colonial regions, focusing on the continuance of colonial rule.
* Explain the broader global impact of World War I on expectations for political change, without focusing specifically on colonized peoples.
* Explain the political promises and declarations made by colonial powers regarding self-government during and after World War I.
* Identify and explain the economic and strategic interests of colonial powers that hindered the progress toward self-government after World War I.
* Use primary source documents to demonstrate the disparity between the promises made by colonial powers and the actual political concessions granted to colonies after World War I (stimulus required).

Assessment Boundaries:
* Exclude all identified topics related to colonial nationalist movements, promises versus reality of self-determination, and the impact of WWI on colonial subjects' political consciousness during the interwar period (1919-1945). Avoid mentioning specific colonial policies, the League of Nations mandate system, and the economic relationships between colonial powers and their colonies in the post-WWI era.

Exclude detailed Indian colonial policies (e.g., Rowlatt Acts, Amritsar Massacre) and specific organizations like the Indian National Congress. Focus questions on broader concepts or more recent historical periods.

Include the major political and social outcomes of World War I that led to the unfulfillment of self-government aspirations, such as the continuance of colonial rule and the disillusionment following the Treaty of Versailles. Specific examples of regions or countries where the hopes for self-government were explicitly denied post-World War I may be included, with an emphasis on colonial persistence in Africa and Asia. Exclude detailed comparison of the degree of self-government among different regions or states. Post-World War II outcomes or events contributing to self-government should only be included if directly tied to illustrating the continuum from post-WW I.

Common Misconceptions:
* A common misconception is that anti-imperialism sentiment arose solely after World War II, overlooking the significant but initially unsuccessful movements right after World War I.
* Students may believe that World War I immediately led to self-determination for all nations, not realizing the complexities and resistance from colonial powers.
* Students might assume that new international arrangements after World War I effectively fulfilled self-government aspirations, not realizing the complexities and resistance from various powers.
* Students often think that new international arrangements after World War I effectively granted autonomy to formerly colonized regions, whereas in reality, these often perpetuated colonial control under different guises.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1640.0
Standard ID: KC-6.2.IV.C.i
Standard Description: Technological and economic gains experienced during World War II by the victorious nations shifted the global balance of power.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 435.0
Standard ID: KC-6.2.IV.C.i+1
Standard Description: Explain how technological gains experienced during World War II by the victorious nations shifted the global balance of power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of technological superiority in shifting the global balance of power in favor of the United States and the Soviet Union post-World War II.
* Describe the key advancements in military technology by the Allies during World War II and how they contributed to their victory.
* Evaluate how economic gains from technological advancements during World War II helped the victors in maintaining a global power status.
* Explain how the development of atomic weapons and the subsequent nuclear arms race changed international relations and power dynamics during and after World War II.
* Identify the technological innovations developed by the victorious nations during World War II and explain their immediate impact on the course of the war.

Assessment Boundaries:
* Include the major technological advancements by victorious nations during WWII, such as radar, nuclear technology, and computer technology, and explain their role in shifting the global balance of power post-WWII. Exclude the detailed economic strategies or policies of the victorious nations.

Common Misconceptions:
* Some students may believe that technological advancements automatically led to a positive shift in global power for the victorious nations, not recognizing that these technologies also intensified the Cold War tensions.
* Students may not realize that technological advancements were a pivotal factor in establishing the dominance of superpowers like the U.S. and the Soviet Union, assuming instead that it was purely economic or ideological factors.
* Students might think that only military technologies (like nuclear weapons) shifted the global balance of power, overlooking the impact of communication and transportation technologies.
* There could be a misconception that technological advancements during World War II were uniform across all victorious nations, rather than understanding the varied impact on different countries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 436.0
Standard ID: KC-6.2.IV.C.i+2
Standard Description: Explain how economic gains experienced during World War II by the victorious nations shifted the global balance of power.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the economic gains of the United States during World War II contributed to its emergence as a superpower.
* Analyze secondary sources to explain how economic growth in victorious nations after World War II contributed to shifts in global power and the establishment of new economic orders.
* Assess the significance of primary source documents, such as speeches and policy memos, from leaders of victorious nations, regarding their economic strategies to maintain power.
* Compare the industrial resiliency and growth of the United States and the Soviet Union after World War II and how these developments influenced their geopolitical power.
* Evaluate how the dual forces of Cold War competition and decolonization created a new international order after World War II, reshaping global political alignments and economic relationships.
* Explain how the ideological differences between the United States and Soviet Union led to the development of containment policies and the division of Europe after World War II.
* Explain the importance of the Marshall Plan in reshaping the economic landscape of post-war Europe and how it influenced the balance of power.

Assessment Boundaries:
* Exclude discussion of technological gains and focus solely on the economic aspects. Discuss how the economic boost for victorious nations led to their increased influence and the establishment of a new global economic order. Do not include the impacts on specific countries other than those directly leading the shift in global power balance.

Common Misconceptions:
* Many students might assume that the economic gains directly and solely led to global power shifts without considering other contributing factors such as political agreements and military strength.
* Students may believe that economic gains were uniform across all victorious nations, not recognizing the varying degrees and specific sectors of economic growth experienced by different countries.
* Students may think that economic gains only involved the rebuilding of war-torn nations, neglecting the significant advancements in technology and industry that played a critical role.
* There is often a misconception that the United States alone gained economically, without acknowledging how the Soviet Union and other Allied Powers also experienced substantial economic growth.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.1
Cluster Name: 1. Setting the Stage for the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1630.0
Standard ID: Unit 8: Learning Objective A
Standard Description: Explain the historical context of the Cold War after 1945.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: KC-6.2.IV.C.ii
Standard Description: The global balance of economic and political power shifted during and after World War II and rapidly evolved into the Cold War. The democracy of the United States and the authoritarian communist Soviet Union emerged as superpowers, which led to ideological conflict and a power struggle between capitalism and communism across the globe.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 438.0
Standard ID: KC-6.2.IV.C.ii+2
Standard Description: Explain how and why the global balance of political power shifted during and after World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Marshall Plan on the political power structure in Western Europe.
* Describe how the emergence of the United States and the Soviet Union as superpowers altered global political alignments.
* Describe how the post-World War II economic state of Europe influenced the rise of the Cold War.
* Explain the significance of the Yalta and Potsdam Conferences in restructuring global power dynamics.
* Identify the major events of World War II that led to the shifting global balance of political power.

Assessment Boundaries:
* Focus on the specific geopolitical changes that led to the emergence of the United States and the Soviet Union as superpowers, as well as their ideological conflict. Exclude detailed economic analyses or the exploration of shifts in economic power.

Common Misconceptions:
* Many students assume that the United States and Soviet Union were the only significant global leaders post-World War II, overlooking the roles of other emergent powers and the decolonization process.
* Some students may think the ideological conflict of the Cold War started immediately after World War II without recognizing the gradual buildup of tensions and differing political agendas.
* Students often believe that the shift in political power was solely due to military outcomes of World War II, ignoring other factors such as economic strategies and diplomatic changes.
* There is a common misunderstanding that the Cold War was only a direct conflict between the US and the USSR, without recognizing how it influenced and involved other countries in Asia, Africa, and Latin America.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 439.0
Standard ID: KC-6.2.IV.C.ii+3
Standard Description: Explain how and why a shift in the global balance of economic and political power during and after World War II rapidly evolved into the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the outcomes of World War II conferences such as Yalta and Potsdam influenced the onset of the Cold War.
* Assess the impact of the Marshall Plan on the ideological struggle between the United States and the Soviet Union.
* Compare and contrast the strategies used by the United States and the Soviet Union to gain influence over other countries during the early years of the Cold War.
* Describe how the formation of NATO and the Warsaw Pact influenced geopolitical tensions.
* Evaluate how changes in economic power post-World War II led to new alliances and conflicts around the world.
* Explain the political and economic differences between the United States and the Soviet Union that contributed to the development of the Cold War.
* Identify and describe the key events during and immediately after World War II that led to a shift in the global balance of power.

Assessment Boundaries:
* Focus on the key events and factors that led to the shift in global economic and political power, including the rise of the United States and the Soviet Union as superpowers. Limit detailed analysis to the immediate post-World War II period and the ideological conflicts between capitalism and communism.

Common Misconceptions:
* Some students might assume that the shift in global power was solely a result of military developments during World War II, overlooking the economic and technological factors that contributed.
* Students may think that the United States and the Soviet Union were the only two countries involved in the Cold War, neglecting the significant roles played by other nations and blocs.
* Students might believe that the Cold War was inevitable and immediate after World War II, failing to recognize the complex and gradual developments that led to the Cold War.
* There is a common misconception that the ideological conflict between capitalism and communism was the only driver of the Cold War, ignoring other motives such as political influence and security concerns.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 441.0
Standard ID: KC-6.2.IV.C.ii+5
Standard Description: Explain how and why the authoritarian communist Soviet Union emerged as a superpower.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents that highlight the ideological goals and strategies of the Soviet Union during the early Cold War period.
* Compare and contrast the economic policies of the Soviet Union with those of the United States during the early stages of the Cold War.
* Describe the geopolitical shifts in Europe and Asia influenced by Soviet actions during the Cold War.
* Explain the impact of the Soviet Union’s industrial and military strategies on its emergence as a superpower.
* Identify key events and policies that contributed to the Soviet Union’s rise as a superpower post-World War II.

Assessment Boundaries:
* Focus on the political and economic conditions during and immediately after World War II that facilitated the emergence of the Soviet Union as a superpower. Exclude detailed descriptions of the entire Cold War period or non-Soviet related events.

Common Misconceptions:
* Some students may erroneously believe that the Soviet Union's rise was entirely independent of the outcomes of World War II, ignoring the critical impact of the war in reshaping global power structures.
* Students might oversimplify the ideological conflict of the Cold War, viewing it only as a struggle between two nations rather than a complex global struggle involving multiple countries and ideologies.
* Students often think the Soviet Union's emergence as a superpower was solely due to its military prowess, neglecting the significance of its ideological appeal and political strategies.
* There is a common misconception that the Soviet Union's economic policies were purely successful and widely accepted, without recognizing the internal economic challenges and opposition faced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 442.0
Standard ID: KC-6.2.IV.C.ii+6
Standard Description: Explain how and why the emergence of the United States and Soviet Union as superpowers led to ideological conflict and a power struggle between capitalism and communism across the globe.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Marshall Plan and the Soviet response to it exemplified the ideological conflict between the superpowers.
* Analyze how the Space Race reflected Cold War competition for technological superiority and its relationship to military capabilities and international prestige.
* Compare the impact of the Cold War on various regions around the world, including Asia, Latin America, and Africa, highlighting how local conflicts were influenced by the superpower rivalry.
* Describe the fundamental ideological differences between capitalism and communism that contributed to the Cold War.
* Evaluate the role of military alliances like NATO and the Warsaw Pact in the context of the Cold War power struggle.
* Explain how the ideological conflict between the United States and the Soviet Union impacted their domestic policies and societies.
* Explain the geopolitical strategies used by the United States and the Soviet Union to expand their influence globally.
* Explain the significance of key events such as the Berlin Blockade, the Korean War, and the Cuban Missile Crisis in escalating the Cold War tension.
* Interpret primary source documents from the Cold War era to understand the perspectives of both the United States and the Soviet Union on the Cold War conflict. (Stimulus required)

Assessment Boundaries:
* Include the emergence of the United States and Soviet Union as superpowers post-World War II, focusing on the ideological conflict and global power dynamics between capitalism and communism. Exclude detailed military engagements or specific regional conflicts unrelated to the broader ideological struggle.

Common Misconceptions:
* Some students might oversimplify the reasons for the emergence of the US and USSR as superpowers, mistakenly thinking it was purely due to their military strength, without considering the economic, technological, and geopolitical factors.
* Students may believe that the ideological conflict during the Cold War was merely about economic systems (capitalism vs. communism) and overlook the political, military, and cultural dimensions of the struggle.
* Students might assume that the Cold War conflict was inevitable and solely due to inherent differences between capitalism and communism, neglecting the historical, economic, and political contexts that led to the power struggle.
* There is a misconception that the Cold War was only fought through direct military confrontation, ignoring the significance of proxy wars, nuclear arms race, and diplomatic tensions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 1660.0
Standard ID: KC-6.2.V.B
Standard Description: Groups and individuals, including the Non-Aligned Movement, opposed and promoted alternatives to the existing economic, political, and social orders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 443.0
Standard ID: KC-6.2.V.B+1
Standard Description: Explain how and why the Non-Aligned Movement opposed and promoted alternatives to the existing economic order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic ideas presented in speeches by key figures like Sukarno and Kwame Nkrumah that opposed the existing economic order.
* Describe the economic ideas presented in speeches by key figures of the Non-Aligned Movement, such as Sukarno and Kwame Nkrumah, that opposed the existing economic order.
* Describe the individual economic stances of key figures like Sukarno and Kwame Nkrumah in relation to the economic policies promoted by the superpowers during the Cold War.

Assessment Boundaries:
* Focus on key figures in the Non-Aligned Movement, such as Sukarno in Indonesia and Kwame Nkrumah in Ghana, and their specific policies and speeches that opposed the existing economic order and promoted alternative economic models. Exclude the Non-Aligned Movement's economic goals, policies, relationships, South-South cooperation, economic independence from superpowers, resource nationalization, alternative economic development models in newly independent nations, and Latin American economic theories during the Cold War (specifically dependency theory). Avoid mentioning specific NAM leaders, conferences (e.g., Bandung), post-colonial economic relationships, NAM leaders' advocacy roles, and explicit challenges to the global economic order in questions. Exclude the Non-Aligned Movement's operational methods, stance on decolonization, and a detailed analysis of its broader political and social impacts. Do not include other groups or individuals that were part of the Non-Aligned Movement but primarily focused on political or social order alternatives.

Common Misconceptions:
* Students could misunderstand the Non-Aligned Movement as being irrelevant or weak because it did not formally align with a superpower, overlooking its significant influence during the Cold War.
* Students may think that the Non-Aligned Movement supported either capitalism or communism, not realizing that it aimed to remain independent from both blocks.
* Students might assume that the Non-Aligned Movement had a uniform approach to opposing the existing economic order, ignoring the movement's diverse strategies and policies.
* Students often believe that the Non-Aligned Movement's only goal was political neutrality, missing the economic ideas presented by its key figures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 444.0
Standard ID: KC-6.2.V.B+2
Standard Description: Explain how and why the Non-Aligned Movement opposed and promoted alternatives to the existing political order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the significance of the Bandung Conference in solidifying the NAM’s approach to international relations.
* Assess the impact of the NAM on the establishment of a new economic order that prioritized development and cooperation among newly independent nations.
* Compare the political and economic policies endorsed by the NAM with those of the major Cold War superpowers (the United States and the Soviet Union).
* Describe the ways in which the NAM advocated for national sovereignty and independence from the influence of major powers.
* Evaluate the successes and challenges faced by the NAM in achieving its goals of political neutrality and economic independence.
* Explain how the NAM's opposition to colonialism influenced its member states' foreign policies.
* Explain the strategies used by the NAM to promote a collective, non-aligned stance among its member states.
* Identify the primary objectives of the Non-Aligned Movement during the Cold War.
* Interpret primary source speeches from NAM leaders to understand their perspectives on non-alignment and global politics.

Assessment Boundaries:
* Focus on the major principles, key figures, and specific events associated with the Non-Aligned Movement's opposition to the political order during the Cold War. Exclude detailed explanations of the economic or social alternatives proposed by the movement.

Common Misconceptions:
* A common misunderstanding is that the Non-Aligned Movement was largely ineffective or symbolic, failing to appreciate its significant influence on numerous global issues, including decolonization and disarmament.
* Some students may think the NAM's opposition was only reactionary or defensive against superpower pressure, rather than recognizing its proactive efforts to create alternatives to the bipolar Cold War system.
* Students may believe that the Non-Aligned Movement (NAM) simply refused to choose between the U.S. and the USSR, overlooking its active promotion of a new international order based on sovereign equality and economic cooperation.
* There might be a misconception that all countries in the NAM had identical political and economic structures, ignoring the diversity and varying motivations within the movement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 445.0
Standard ID: KC-6.2.V.B+3
Standard Description: Explain how and why the Non-Aligned Movement opposed and promoted alternatives to the existing social order.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the principles of the Non-Aligned Movement reflected broader global trends in decolonization and independence movements.
* Assess the effectiveness of the Non-Aligned Movement's efforts to create an independent path distinct from the US and Soviet models.
* Compare the ideologies of the Non-Aligned Movement with those of the major Cold War superpowers.
* Describe the goals of the Non-Aligned Movement in terms of their opposition to the existing global superpowers' influence.
* Discuss the reasons behind the formation of the Non-Aligned Movement and how it aimed to create a new world order.
* Evaluate the impact of the Non-Aligned Movement on international political and economic policies during the Cold War.
* Explain the Non-Aligned Movement's strategies for promoting alternatives to colonialism and imperialism.

Assessment Boundaries:
* Focus on the ideological basis and key strategies used by the Non-Aligned Movement to counter the prevailing social orders during the Cold War period. Particular emphasis should be placed on their opposition to the bipolarity of the US and USSR influences, without delving into the specifics of individual member countries' political systems or detailed biographies of their leaders.

Common Misconceptions:
* Some students may think that the NAM's opposition was mainly rhetorical and symbolic without significant actions or policies, ignoring the movement's concrete initiatives and impacts on social policies.
* Students may believe that the Non-Aligned Movement (NAM) was completely neutral and did not engage in any political or social advocacy, rather than understanding its active promotion of alternative social orders.
* Students often misunderstand that the NAM only opposed Western policies, failing to recognize that it also challenged Soviet policies and influence.
* There is a misconception that the NAM countries had a homogenous set of goals and methods, while in reality, member countries had diverse perspectives and approaches to promoting alternatives.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.2
Cluster Name: 2. The Cold War
Lesson Name: *None specified*
Lesson Order: 1650.0
Standard ID: Unit 8: Learning Objective B
Standard Description: Explain the causes and effects of the ideological struggle of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.3
Cluster Name: 3. Effects of the Cold War
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: KC-6.2.IV.D
Standard Description: The Cold War produced new military alliances, including NATO and the Warsaw Pact, and led to nuclear proliferation and proxy wars between and within postcolonial states in Latin America, Africa, and Asia.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.3
Cluster Name: 3. Effects of the Cold War
Lesson Name: *None specified*
Lesson Order: 449.0
Standard ID: KC-6.2.IV.D+1
Standard Description: Compare the new military alliances produced by the United States and Soviet Union as a result of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how ideological competition between capitalism and communism shaped the formation and operations of NATO and the Warsaw Pact
* Compare the membership compositions of NATO and the Warsaw Pact during different phases of the Cold War.
* Describe the primary goals and principles of NATO and the Warsaw Pact.
* Explain the geopolitical and economic strategies employed by NATO and the Warsaw Pact for maintaining international influence, including economic aid programs like the Marshall Plan and Soviet assistance to satellite states
* Explain the relative historical significance of NATO and the Warsaw Pact in shaping post-World War II military strategies.
* Use historical maps to identify the member countries of NATO and the Warsaw Pact at various points in time (Stimulus Required).

Assessment Boundaries:
* Focus on the roles and structures of NATO and the Warsaw Pact as the primary military alliances formed during the Cold War. Exclude detailed analyses of all proxy wars and other regional conflicts.

Common Misconceptions:
* Some students might think that NATO and the Warsaw Pact were similar in structure and operation, not recognizing the differences in how each alliance was controlled and how member states interacted with the leadership of the U.S. and the USSR respectively.
* Students might believe that NATO and the Warsaw Pact were simply defensive alliances without understanding their roles in exerting influence and control in Europe and globally during the Cold War.
* Students might misunderstand the significance of these alliances in the wider context of the Cold War, believing they were minor aspects rather than central elements in the geopolitical strategies of both superpowers.
* There can be a misconception that the creation of NATO and the Warsaw Pact were solely in response to each other, overlooking the broader context of ideological, political, and military strategies pursued by the U.S. and the USSR.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.3
Cluster Name: 3. Effects of the Cold War
Lesson Name: *None specified*
Lesson Order: 450.0
Standard ID: KC-6.2.IV.D+2
Standard Description: Compare the United States' and Soviet Union's nuclear proliferation as a result of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Cold War led to the formation of new military alliances, including NATO and the Warsaw Pact, and how these alliances shaped global politics, including the Cuban Missile Crisis as a pivotal event in nuclear diplomacy
* Analyze the impact of nuclear proliferation by the United States and the Soviet Union on global political dynamics during the Cold War.
* Analyze the impact of nuclear weapons on international relations during the Cold War, including how the Nuclear Non-Proliferation Treaty reflected shared concerns about uncontrolled proliferation
* Describe how nuclear proliferation by the United States and the Soviet Union influenced military alliances and relationships with other countries during the Cold War.
* Explain how claims or evidence support, modify, or refute the arguments regarding the role of nuclear proliferation in the formulation and execution of the United States’ and the Soviet Union’s foreign policies during the Cold War.
* Explain the strategies used by the Soviet Union to develop and expand its nuclear arsenal during the Cold War.
* Explain the strategies used by the United States to develop and expand its nuclear arsenal during the Cold War.

Assessment Boundaries:
* Include the development, strategy, and policies surrounding nuclear proliferation by both the United States and the Soviet Union during the Cold War. Exclude detailed accounts of specific nuclear events, individual nuclear tests, or technological specifics of the nuclear weapons developed.

Common Misconceptions:
* Some students may assume that nuclear proliferation only had military implications, overlooking the political, economic, and social dimensions.
* Students may misunderstand that nuclear proliferation was a constant, linear process during the Cold War, failing to see the periods of de-escalation and arms control agreements.
* Students may think that nuclear proliferation was only about the arms race between the United States and the Soviet Union, not realizing its impact on other countries developing nuclear capabilities.
* Students might believe that the U.S. and Soviet Union had the same types of nuclear strategies and policies, ignoring the distinct approaches and doctrines each adopted.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.3
Cluster Name: 3. Effects of the Cold War
Lesson Name: *None specified*
Lesson Order: 451.0
Standard ID: KC-6.2.IV.D+3
Standard Description: Compare the United States' and Soviet Union's proxy wars between and within postcolonial states in Latin America, Africa, and Asia that came as a result of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the support from the United States and the Soviet Union during proxy wars influenced political developments in African postcolonial states.
* Assess how the ideology of the United States and the Soviet Union affected their strategies in proxy wars in postcolonial regions.
* Compare the outcomes of U.S. and Soviet interventions in proxy wars in Latin America, detailing the impact on the regional balance of power.
* Describe the key characteristics of U.S. and Soviet proxy wars in Latin America, Africa, and Asia during the Cold War.
* Evaluate the influence of Cold War proxy wars on the sociopolitical landscape in Asia by citing primary and secondary sources, with particular attention to the Korean War and its lasting impact on regional divisions
* Explain the motivations behind U.S. and Soviet engagements in proxy wars in postcolonial states.

Assessment Boundaries:
* Include the exploration of key proxy wars (e.g., Korean War, Angolan Civil War, Sandinista-Contras conflict in Nicaragua) to demonstrate the comparison between U.S. and Soviet Union influences. Exclude the detailed causes and outcomes of these wars, focusing instead on their significance as proxy conflicts within the context of the Cold War.

Common Misconceptions:
* Students may misunderstand and think that all Latin American, African, and Asian countries during the Cold War uniformly aligned with either the United States or the Soviet Union, ignoring the existence and impact of the Non-Aligned Movement and other independent political actors.
* Students may think that the proxy wars were a direct military conflict between American and Soviet forces, failing to recognize that these conflicts often involved local or regional players who were supported by the superpowers.
* Students might assume that the ideological motivations (capitalism vs. communism) were always the primary driving factors behind the proxy wars, overlooking other factors such as nationalism, ethnic tensions, and local political ambitions.
* Students might believe that the United States and the Soviet Union were directly and continuously involved in all Cold War conflicts in Latin America, Africa, and Asia, rather than understanding that many of these conflicts were carried out by local groups with support from these superpowers.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.3
Cluster Name: 3. Effects of the Cold War
Lesson Name: *None specified*
Lesson Order: 1670.0
Standard ID: Unit 8: Learning Objective C
Standard Description: Compare the ways in which the United States and the Soviet Union sought to maintain influence over the course of the Cold War.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: KC-6.2.I.i
Standard Description: As a result of internal tension and Japanese aggression, Chinese communists seized power. These changes in China eventually led to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 452.0
Standard ID: KC-6.2.I.i+1
Standard Description: Explain how and why Chinese communists seized power as a result of internal tension and Japanese aggression.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the political and social changes in China during the period of Japanese occupation and their impact on post-war developments.
* Evaluate multiple historical sources to analyze the impact of the Second Sino-Japanese War on Chinas political development between 1937 and 1949.
* Evaluate primary sources to understand different approaches to governance and social organization in mid-20th century China.
* Evaluate the broader political and social changes in China during the Second Sino-Japanese War period.
* Evaluate the social and political changes in China that influenced the outcome of the Chinese Civil War.
* Examine the changing political landscape in China during and after the Second Sino-Japanese War.
* Explain how different political movements and their competing visions for Chinas future influenced the development of modern Chinese governance.
* Identify the various internal tensions within China that contributed to the rise of the Chinese Communist Party (CCP).

Assessment Boundaries:
* Include the examination of internal tensions such as socio-economic issues and political instability within China and the impact of Japanese aggression, particularly focusing on the Second Sino-Japanese War's role in weakening the Nationalist government and strengthening the Communist forces. Exclude detailed accounts of post-1949 events and the broader impact of communism outside the specific context of the Chinese Communist Revolution.

Common Misconceptions:
* Students may think that Chinese communists seized power solely through military success without acknowledging the role of strategic political alliances and propaganda.
* Students might assume that the Japanese invasion weakened only the Chinese Nationalists without realizing it also temporarily halted internal Chinese conflicts, allowing the communists to regroup and strengthen.
* Students might believe Chinese communism's rise was solely due to internal support without recognizing the significance of Japanese aggression and the resulting instability.
* Students often misunderstand that the internal tensions within China were only about class struggle, neglecting the broader political and social complexities, including corruption and factionalism among the Nationalists.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 453.0
Standard ID: KC-6.2.I.i+2
Standard Description: Explain how and why the seizing of power by Chinese communist eventually let to communist revolution.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of the Chinese Civil War in the eventual communist revolution led by Mao Zedong.
* Assess the impact of Chinese communist policies on rural populations during the early stages of the revolution.
* Describe the geopolitical consequences in East Asia resulting from the success of the Chinese communist revolution.
* Describe the internal tensions within China before the Communist revolution.
* Explain how Japanese aggression during World War II influenced the rise of Chinese communism.
* Explain how the strategies employed by the Chinese Communist Party facilitated their seizure of power.

Assessment Boundaries:
* Focus on the influence of internal tensions within China, including social, political, and economic factors, and the impact of Japanese aggression on the Chinese Communist Party's rise to power. Exclude post-seizure policy implementations and external global communist movements.

Common Misconceptions:
* Students may believe that the Chinese Communist revolution was purely a reaction to internal tensions and Japanese aggression, without acknowledging the role of ideological strategy and foreign influences, like Soviet support.
* Students may think that the seizing of power by the Chinese Communists immediately resulted in a fully established and stable communist state, overlooking the subsequent struggles and policies required to consolidate power and institute communist reforms.
* Students might confuse the political revolution led by the Chinese Communist Party with a sudden and violent takeover, not understanding the gradual and strategic nature of the revolution.
* Students might incorrectly assume that the Chinese Communists had widespread popular support from the beginning, failing to recognize the complexities and regional differences in support and opposition.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: KC-6.2.II.D.i
Standard Description: Movements to redistribute land and resources developed within states in Africa, Asia, and Latin America, sometimes advocating communism or socialism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 457.0
Standard ID: KC-6.2.II.D.i+2
Standard Description: Explain how and why movements to redistribute land and resources developed within states in Asia, sometimes advocating communism or socialism.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the socio-economic context in post-colonial Asian states contributed to the rise of land reform movements.
* Analyze the long-term societal and economic outcomes of land redistribution policies in selected Asian states.
* Compare the land redistribution methods employed in different Asian countries, focusing on their similarities and differences.
* Discuss the role of post-colonial governments in leading or resisting land reforms in the context of Asian states.
* Evaluate the impacts of communist and socialist ideologies on land reform policies in states like China and Vietnam.
* Explain the ideological motivations behind land reform movements in Asian states during the 20th century.
* Explain the role of international influence and support in local land reform movements within Asian states.
* Identify key movements in Asia that aimed to redistribute land and resources in the 20th century.
* Use maps and statistical data to illustrate the extent and impact of land reform policies across different regions in Asia.
* Utilize primary and secondary sources to assess the effectiveness of land reform movements in achieving their goals within Asian states.

Assessment Boundaries:
* Focus on the development of movements within Asian states for the redistribution of land and resources, with particular emphasis on the causes and motivations behind these movements, such as economic disparities and colonial legacies. Exclude in-depth comparative analysis with similar movements in Africa or Latin America, and detailed exploration of specific policies within individual states.

Common Misconceptions:
* Students may assume that the success of these movements was only due to local factors, overlooking the influence of global events such as the Cold War and decolonization.
* Students may think that all movements to redistribute land and resources in Asia uniformly advocated for communism or socialism, ignoring the diversity in approaches and ideologies among different movements.
* Students might believe that these movements only emerged after World War II, not recognizing earlier efforts and historical contexts that also contributed to these developments.
* There can be a misconception that these movements were solely driven by the poor and landless, without acknowledging the involvement of various social groups including intellectuals, political leaders, and other stakeholders.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 1690.0
Standard ID: KC-6.3.I.A.ii
Standard Description: In communist China, the government controlled the national economy through the Great Leap Forward, often implementing repressive policies, with negative repercussions for the population.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 454.0
Standard ID: KC-6.3.I.A.ii+1
Standard Description: Explain how the government in communist China controlled the national economy through the Great Leap Forward.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of repressive policies on the population during the Great Leap Forward, including any limitations on their movements or freedoms.
* Describe the methods used by the Chinese government under the Great Leap Forward to control agricultural production.
* Discuss the short-term and long-term economic consequences of the Great Leap Forward on China's economy.
* Evaluate the overall effectiveness of the Great Leap Forward in achieving its economic goals in the context of state control over the economy.
* Explain how the establishment of communes contributed to the government's control of the national economy in China during the Great Leap Forward.
* Explain the role of propaganda and political campaigns in garnering support for the Great Leap Forward’s economic policies.
* Identify the major economic policies implemented during the Great Leap Forward and their intended purposes.

Assessment Boundaries:
* Focus on how the Great Leap Forward policies such as collectivization, communal living, and state-controlled production aimed to boost industrial and agricultural output. Exclude detailed examination of the broader repressive policies or negative repercussions for the population.

Common Misconceptions:
* Many students might assume that the Great Leap Forward led to immediate economic improvement, not recognizing the widespread famine and economic disaster it caused.
* Students may incorrectly believe that the policies during the Great Leap Forward were voluntary and widely supported by the populace, rather than being state-mandated and often enforced through coercion.
* Students might think the Great Leap Forward was solely an industrial policy, overlooking its significant agricultural components, such as the formation of communes.
* There could be a misconception that the failure of the Great Leap Forward was due to external factors like foreign intervention, rather than internal policy failures and mismanagement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 455.0
Standard ID: KC-6.3.I.A.ii+2
Standard Description: Explain how the repressive policies implemented by the communist Chinese government under the Great Leap Forward resulted in negative repercussions for the population.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of forced collectivization under the Great Leap Forward on agricultural productivity and famine.
* Assess the long-term consequences of the Great Leap Forward on Chinese society and governance.
* Discuss the political motivations behind the implementation of the Great Leap Forward policies and how these motivations affected their execution.
* Evaluate the extent to which the policies of the Great Leap Forward were a departure from previous economic policies in China.
* Explain how the policies of the Great Leap Forward created economic and social hardships for the Chinese population.
* Identify and describe the specific repressive policies implemented during the Great Leap Forward in China.

Assessment Boundaries:
* Focus on the specific repressive policies of the Great Leap Forward, such as forced collectivization and state control of agriculture, and their direct negative repercussions, including famine and economic disruption. Exclude broader discussions on the general history of China's communist government or other policies not directly related to the Great Leap Forward.

Common Misconceptions:
* Some may assume that the famine during the Great Leap Forward was an unavoidable natural disaster rather than a consequence of the government's aggressive and repressive policy measures.
* Students may believe that the Great Leap Forward's policies were well-received without realizing the extent of resistance and repression faced by the population.
* Students might think the negative repercussions were solely due to poor planning and execution, not understanding the impact of coercion and forced labor on the rural population.
* There could be a misconception that the Great Leap Forward only affected agriculture, missing how its industrial policies also led to widespread economic and social disruption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 1680.0
Standard ID: Unit 8: Learning Objective D
Standard Description: Explain the causes and consequences of China’s adoption of communism.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.4
Cluster Name: 4. Spread of Communism after 1900
Lesson Name: *None specified*
Lesson Order: 1700.0
Standard ID: Unit 8: Learning Objective E
Standard Description: Explain the causes and effects of movements to redistribute economic resources.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 1720.0
Standard ID: KC-6.2.I.C
Standard Description: After the end of World War II, some colonies negotiated their independence, while others achieved independence through armed struggle.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 460.0
Standard ID: KC-6.2.I.C+1
Standard Description: Compare how colonies negotiated their independence after the end of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the negotiations for independence influenced the post-colonial development of specific countries.
* Compare the success and challenges faced by different colonies in their negotiations for independence.
* Describe the different approaches used by colonies to negotiate their independence after World War II.
* Evaluate the impact of negotiation strategies on the political stability of newly independent states.
* Explain how international relations, particularly Cold War dynamics and superpower competition, affected the negotiation processes for independence in various colonies, including the Suez Crisis as a case study.
* Interpret relevant primary sources, such as political speeches or treaties, to understand the negotiation processes for independence (requires stimulus).

Assessment Boundaries:
* Focus on comparing the specific approaches and circumstances under which countries such as India, Ghana, and French West Africa negotiated their independence from colonial powers. Exclude exploration of independence achieved through armed struggle or negotiation processes outside the immediate post-World War II context (i.e., do not include examples from regions or time periods that do not fit the specified parameters).

Common Misconceptions:
* Students could conflate the processes of negotiation and armed struggle, failing to differentiate between peaceful negotiations and violent uprisings in achieving independence.
* Students may think all colonies followed the same process to negotiate independence, ignoring the diverse strategies and contexts.
* Students might assume that colonial powers willingly and uniformly agreed to grant independence, not recognizing the varying degrees of resistance from the colonizers.
* Students might believe negotiations for independence were peaceful and simple, overlooking the complex and often contentious nature of these discussions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 461.0
Standard ID: KC-6.2.I.C+2
Standard Description: Compare how colonies achieved independence through armed struggle after the end of World War II.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of various groups in the armed struggle for Algerian independence, including their motivations and methods.
* Compare the outcomes of the armed struggles for independence in Algeria and Vietnam, focusing on their immediate and long-term impacts.
* Describe the circumstances leading to the Algerian War for Independence.
* Evaluate the significance of international support in the success of armed struggles for independence in colonies such as Algeria and Vietnam.
* Explain how Vietnam's strategy in their war for independence against France was influenced by nationalist sentiments.
* Using primary or secondary sources, analyze the perspectives of both colonial powers and independence movements on the legitimacy of armed struggle.

Assessment Boundaries:
* Include key examples such as Algeria from the French empire, Angola from the Portuguese empire, and Vietnam from the French empire for comparison of armed struggles. Exclude detailed accounts of other colonial negotiations or non-violent independence movements.

Common Misconceptions:
* Some students may incorrectly assume that armed struggles for independence were uniformly supported by all segments of society within the colonies, overlooking internal conflicts, regional differences, and the roles of different social groups.
* Students may think that all colonial powers responded with the same level of intensity and strategy to armed struggles, failing to recognize the varied approaches and consequences faced by different colonial administrations.
* Students often believe that armed struggles for independence were solely violent and military-based, ignoring the significant role of political organization, propaganda, and diplomacy.
* There is a common misconception that all armed struggles for independence were primarily nationalist and anti-colonial, when in fact many of these struggles were also influenced by ideological conflicts such as communism versus capitalism.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: KC-6.2.II.A
Standard Description: Nationalist leaders and parties in Asia and Africa sought varying degrees of autonomy within or independence from imperial rule.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 459.0
Standard ID: KC-6.2.II.A+1
Standard Description: Explain why and how nationalist leaders and parties in Asia and Africa sought varying degrees of autonomy within or independence from imperial rule.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary source documents to understand various perspectives on political and social change in twentieth-century Asia and Africa.
* Analyze the social, economic, and political changes that transformed societies in Asia and Africa during the twentieth century.
* Evaluate the different patterns of political change and institutional development across twentieth-century Asia and Africa.
* Examine the major social, economic, and political developments that shaped Asian and African societies in the 20th century.
* Examine the various social, economic, and political changes that shaped societies in Asia and Africa during the twentieth century.

Assessment Boundaries:
* Include the motivations and strategies of specific nationalist leaders and parties in Asia and Africa, such as Gandhi's nonviolent resistance in India or Nkrumah's push for self-governance in Ghana. Exclude detailed accounts of all independence movements or a comprehensive history of the imperial powers they opposed.

Common Misconceptions:
* It is a common error to view nationalist leaders as having had uniform philosophies, not understanding the varying ideological perspectives and objectives among different leaders and parties across the regions.
* Learners could overlook the impact of World War II in accelerating nationalist movements, incorrectly attributing these movements solely to internal factors without considering external influences.
* Students may mistakenly assume that all nationalist movements in Asia and Africa were homogeneous in their goals and methods, failing to recognize the diversity in approaches ranging from peaceful negotiations to armed resistance.
* There might be a belief that nationalists universally sought complete independence from imperial rule, ignoring that some leaders and parties initially sought greater autonomy within existing structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 1730.0
Standard ID: KC-6.2.II.B
Standard Description: Regional, religious, and ethnic movements challenged colonial rule and inherited imperial boundaries. Some of these movements advocated for autonomy.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 462.0
Standard ID: KC-6.2.II.B+1
Standard Description: Compare how regional movements challenged colonial rule and inherited imperial boundaries.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of religious differences on the regional independence movements in India and Ireland.
* Assess the extent to which regional movements in Africa, such as those in Kenya and Angola, succeeded in challenging colonial rule.
* Compare the methods used by the Vietnamese independence movement led by Ho Chi Minh with those used by the Algerian National Liberation Front (FLN).
* Compare the strategies employed by regional movements in Southeast Asia, such as Indonesia and the Philippines, in their quest for independence.
* Evaluate the role of ethnic identity in the independence movements of Ghana and Nigeria.
* Explain how inherited imperial boundaries influenced the independence movements in the Middle East, particularly in the cases of Palestine and Iraq.

Assessment Boundaries:
* Include comparisons of specific regional movements that challenged colonial rule and the boundaries they inherited, such as the Muslim League in British India and the Biafra secessionist movement in Nigeria. Exclude in-depth examinations of religious or ethnic movements that did not primarily focus on regional boundaries.

Common Misconceptions:
* Students may mistakenly believe that all regional movements used similar methods and strategies to challenge colonial rule, not recognizing the diversity of approaches taken by different movements in various regions.
* Students might assume that regional movements solely focused on political independence, ignoring their simultaneous efforts to address social and economic issues.
* Students might think that the success of regional movements in achieving independence was solely due to their internal efforts, neglecting the international geopolitical factors and external support that influenced these outcomes.
* There may be a misconception that regional movements entirely rejected colonial legacies, rather than selectively integrating aspects of colonial administration that they found beneficial.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 465.0
Standard ID: KC-6.2.II.B+4
Standard Description: Compare how regional, religious, and ethnic movements advocated for autonomy.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the successes and limitations of ethnic movements in their pursuit of autonomy in different regions after 1900.
* Compare the methods used by regional movements to advocate for autonomy in post-1900 colonial settings.
* Describe the impact of social and political factors on the evolution of ethnic movements for autonomy in the 20th century.
* Explain how specific regional movements' strategies for seeking autonomy were influenced by broader historical contexts.
* Identify and explain the motivations behind religious movements seeking autonomy from colonial powers in the 20th century.
* Use primary and secondary sources to evaluate the effectiveness of various religious movements in advocating for autonomy post-1900 (stimulus required).

Assessment Boundaries:
* Focus on key regional movements such as the Indian National Congress in British India, religious movements like the Muslim League, and ethnic movements such as the Biafra secessionist movement in Nigeria. Exclude in-depth studies of individual leaders and detailed local events unless they are critical to understanding the broader movement.

Common Misconceptions:
* Students may believe that all movements advocating for autonomy after 1900 were uniform and followed the same strategies, not recognizing the diversity in approaches among regional, religious, and ethnic movements.
* Students may overlook the impact of external influences, such as international support or opposition, on the success and methods of these autonomy movements.
* Students might assume that religious movements only had religious motivations, ignoring their political and social aims in advocating for autonomy.
* There may be a misunderstanding that ethnic movements for autonomy were purely about ethnicity, not considering the broader political, social, and economic contexts that influenced these movements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.5
Cluster Name: 5. Decolonization After 1900
Lesson Name: *None specified*
Lesson Order: 1710.0
Standard ID: Unit 8: Learning Objective F
Standard Description: Compare the processes by which various peoples pursued independence after 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: KC-6.2.III.A.i
Standard Description: The redrawing of political boundaries after the withdrawal of former colonial authorities led to the creation of new states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 466.0
Standard ID: KC-6.2.III.A.i+1
Standard Description: The redrawing of political boundaries after the withdrawal of former colonial authorities led to the creation of new states.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the redrawing of boundaries impacted the formation of national identities and movements for independence.
* Compare different regions where political boundaries were redrawn, focusing on the unique challenges faced in the state formation process.
* Describe specific examples of new states that emerged from the redrawing of political boundaries and explain the role of former colonial powers in this process.
* Evaluate the short-term and long-term effects of the redrawing of political boundaries on regional stability and economic development.
* Explain the factors that influenced the redrawing of political boundaries after the withdrawal of colonial authorities, including economic, social, and political factors.
* Interpret primary source documents or propaganda from the period to assess attitudes towards the redrawing of political boundaries and the creation of new states.
* Use maps or visual aids to identify the changes in political boundaries before and after the withdrawal of colonial authorities, explaining their significance.

Assessment Boundaries:
* Limit the scope to the key causes and effects of the redrawing of political boundaries specifically after decolonization, such as the creation of new states in India, Pakistan, and Israel. Exclude the detailed socio-economic impacts of these changes or the effects on global geopolitics beyond the formation of new states.

Common Misconceptions:
* Many students think that the creation of new states was a peaceful process, overlooking the conflicts and violence that often accompanied the withdrawal of colonial powers.
* Some students may assume that newly created states had immediate stability, failing to recognize the internal challenges and external pressures they faced after gaining independence.
* Students often wrongly believe that the redrawing of political boundaries was solely based on ethnic or cultural lines, ignoring political interests and historical claims that influenced these changes.
* There is a misconception that the colonial powers had no say or influence in the redrawing process after their withdrawal, ignoring how these powers often dictated terms or influenced boundary decisions to maintain some control.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1750.0
Standard ID: KC-6.2.III.A.ii
Standard Description: The redrawing of political boundaries in some cases led to conflict as well as population displacement and/or resettlements, including those related to the Partition of India and the creation of the state of Israel.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 467.0
Standard ID: KC-6.2.III.A.ii+1
Standard Description: Explain how the redrawing of political boundaries as a result of the Partition of India led to conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the immediate and long-term demographic impacts of the Partition of India.
* Describe the role of religious and cultural tensions in the conflicts that arose due to the Partition of India.
* Evaluate the responses of various communities to population displacement resulting from the redrawing of boundaries in India.
* Explain how the new political boundaries drawn during the Partition of India led to migration and conflict.
* Identify the key political changes that led to the Partition of India in 1947.

Assessment Boundaries:
* Include analysis of the immediate conflicts resulting from the Partition of India, such as the violence between religious communities (Hindus and Muslims), the large-scale migrations, and the socio-political challenges encountered during the transition. Exclude detailed accounts of subsequent Indo-Pakistani wars and conflicts unrelated to the initial partition events.

Common Misconceptions:
* Some students might assume that the Partition of India was a peaceful and organized process, without recognizing the extensive violence and chaos it caused.
* Students may think that the conflict during the Partition of India was solely religious in nature, ignoring the political and economic factors that also played significant roles.
* Students might believe that the conflict related to the Partition of India only affected the areas directly along the new border, not realizing the widespread impact on regions far from the boundary line.
* There could be a misconception that the British authorities had no involvement in the boundary drawing process, failing to see how colonial decisions contributed to the ensuing conflict.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 468.0
Standard ID: KC-6.2.III.A.ii+2
Standard Description: Explain how the redrawing of political boundaries as a result of the Partition of India led to population displacement and/or resettlement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the short-term and long-term effects of population displacement and resettlements on Indian and Pakistani societies.
* Compare the Partition of India with another historical event that led to significant population displacement, focusing on causes and outcomes.
* Evaluate primary sources (e.g., letters, photos, government documents) to understand personal experiences of displacement during the Partition of India.
* Explain the immediate demographic changes that resulted from the Partition of India, including large-scale migrations.
* Identify the primary factors that led to the Partition of India in 1947.
* Use maps to trace the migration routes taken by displaced populations during the Partition of India and explain the significance of these routes.

Assessment Boundaries:
* Focus solely on the population displacement and resettlement within India and Pakistan due to the Partition, excluding the examination of conflicts or impacts in other regions or the broader impacts of Partition.

Common Misconceptions:
* A common misconception might be that the impact of the population displacement was temporary, rather than ongoing, affecting future generations in both India and Pakistan.
* Students may assume that the British exclusively enforced the population displacement, without acknowledging the role of local community conflicts and grassroots violence.
* Students might believe that the population displacement during the Partition of India was a sudden and isolated event, rather than understanding it was a process that involved large-scale, organized migration over time.
* There could be a misunderstanding that population displacement during the Partition was uniform, not recognizing the variations in experiences among different religious and ethnic groups.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 469.0
Standard ID: KC-6.2.III.A.ii+3
Standard Description: Explain how the redrawing of political boundaries as a result of the creation of the state of Israel led to conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze different primary sources describing the reactions of neighboring Arab countries to the creation of the state of Israel.
* Analyze the political and social impacts of the newly created boundaries on the local populations in Palestine and neighboring regions.
* Assess how the redrawing of political boundaries in Palestine contributed to long-term demographic changes in the region.
* Describe the incidents of conflict that arose due to the redrawing of boundaries following the creation of the state of Israel.
* Evaluate how international reactions to the establishment of the state of Israel influenced local conflicts.
* Explain the historical significance of the wars that broke out immediately after the creation of the state of Israel.
* Identify and explain the major groups involved in the conflict surrounding the establishment of the state of Israel.

Assessment Boundaries:
* Include the specific conflicts that arose directly from the creation of the state of Israel and the involvement of neighboring Arab states. Key events such as the Arab-Israeli War of 1948 and subsequent conflicts up to the 1970s. Demographic changes and displacements, especially focusing on the Palestinian refugee crisis. Exclude detailed exploration of causes and consequences of conflicts not directly related to the creation of Israel. Broader analysis of Middle Eastern geopolitics outside the immediate timeframe of the 1940s to 1970s.

Common Misconceptions:
* A common misconception could be that the conflict was solely based on religious differences, without acknowledging the significant political, economic, and social dimensions involved.
* Some students might believe that the conflict caused by the creation of the state of Israel was an isolated event, rather than a culmination of long-standing tensions between different groups in the region.
* Students might assume that the creation of Israel immediately led to persistent and ongoing warfare, without recognizing the complex and varied nature of conflicts and periods of relative peace.
* There may be a misunderstanding that the redrawing of boundaries affected only Jewish and Arab populations, ignoring the broader geopolitical interests of surrounding states and international actors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 470.0
Standard ID: KC-6.2.III.A.ii+4
Standard Description: Explain how the redrawing of political boundaries as a result of the creation of the state of Israel led to population displacement and/or resettlement.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources, such as political maps and historical documents, to understand and explain changes to territorial boundaries and population movements in the region. (Stimulus required)
* Describe the historical context of the creation of the state of Israel and its immediate impacts on the region.
* Discuss the varying perspectives of different groups affected by the creation of Israel, including Jewish immigrants and Palestinian Arabs.
* Evaluate the short-term and long-term social, political, and economic effects of population displacement and resettlement due to the creation of the state of Israel.
* Explain the role of the United Nations and other international actors in the establishment of Israel's political boundaries.
* Identify specific demographic changes that occurred following the establishment of Israel, including population displacement and resettlement.

Assessment Boundaries:
* Focus on the Israeli-Palestinian conflict's immediate impact on population displacement following the creation of Israel in 1948, including the events leading to the Palestinian refugee crisis. Exclude detailed exploration of subsequent Israeli-Arab conflicts or resettlement issues in later decades outside this specific context.

Common Misconceptions:
* Students may assume that population displacement and resettlement were immediate post-war outcomes, rather than understanding the prolonged and ongoing nature of these processes.
* Students may conflate the causes of displacement and resettlement with only religious tensions, ignoring other significant factors like political, economic, and social dynamics.
* Students may think that the creation of the state of Israel led exclusively to Jewish resettlement, overlooking the substantial displacement of Palestinian populations.
* Students might believe that population displacement was solely a result of military conflicts, not recognizing the broader political and administrative measures that also caused resettlement.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1770.0
Standard ID: KC-6.2.III.B
Standard Description: The migration of former colonial subjects to imperial metropoles (the former colonizing country), usually in the major cities, maintained cultural and economic ties between the colony and the metropole even after the dissolution of empires.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 472.0
Standard ID: KC-6.2.III.B+1
Standard Description: Explain how the migration of former colonial subjects to the imperial metropoles, usually in the major cities, maintained cultural ties between the colony and metropoles even after the dissolution of empires.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of urban centers in maintaining cultural ties between former colonies and their metropoles.
* Describe the continuity of cultural traditions among former colonial subjects in imperial metropoles despite migration.
* Evaluate the impact of former colonial subjects on the multicultural landscape of the imperial metropoles.
* Explain how cultural exchanges between former colonial subjects and the citizens of metropoles influenced both societies.
* Explain how the migration of former colonial subjects contributed to the preservation and adaptation of their native cultures in the metropoles.
* Identify the cultural practices that former colonial subjects maintained as they migrated to imperial metropoles.

Assessment Boundaries:
* Focus on the ways cultural ties were maintained through language, cuisine, festivals, and social communities established by migrants in the imperial metropoles. Exclude detailed exploration of economic ties or the political implications of these migrations.

Common Misconceptions:
* Some students mistakenly view the migration as a forced movement without considering the voluntary aspects and the agency of the migrants.
* Students may believe that migration was solely for economic purposes and not understand its role in maintaining cultural connections.
* Students often think that cultural ties were completely severed after decolonization, failing to recognize the ongoing exchanges and influences.
* There is a tendency to overlook the impact of migrant communities in the cultural landscape of metropoles, assuming cultural influence was one-sided.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: KC-6.3.I.C
Standard Description: In newly independent states after World War II, governments often took on a strong role in guiding economic life to promote development.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 471.0
Standard ID: KC-6.3.I.C+1
Standard Description: Explain how governments often took on a strong role in guiding economic life to promote development in newly independent states after WWII.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of state-led economic strategies on development outcomes in different post-colonial nations.
* Compare the economic continuities and changes in state involvement before and after independence in newly independent countries.
* Describe examples of state intervention in economic development in newly independent states within specific historical contexts.
* Evaluate the effectiveness of government-led economic policies in achieving developmental goals in the post-WWII era.
* Explain how the role of governments in guiding economic life differed among newly independent countries after WWII.
* Identify reasons newly independent states after WWII took on a strong role in guiding economic life.
* Use primary source documents to analyze government strategies in newly independent states to promote economic development (stimulus required).

Assessment Boundaries:
* Include analysis of government-led economic initiatives such as land reforms, nationalization of resources, or state sponsorship of industrialization specifically in newly independent states post-World War II (e.g., India, Ghana, Egypt). Exclude detailed economic policies that originated outside the immediate period of post-colonial independence or focus extensively on geopolitical alliances.

Common Misconceptions:
* A frequent misconception is that these newly independent states modeled their economic policies directly after the Western countries without recognizing the influence of socialism, communism, and non-aligned movements.
* Some students assume that all newly independent nations employed the same economic strategies post-WWII, overlooking the diversity in approaches due to differences in colonial legacies, resources, and political ideologies.
* Students often believe that simply gaining independence instantly created prosperous economies, ignoring that new governments had to strategize and manage complex socio-economic challenges to foster development.
* There is a common misunderstanding that state interventions in newly independent nations were universally beneficial without realizing that such interventions sometimes led to economic inefficiencies or corruption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1740.0
Standard ID: Unit 8: Learning Objective G
Standard Description: Explain how political changes in the period from c. 1900 to the present led to territorial, demographic, and nationalist developments.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.6
Cluster Name: 6. Newly Independent States: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1760.0
Standard ID: Unit 8: Learning Objective H
Standard Description: Explain the economic changes and continuities resulting from the process of decolonization.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: KC-6.2.V
Standard Description: Although conflict dominated much of the 20th century, many individuals and groups- including states-opposed this trend. Some individuals and groups, however, intensified the conflicts.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 474.0
Standard ID: KC-6.2.V+1
Standard Description: Although conflict dominated much of the 20th century, many individuals and groups- including states-opposed this trend. Some individuals and groups, however, intensified the conflicts.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the motivations of individuals and groups who sought to oppose conflict in the 20th century within the context of international and national peace movements.
* Analyze the reasons why some governments and organizations intensified conflicts during the 20th century, focusing on political, economic, and ideological motives.
* Compare and contrast the strategies used by individuals and groups to either oppose or intensify conflicts in the 20th century, including an analysis of their effectiveness.
* Describe how various methods, such as diplomacy or nonviolent protest, were employed by states or groups to oppose wars and conflicts during the 20th century.
* Evaluate the impact of cultural movements, such as pacifism and international cooperation efforts, on the opposition to conflict in the 20th century.
* Investigate the influence of major world events, such as the World Wars and the Cold War, on the stance of nations and groups toward conflict, including both opposition and intensification perspectives, with specific attention to Cold War proxy interventions and their impact on regional conflicts.
* Using primary and secondary sources, explain the role of international organizations, such as the League of Nations and the United Nations, in opposing conflicts and how these efforts evolved throughout the 20th century. (Stimulus required)

Assessment Boundaries:
* Focus on explaining the motivations and methodologies of key pacifist movements and individuals such as Gandhi's non-violent resistance in India. Limit examples of groups and individuals who intensified conflicts to major events such as the rise of fascist regimes in Europe and their impact on global tensions.

Common Misconceptions:
* A common misunderstanding is that opposition to conflict was uniform globally, failing to recognize that motivations and methods varied significantly across different cultures and political contexts.
* Many students might erroneously believe that opposition to conflicts was always nonviolent, not acknowledging the existence of violent oppositions like revolutions that also aimed to change power structures.
* Students may think that all intensification of conflict was driven by similar motivations, ignoring the complex web of nationalistic, ideological, and economic factors involved.
* Students might assume that only major post-World War II initiatives were significant in opposing conflict, overlooking earlier efforts by individuals and movements during the early 20th century like pacifism and diplomatic negotiations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 1790.0
Standard ID: KC-6.2.V.A
Standard Description: Groups and individuals challenged the many wars of the century, and some, such as Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela, promoted the practice of nonviolence as a way to bring about political change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 475.0
Standard ID: KC-6.2.V.A+1
Standard Description: Explain how and why groups and individuals challenged the many wars of the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical examples of nonviolent resistance movements to evaluate their methods and impacts on social change.
* Analyze the strategies used by civil rights leaders in opposing racial segregation and social injustice in mid-20th century America.
* Evaluate how these leaders' nonviolent actions had an impact on international movements for civil rights and peace.
* Examine how different leaders used nonviolent methods to advocate for social change in the 20th century, focusing on their general approaches and outcomes.
* Explain how individuals and groups used nonviolent resistance methods to advocate for social and political change in the 20th century.
* Explain the broader historical context and social conditions that influenced these leaders' advocacy for nonviolent resistance.
* Identify the main figures and groups who advocated for nonviolence during the wars of the 20th century.

Assessment Boundaries:
* Focus on key groups and individuals who practiced nonviolent resistance, such as Gandhi, King, and Mandela, and their motivations. Exclude detailed accounts of violent resistance or the broader socio-political consequences of these wars.

Common Misconceptions:
* Some may assume that the motivations for anti-war movements were uniform across different regions, ignoring the specific political, cultural, and social contexts that shaped each movement.
* Students could misunderstand that these movements immediately ended wars or direct conflicts, not recognizing the long struggle and varying degrees of success.
* Students may believe that the only responses to war were nonviolent movements, overlooking militant and radical opposition groups.
* Students might think that all anti-war movements were globally connected and coordinated when, in reality, many were isolated and operated independently.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 476.0
Standard ID: KC-6.2.V.A+2
Standard Description: Explain how and why individuals, such as Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela, promoted the practice of nonviolence as a way to bring about political change in the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the historical contexts that led Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela to choose nonviolence as a method of resistance.
* Compare the nonviolent methodologies used by Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela in their respective sociopolitical movements.
* Describe how Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela implemented strategies of nonviolence in their movements for political change.
* Explain how nonviolent resistance tactics helped to achieve political objectives in different regions of the world during the 20th century.
* Explain the significance of nonviolence as a political strategy within the broader 20th-century global context, including analysis of circumstances that led some movements to transition from nonviolent to violent methods.
* Identify the common themes and differences in the ideologies of Gandhi, King, and Mandela regarding nonviolence and political change.

Assessment Boundaries:
* Focus on the methods and philosophies of Mohandas Gandhi, Martin Luther King Jr., and Nelson Mandela that promoted nonviolence as a strategy for political change. Exclude detailed biographical information or the historical context of the conflicts they were involved in.

Common Misconceptions:
* Some students might assume that these leaders promoted nonviolence for purely ethical reasons and overlook the political and pragmatic benefits they sought.
* Students may believe that nonviolence was universally accepted and effective, not realizing the significant opposition and challenges faced.
* Students may think that nonviolence was a passive tactic, failing to recognize the strategic planning and active resistance involved.
* There may be a misconception that nonviolence was the only method used by these leaders, ignoring the broader contexts and support structures that included economic, social, and political strategies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 1800.0
Standard ID: KC-6.2.V.C
Standard Description: Militaries and militarized states often responded to the proliferation of conflicts in ways that further intensified conflict.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 477.0
Standard ID: KC-6.2.V.C+1
Standard Description: Militaries and militarized states often responded to the proliferation of conflicts in ways that further intensified conflict.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how advances in industrial and technological capabilities shaped the development of conflict resolution approaches across different historical periods.
* Analyze how economic and industrial competition influenced state responses to regional tensions between 1900-1939, using primary source documents to compare different approaches to conflict resolution and escalation.
* Analyze how industrialization and technological advancement influenced military preparedness and responses to regional tensions during the first half of the 20th century, evaluating their impact on international relations.
* Discuss how domestic and external factors influenced state decisions during periods of conflict and identify patterns of escalation across different time periods, including analysis of specific authoritarian regimes such as Pinochet's Chile and Amin's Uganda.
* Evaluate how industrial and economic development influenced state policies and international relationships, using evidence from specific historical periods.
* Evaluate the ethical implications of technological and industrial militarization, analyzing how economic and social factors influenced states decisions to expand their military capabilities during periods of international tension.
* Evaluate the extent to which public communication and messaging strategies influenced societal responses to international tensions and conflicts.

Assessment Boundaries:
* Focus on the justifications and strategies that militarized states used to respond to conflicts after 1900, such as emphasizing national security and the balance of power. Exclude detailed explorations of specific conflicts or the roles of non-state actors in these conflicts.

Common Misconceptions:
* Some students might mistakenly assume that all militarized states responded to conflicts uniformly, without recognizing the varied approaches based on national interests and historical contexts.
* Students may believe that militaries responded to conflicts primarily due to aggressive leaders, neglecting the complex socio-political factors that drove these actions.
* Students might erroneously think that militaries intensified conflicts solely for territorial expansion, not considering other motivations such as ideological domination or strategic security concerns.
* There is a misconception that militaries only escalated conflicts through direct warfare, when in reality, other methods such as military alliances and arms build-ups also played significant roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 1810.0
Standard ID: KC-6.2.V.D
Standard Description: Some movements used violence against civilians in an effort to achieve political aims.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 478.0
Standard ID: KC-6.2.V.D+1
Standard Description: Some movements used violence against civilians in an effort to achieve political aims.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how and why some political movements in the 20th century used violence against civilians to achieve their objectives, using examples such as the Shining Path, Al-Qaeda, and ETA.
* Compare the ideological foundations, tactics, and historical contexts of different violent political movements in the 20th century.
* Evaluate how different approaches to political change have shaped historical outcomes and impacted various stakeholders in society, including analysis of both peaceful and institutional methods of achieving political goals.
* Evaluate how different forms of political activism and civil resistance have shaped social and political outcomes throughout history, including their effects on both institutions and communities.
* Evaluate the effectiveness of different approaches to achieving political change through democratic institutions, civil discourse, and peaceful advocacy, using specific historical examples.
* Examine the development of peaceful social movements and their impact on political change throughout the 20th century, identifying successful strategies for civic participation and reform.
* Examine the historical development of social movements and their use of various peaceful methods including protest, civil disobedience, legal advocacy, and democratic participation to achieve political change.
* Use primary source passages and historical documents to analyze how different political movements communicated their goals and engaged with existing political institutions to pursue change.

Assessment Boundaries:
* Focus on the motivations behind using violence against civilians by movements seeking political objectives, with examples like the IRA in Northern Ireland and the ETA in Spain. Exclude "Tactical reasoning for targeting civilians," "Independence movement strategies and tactics," "IRA's approach to civilian targeting," and "Broader trends in political movements" from the data model. Avoid mentioning specific justifications for violence against civilians or detailed tactics of resistance movements in questions. Do not provide in-depth coverage of these movements' entire history or unrelated ideological frameworks.

Common Misconceptions:
* Some students may mistakenly believe that all political movements of this era relied on violence against civilians, not realizing that many pursued their aims through non-violent means or targeted state actors instead.
* Students may overgeneralize the reasons for the use of violence, attributing it solely to ideological extremism without considering other factors such as political desperation, lack of resources, or inability to confront stronger military forces directly.
* Students often think that violence in these movements was an irrational act of brutality rather than a calculated strategy to gain political leverage and instill fear for political aims.
* There is a misconception that these movements were universally condemned by all civilians, ignoring the instances where some civilian groups may have supported or even participated in the violence due to alignment with the political goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.7
Cluster Name: 7. Global Resistance to Established Power Structures After 1900
Lesson Name: *None specified*
Lesson Order: 1780.0
Standard ID: Unit 8: Learning Objective I
Standard Description: Explain various reactions to existing power structures in the period after 1900.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: KC-6.2.IV.E
Standard Description: Advances in U.S. military and technological development, the Soviet Union's costly and ultimately failed invasion of Afghanistan, and public discontent and economic weakness in communist countries led to the end of the Cold War and the collapse of the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 479.0
Standard ID: KC-6.2.IV.E+1
Standard Description: Explain how advances in U.S. military and technological development led to the end of the Cold War and the collapse of the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of U.S. advanced military capabilities on Soviet military strategy and expenditures.
* Compare the military technologies developed by the U.S. and the Soviet Union and their effectiveness during the Cold War.
* Evaluate the significance of the Strategic Defense Initiative (SDI) in escalating the arms race and contributing to the end of the Cold War.
* Explain the role of U.S. technological innovation in undermining the Soviet Union's economic stability during the Cold War.
* Identify key U.S. military and technological advancements during the Cold War that contributed to the Soviet Union's collapse.

Assessment Boundaries:
* Focus on the specific advances in U.S. military and technological development that directly contributed to the end of the Cold War and the collapse of the Soviet Union. Exclude detailed examinations of other contributing factors such as the Soviet Union's failed invasion of Afghanistan or economic weaknesses in communist countries.

Common Misconceptions:
* Some students might assume that the U.S. military and technological superiority meant that the end of the Cold War was inevitable, underestimating the complexity of international political dynamics and negotiations.
* Students may erroneously believe that the U.S. military and technological advancements were the sole reasons for the collapse of the Soviet Union, ignoring other significant factors such as economic issues, political reforms within the Soviet Union, and public dissatisfaction.
* Students might misunderstand that the advances were purely strategic and defensive, without recognizing the psychological and economic pressures these advancements placed on the Soviet Union.
* Students might think that only technological advances like the development of computers and the internet contributed to the end of the Cold War, while neglecting military advancements such as missile defense systems and stealth technology.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 480.0
Standard ID: KC-6.2.IV.E+2
Standard Description: Explain how the Soviet Union's costly and ultimately failed invasion of Afghanistan led to the end of the Cold War and the collapse of the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the relationship between the Soviet Union’s prolonged military engagement in Afghanistan and the rise of public discontent within the USSR.
* Assess how the Soviet Union’s invasion of Afghanistan contributed to the broader context of Cold War dynamics.
* Describe the key events and outcomes of the Soviet Union’s invasion of Afghanistan.
* Evaluate the role of international reactions and policies toward the Soviet Union's invasion of Afghanistan in the ending of the Cold War, including U.S. support for Afghan resistance fighters and its impact on Soviet military casualties and expenditures.
* Explain how the failure of the Soviet Union's invasion of Afghanistan influenced its economic policies and priorities thereafter.
* Explain the economic and social impacts of the Soviet Union’s invasion of Afghanistan on the USSR.

Assessment Boundaries:
* Focus on the direct impacts of the Soviet Union's failed invasion of Afghanistan on its economic and political deterioration, including increased military costs, loss of morale, and international perception of Soviet weakness. Exclude broader Cold War dynamics or the role of U.S. military and technological advances in the broader context of ending the Cold War.

Common Misconceptions:
* Some might assume that the end of the Soviet invasion directly led to the collapse of the Soviet Union without considering the compound effects of economic weakness, political unrest, and other factors.
* Students may think that the Soviet invasion of Afghanistan was an isolated event, rather than recognizing it as part of a broader context of Cold War tensions and proxy wars.
* Students might believe that the Soviet Union was defeated quickly in Afghanistan, not understanding the prolonged nature of the conflict and its prolonged strain on Soviet resources and morale.
* There could be a misunderstanding that only military defeat in Afghanistan caused the end of the Cold War, ignoring the roles of diplomatic relations and internal Soviet policies.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 481.0
Standard ID: KC-6.2.IV.E+3
Standard Description: Explain how public discontent in communist countries led to the end of the Cold War and the collapse of the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Gorbachev's reforms of perestroika and glasnost, intended to strengthen the Soviet system, instead accelerated its collapse by enabling greater expression of public discontent.
* Compare the extent and nature of public discontent in different communist countries and how this influenced their roles in the end of the Cold War.
* Describe the process of Soviet dissolution, including the independence declarations of Soviet republics, and evaluate the immediate political and economic consequences of the Soviet Union's collapse.
* Evaluate the impact of public protests and uprisings on the political stability of communist regimes during the Cold War.
* Explain how economic weaknesses contributed to public discontent in communist countries, leading to the end of the Cold War.

Assessment Boundaries:
* Focus specifically on the role of public discontent within communist countries, particularly how dissatisfaction with economic policies, political repression, and lack of freedoms contributed to the end of the Cold War and the collapse of the Soviet Union. Exclude detailed analysis of other contributing factors such as U.S. military and technological advances or the Soviet invasion of Afghanistan.

Common Misconceptions:
* Some students believe that public discontent in communist countries was a sudden development in the 1980s, rather than a buildup over several decades.
* Students might assume that public discontent was universal across all communist countries, not recognizing the varying degrees and forms it took in different nations.
* Students often think that all public discontent in communist countries was uniformly against the ideology of communism, rather than against specific economic hardships or government practices.
* There is a misconception that public discontent alone led to the collapse of the Soviet Union, ignoring other factors like economic challenges, political reforms, and external pressures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 482.0
Standard ID: KC-6.2.IV.E+4
Standard Description: Explain how economic weakness in communist countries led to the end of the Cold War and the collapse of the Soviet Union.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of economic instability in other communist countries in accelerating the end of the Cold War.
* Compare the economic challenges faced by the Soviet Union with those in other communist states during the Cold War era.
* Describe the nature of economic weaknesses in communist countries during the late 20th century that contributed to the end of the Cold War.
* Evaluate the significance of economic weaknesses relative to other factors (e.g., military or political factors) in leading to the end of the Cold War.
* Explain the impact of economic policies in the Soviet Union on its collapse and the end of the Cold War.

Assessment Boundaries:
* Focus on the economic policies and conditions within communist countries, specifically examining factors such as inefficient central planning, resource allocation issues, and economic stagnation that contributed to economic weakness and the subsequent collapse of the Soviet Union. Exclude detailed political and military factors in the explanation.

Common Misconceptions:
* Students may assume that economic weakness in communist countries began only in the 1980s, ignoring earlier economic challenges and systemic issues.
* Students may believe that economic issues were the sole factor in the collapse of the Soviet Union, overlooking other critical elements like political reforms and external pressures.
* Students might misunderstand the relationship between economic weakness and public discontent, not realizing how economic hardships often fueled political and social unrest, contributing to the end of the Cold War.
* Students might think that all communist countries experienced economic weakness uniformly, failing to recognize the varying degrees and nature of economic problems across different nations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.8
Cluster Name: 8. End of the Cold War
Lesson Name: *None specified*
Lesson Order: 1820.0
Standard ID: Unit 8: Learning Objective J
Standard Description: Explain the causes of the end of the Cold War

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: KC-6.2.II
Standard Description: Hopes for greater self-government were largely unfulfilled following World War I; however, in the years following World War II, increasing anti-imperialist sentiment contributed to the dissolution of empires and the restructuring of states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1831.0
Standard ID: KC-6.2.II+1
Standard Description: Explain how and why hopes for greater self-government were largely unfulfilled following World War I.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1832.0
Standard ID: KC-6.2.II+2
Standard Description: Explain how and why, in the years following World War II, increasing anti-imperialist sentiment contributed to the dissolution of empires and the restructuring of states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1840.0
Standard ID: KC-6.2.IV.C
Standard Description: The Cold War conflict extended beyond its basic ideological origins to have profound effects on economic, political, social, and cultural aspects of global events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 484.0
Standard ID: KC-6.2.IV.C+1
Standard Description: Explain how the Cold War conflict extended beyond its basic ideological origins to have profound effects on economic aspects of global events.

Key Concepts:
*None specified*

Learning Objectives:
* Evaluate the role of international organizations and alliances in shaping economic outcomes during the Cold War.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1842.0
Standard ID: KC-6.2.IV.C+2
Standard Description: Explain how the Cold War conflict extended beyond its basic ideological origins to have profound effects on political aspects of global events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1843.0
Standard ID: KC-6.2.IV.C+3
Standard Description: Explain how the Cold War conflict extended beyond its basic ideological origins to have profound effects on social aspects of global events.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the Cold War affected educational and cultural institutions in different parts of the world.

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1844.0
Standard ID: KC-6.2.IV.C+4
Standard Description: Explain how the Cold War conflict extended beyond its basic ideological origins to have profound effects on cultural aspects of global events.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1850.0
Standard ID: KC-6.3.I
Standard Description: States responded in a variety of ways to the economic challenges of the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 8
Unit Name: Cold War and Decolonization
Cluster ID: AP World Topic 8.9
Cluster Name: 9. Causation in the Age of the Cold War and Decolonization
Lesson Name: *None specified*
Lesson Order: 1830.0
Standard ID: Unit 8: Learning Objective K
Standard Description: Explain the extent to which the effects of the Cold War were similar in the Eastern and Western Hemispheres.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: KC-6.1.I.A
Standard Description: New modes of communication-including radio communication, cellular communication, and the internet-as well as transportation, including air travel and shipping containers, reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 487.0
Standard ID: KC-6.1.I.A+2+A
Standard Description: Explain how cellular communication reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of cellular communication in bridging physical spaces in social and economic contexts.
* Compare the impact of cellular communication on geographic distance with other forms of modern communication technology, such as the internet and radio.
* Describe historical examples of how cellular communication has lessened the issues of geographic distance.
* Evaluate how the development and spread of cellular communication have altered human interaction and commerce on a global scale.
* Explain the significance of cellular communication in transforming global connectivity and reducing geographic barriers.

Assessment Boundaries:
* Focus on the impact of cellular communication on reducing the problem of geographic distance, particularly through the aspects of instant communication, global reach, and the enabling of real-time interactions across vast distances. Exclude detailed discussions on other modes of communication such as radio and internet, as well as the historical development and technical specifications of cellular technology.

Common Misconceptions:
* Some students may confuse cellular communication with the internet or conflate the reduction of geographic distance with the elimination of time zones and travel time.
* Students may think that cellular communication eliminates all geographic barriers, not realizing that issues like signal coverage and infrastructure still persist.
* Students might assume that the adoption of cellular technology was instantaneous and uniform across the globe, ignoring the varying rates of adoption and the challenges faced in different regions.
* Students might believe that cellular communication only impacts personal communication and overlook its significance in business, emergency services, and other critical sectors.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 488.0
Standard ID: KC-6.1.I.A+3+A
Standard Description: Explain how the internet reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the internet on creating virtual communities and social networks that bridge geographic divides.
* Assess the use of the internet in global collaboration
* Describe the role of the internet in facilitating global business operations and reducing dependency on physical locations.
* Explain how online education and remote work facilitated by the internet have minimized the need for physical proximity.
* Explain how the internet has enabled instantaneous communication across different geographic locations.

Assessment Boundaries:
* Focus on specific ways in which the internet has reduced geographic distance, such as through email, social media, and e-commerce. Exclude detailed technical aspects of how the internet works or the history of the internet's development.

Common Misconceptions:
* Students could assume the internet completely eliminated geographic distance without considering that it reduced but did not erase barriers related to time zones, language, and accessibility.
* Students may not recognize the role of the internet in global business, trade, and remote work, focusing instead solely on personal communication or information access.
* Students may think the internet is only important for social media and entertainment, overlooking its impact on economies, education, and global communication.
* Students might believe that the internet instantly connected the world, without understanding the gradual developments and infrastructure investment that made it possible.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 489.0
Standard ID: KC-6.1.I.A+4+A
Standard Description: Explain how air travel reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and economic effects of reduced geographic distance due to air travel on various regions of the world.
* Compare the effects of air travel with other modes of transportation in overcoming geographic distance.
* Describe the impact of air travel on reducing the problem of geographic distance in the 20th and 21st centuries.
* Evaluate how air travel has influenced international relations and diplomacy by making distant regions more accessible.
* Explain how advancements in air travel technologies facilitated global communication and trade.
* Explain the significance of air travel in the context of globalization and its role in connecting distant parts of the world.
* Identify and describe how air travel has transformed cultural exchanges and interactions on a global scale.
* Use historical data and case studies to assess the environmental impact of increased air travel from 1900 to present.

Assessment Boundaries:
* Limit the assessment to the impact of air travel on reducing geographic distance in terms of speed and connectivity of global travel. Exclude detailed examination of other transportation modes such as shipping containers, and broader technological developments like radio communication or the internet.

Common Misconceptions:
* Many students believe that air travel simply means faster travel, instead of recognizing how it reduced geopolitical distances and created global networks.
* Some students might not understand the environmental impact of air travel and how it shapes current technological advances to reduce carbon footprints.
* Students may underestimate the role of air travel in global tourism and migration, seeing it mainly as a business tool.
* Students might think that air travel only changed commercial industries and overlook its impact on personal travel and cultural exchanges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 490.0
Standard ID: KC-6.1.I.A+5+A
Standard Description: Explain how shipping containers reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of shipping containers on the efficiency of global supply chains.
* Describe the properties and innovations of shipping containers that enabled global trade.
* Evaluate how the adoption of shipping containers transformed the shipping industry and global trade networks.
* Explain how shipping containers contributed to reduced shipping times and costs.

Assessment Boundaries:
* Focus on the technical and economic impacts of shipping containers in reducing geographic distance, specifically how they standardize shipping, streamline transportation logistics, and facilitate global trade from 1900 to the present. Exclude detailed discussions on advancements in communication technologies or other modes of transportation.

Common Misconceptions:
* Some students might not recognize the environmental impact and energy consumption associated with the widespread use of shipping containers, assuming the benefits are purely economic and logistical.
* Students may assume that the development of shipping containers solely benefited rich countries with major port cities, ignoring how it also facilitated trade for developing nations.
* Students may believe that shipping containers eliminated all logistical challenges, rather than understanding that they simplified and sped up the process but did not eliminate all issues like customs and international regulations.
* Students may think that shipping containers only impacted maritime transportation, ignoring their significant role in intermodal transportation (e.g., combining sea, rail, and road transport).

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1890.0
Standard ID: KC-6.1.I.B
Standard Description: The Green Revolution and commercial agriculture increased productivity and sustained the earth's growing population as it spread chemically and genetically modified forms of agriculture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 497.0
Standard ID: KC-6.1.I.B+1+A
Standard Description: Explain how and why the Green Revolution increased productivity and sustained the earth’s growing population as it spread chemically and genetically modified forms of agriculture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of the Green Revolution on the global population growth from 1900 to present.
* Describe the key technological advancements of the Green Revolution and how they contributed to increased agricultural productivity.
* Evaluate the socio-economic effects of the Green Revolution on small vs. large farmers.
* Explain the reasons behind the implementation of chemical and genetically modified forms of agriculture during the Green Revolution.
* Interpret primary and secondary sources to identify the outcomes of the Green Revolution's spread of chemically and genetically modified agriculture. (Stimulus)

Assessment Boundaries:
* Focus on the methods and reasons the Green Revolution increased productivity and sustained the earth’s growing population, specifically through the use of chemically and genetically modified forms of agriculture. Exclude other aspects of the Green Revolution such as specific case studies of individual countries or regions.

Common Misconceptions:
* Students may assume that the Green Revolution was only about genetic modification of crops, without understanding the importance of chemical fertilizers, pesticides, and irrigation systems in increasing agricultural productivity.
* Students may believe that the Green Revolution was universally beneficial without recognizing the social and environmental drawbacks, such as increased pollution and socioeconomic disparities.
* Students might think that the Green Revolution's success was solely due to technological advancements, neglecting the role of government policies, subsidies, and international aid.
* There may be a misconception that the Green Revolution completely solved the global food crisis, when in reality, it helped alleviate it but did not eradicate hunger and food insecurity worldwide.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 498.0
Standard ID: KC-6.1.I.B+2+A
Standard Description: Explain how and why commercial agriculture increased productivity and sustained the earth’s growing population as it spread chemically and genetically modified forms of agriculture.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why commercial agriculture increased productivity in the mid-20th century.
* Assess the impact of chemically and genetically modified agricultural practices on global food production.
* Describe the key characteristics of chemical and genetic modifications utilized in commercial agriculture.
* Evaluate the role of technological innovations in sustaining the growing global population through commercial agriculture.
* Explain how the Green Revolution influenced the development and spread of commercial agriculture.
* Explain the economic motivations behind the adoption of commercial agriculture practices post-1930.
* Identify the socio-economic challenges faced by small-scale farmers in adapting to new agricultural technologies.
* Review secondary accounts to explain how commercial agriculture and the use of genetically modified crops influenced population growth trends from 1900 to the present.
* Use historical texts to compare the impact of traditional and genetically modified crops on agricultural productivity and global population growth.

Assessment Boundaries:
* Focus on the impact of commercial agriculture on productivity and population growth by examining the spread and use of chemically and genetically modified forms of agriculture. Exclude an in-depth analysis of other aspects of the Green Revolution.

Common Misconceptions:
* A common misunderstanding could be that genetically modified crops are universally accepted and utilized without controversy or regulation, overlooking the various societal and legal challenges they face.
* Students may believe that commercial agriculture solely relies on traditional farming techniques, not recognizing the integration and impact of modern technologies like genetic modification and chemical fertilizers.
* Students may incorrectly think that the Green Revolution and commercial agriculture only had positive effects on food availability, not considering issues like economic disparities among farmers and regions.
* Students might assume that the increased productivity in commercial agriculture automatically means it is sustainable and environmentally friendly, ignoring the potential negative impacts like soil degradation and loss of biodiversity.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1900.0
Standard ID: KC-6.1.I.C
Standard Description: Medical innovations, including vaccines and antibiotics, increased the ability of humans to survive and live longer lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 499.0
Standard ID: KC-6.1.I.C+1+A
Standard Description: Explain how vaccines increased the ability of humans to survive and live longer lives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of vaccines in the eradication of diseases, such as smallpox, and its implications on global health.
* Describe the impact of vaccines on population growth and life expectancy in the 20th and 21st centuries.
* Evaluate the socio-economic benefits worldwide resulting from widespread vaccination programs.
* Explain how vaccines contributed to the reduction of mortality rates from infectious diseases globally.
* Explain the historical development of vaccine technology and its subsequent effects on public health policies.
* Use text-based sources to explain the impact of vaccines on human lifespan and public health, focusing on specific historical examples.

Assessment Boundaries:
* Focus on specific vaccines and their impact on public health, such as smallpox and polio vaccines, in increasing lifespan and reducing mortality rates. Exclude other medical innovations like antibiotics or general advancements in medical technology.

Common Misconceptions:
* Some students might believe that vaccines are a modern invention, failing to recognize that the concept of vaccination dates back to the 18th century with smallpox inoculation.
* Students may not realize the economic and social benefits of widespread vaccination, such as reduced healthcare costs and improved workforce productivity, focusing only on the medical effects.
* Students might think that vaccines provide lifetime immunity against all diseases, not understanding that booster shots are often necessary.
* There is a misconception that vaccines can prevent all diseases, ignoring the fact that vaccines are designed to prevent specific infectious diseases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 500.0
Standard ID: KC-6.1.I.C+2+A
Standard Description: Explain how antibiotics increased the ability of humans to survive and live longer lives.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of antibiotics in reducing mortality rates from bacterial infections and improving overall life expectancy.
* Assess the long-term societal and demographic impacts of antibiotics on human populations since their discovery.
* Describe the initial discovery and development of antibiotics and its impact on medical care during World War II.
* Evaluate the role of antibiotics in the treatment of specific diseases known for their high mortality rates prior to the advent of antibiotics.
* Explain the transition of antibiotics from military to civilian use and the subsequent effects on public health.

Assessment Boundaries:
* Focus on the role of antibiotics in combating bacterial infections and reducing mortality rates, particularly in the 20th and 21st centuries. Exclude detailed mechanisms of how antibiotics work at the molecular level or comparisons between antibiotics and other medical innovations.

Common Misconceptions:
* Students could misunderstand the concept of antibiotic resistance, assuming that antibiotics will remain effective indefinitely and not acknowledging the adaptive capabilities of bacteria.
* Students may assume that antibiotics alone were responsible for increased human survival rates, ignoring the roles of other medical advancements and public health measures.
* Students may think that the development and deployment of antibiotics led to an immediate and universal increase in human lifespan, without recognizing the varied and gradual impacts across different regions and diseases.
* Students might believe that antibiotics are effective against all types of pathogens, including viruses, not understanding that antibiotics specifically target bacterial infections.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1870.0
Standard ID: KC-6.1.I.D
Standard Description: Energy technologies, including the use of petroleum and nuclear power, raised productivity and increased the production of material goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1880.0
Standard ID: KC-6.1.III.B
Standard Description: More effective forms of birth control gave women greater control over fertility, transformed reproductive practices, and contributed to declining rates of fertility in much of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 494.0
Standard ID: KC-6.1.III.B+1+A
Standard Description: Explain how and why more effective forms of birth control gave women greater control over fertility.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and economic factors that led to the development of more effective forms of birth control in the 20th century.
* Describe the impact of new birth control methods on women's role in society and the workforce from 1900 to the present.
* Evaluate the relationship between the availability of effective birth control and declining fertility rates in various parts of the world.
* Explain how access to effective birth control methods has contributed to changing family structures and reproductive practices.

Assessment Boundaries:
* Include the specific ways in which more effective forms of birth control provided women with greater control over their fertility, such as the introduction and impact of oral contraceptives and intrauterine devices. Exclude broader topics such as the general decline in fertility rates or detailed discussions on reproductive practices outside of technological advances in birth control.

Common Misconceptions:
* Students may assume that more effective forms of birth control were the sole factor in giving women control over fertility, overlooking other factors such as education, economic independence, and legal rights.
* Students may believe that the availability of birth control was uniform across all regions and social classes, not recognizing disparities based on socio-economic status and geographical location.
* Students may believe that the decline in fertility rates was a direct and intentional consequence of the increased effectiveness of birth control, not considering other influencing factors such as urbanization, increased female participation in the workforce, and changing societal norms.
* Students may misunderstand that birth control technologies were immediately and universally accepted, ignoring the cultural, religious, and political resistance they faced.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 495.0
Standard ID: KC-6.1.III.B+2+A
Standard Description: Explain how and why more effective forms of birth control transformed reproductive practices.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze primary and secondary sources to understand the societal impact of improved birth control methods on family planning practices.
* Analyze secondary sources to explain how effective birth control methods transformed reproductive practices and influenced global fertility rates.
* Compare the role of birth control in transforming reproductive practices in different global regions.
* Describe the technological advancements in birth control from 1900 to the present that influenced reproductive practices.
* Discuss how increased access to birth control contributed to changing gender roles and women's autonomy globally.
* Evaluate the relative significance of birth control technologies in shaping demographic trends in the 20th and 21st centuries.
* Explain the reasons behind the development and adoption of more effective forms of birth control in the 20th and 21st centuries.

Assessment Boundaries:
* Include the social, cultural, and economic impacts of more effective forms of birth control on reproductive practices. Exclude detailed medical or scientific explanations of the technologies themselves.

Common Misconceptions:
* Students could mistakenly believe that the development and availability of birth control were driven purely by scientific advancements, overlooking the complex interplay of political, legal, and ethical debates surrounding contraception.
* Students may think that more effective forms of birth control were adopted uniformly and simultaneously across different societies, ignoring the diverse cultural, religious, and socio-economic factors that influenced their acceptance and use.
* Students might assume that the transformation of reproductive practices was solely due to birth control without considering other contributing factors such as educational reforms, women's rights movements, and economic changes.
* There may be a misconception that more effective forms of birth control only impacted fertility rates and did not have broader social implications, such as altering gender roles and family structures.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 496.0
Standard ID: KC-6.1.III.B+3+A
Standard Description: Explain how and why more effective forms of birth control contributed to declining rates of fertility in much of the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of improved birth control on population growth rates and demographic changes.
* Compare the effects of birth control advancements on fertility rates in different areas of the world.
* Describe how more effective birth control methods influenced reproductive practices in various regions.
* Explain the relationship between increased availability of birth control and women's autonomy over reproductive choices.
* Explain the social and economic factors that led to the adoption of more effective birth control methods globally.
* Explain through secondary sources how the availability of effective birth control contributed to global shifts in fertility rates and societal norms.

Assessment Boundaries:
* Focus on the direct impact of more effective forms of birth control on global fertility rates, including societal shifts towards smaller family norms and increased access to contraception. Exclude other factors influencing fertility rates, such as economic conditions or government policies.

Common Misconceptions:
* Some students might not grasp the significant impact that birth control had on transforming reproductive practices and societal norms, leading to misconceptions about the broader social and economic changes that accompanied its adoption.
* Students may think that the introduction of birth control was uniformly accepted and adopted across different cultures and regions, failing to recognize the varying degrees of acceptance and accessibility.
* Students might assume that declining fertility rates were solely due to more effective birth control, without considering other factors such as economic changes, shifts in gender roles, and increased access to education for women.
* There could be a misunderstanding that the primary purpose of birth control was only to limit family size, rather than also giving women control over their reproductive health and freedom to pursue personal and professional goals.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.1
Cluster Name: 1. Advances in Technology and Exchange after 1900
Lesson Name: *None specified*
Lesson Order: 1860.0
Standard ID: Unit 9: Learning Objective A
Standard Description: Explain how the development of new technologies changed the world from 1900 to present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 1910.0
Standard ID: KC-6.1.III
Standard Description: Diseases, as well as medical and scientific developments, had significant effects on populations around the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 502.0
Standard ID: KC-6.1.III+1
Standard Description: Explain how diseases had significant effects on populations around the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of medical advancements in combatting diseases and how they altered the global impact of such diseases after 1900.
* Compare the effects of historical epidemics on societies with those of modern 20th and 21st-century outbreaks.
* Evaluate the effectiveness of international response efforts to control the spread of diseases, using case studies such as the response to HIV/AIDS or Ebola outbreaks.
* Examine primary and secondary sources to assess the public perception and governmental responses to major disease outbreaks during the 20th and 21st centuries.
* Explain the social and economic effects of pandemic diseases on different populations worldwide after 1900.
* Identify and describe major diseases that had a significant global impact after 1900, such as tuberculosis, malaria, HIV/AIDS, and influenza.

Assessment Boundaries:
* Include significant examples of diseases that had wide-reaching impacts on global populations, such as the 1918 influenza pandemic, HIV/AIDS, and COVID-19. Exclude detailed discussions of all minor or highly localized disease outbreaks.

Common Misconceptions:
* Some students may assume that the spread of diseases historically only had negative consequences, overlooking how some outbreaks led to significant medical and scientific advancements.
* Students may believe that historical diseases affected populations uniformly across all regions, rather than understanding that the impact varied greatly depending on numerous factors, including geography, population density, and existing public health measures.
* Students often think that all historical pandemics led to the same types of social disruptions and technological advances, not recognizing the varied societal responses and advancements triggered by different diseases.
* There is a common misconception that modern diseases only emerged in recent times, ignoring historical pandemics that had significant global impacts.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 503.0
Standard ID: KC-6.1.III+2
Standard Description: Explain how medical and scientific developments had significant effects on populations around the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of medical advancements in combating epidemic diseases post-1900.
* Compare the effects of medical and scientific advancements on population health in various regions around the world.
* Describe the impact of antibiotics on global mortality rates from bacterial infections.
* Discuss the influence of scientific developments on the reduction of diseases related to poverty and emerging health threats like HIV/AIDS, flu, and Ebola.
* Evaluate the significance of government-run public health measures in reducing mortality from various diseases.
* Explain how medical innovations such as vaccinations influenced global public health outcomes.
* Using a historical source, identify how the discovery of penicillin altered treatment methods and outcomes for bacterial infections.

Assessment Boundaries:
* Include the impact of specific medical advancements such as vaccines, antibiotics, and other medical innovations on global populations. Exclude discussions of diseases as a historical constant or medical practices unconnected to significant scientific developments.

Common Misconceptions:
* Students may believe that the impacts of medical developments were only positive, failing to consider the ethical dilemmas and negative consequences associated with them, such as antibiotic resistance.
* Students may think that medical advancements such as vaccines and antibiotics were universally and immediately accepted, without resistance or controversy.
* Students might assume that all populations benefited equally from medical and scientific developments, ignoring disparities in access and the continuing prevalence of diseases in poorer regions.
* There is often a misconception that medical and scientific advancements automatically led to an end to diseases, ignoring the complexity and persistence of many diseases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 1920.0
Standard ID: KC-6.1.III.A
Standard Description: Diseases associated with poverty persisted while other diseases emerged as new epidemics and threats to human populations, in some cases leading to social disruption. These outbreaks spurred technological and medical advances. Some diseases occurred at higher incidence merely because of increased longevity.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 504.0
Standard ID: KC-6.1.III.A+1
Standard Description: Explain how diseases associated with poverty persisted while other diseases emerged as new epidemics and threats to human populations.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the reasons why new epidemic diseases emerged in different regions.
* Compare the societal impacts of persistent diseases with those of emerging epidemic diseases over time.
* Describe the persistent diseases associated with poverty and their impact on human populations.
* Explain the historical context in which diseases associated with poverty persisted.
* Explain the role of medical and technological advances in combating both persistent and emerging diseases.
* Identify and describe new epidemic diseases that emerged and threatened human populations.

Assessment Boundaries:
* Include the identification and explanation of specific diseases associated with poverty (such as malaria, tuberculosis, and cholera) and emergent epidemic diseases (such as the 1918 influenza pandemic, Ebola, and HIV/AIDS). Exclude detailed statistical data about incidence rates and comprehensive case studies of individual outbreaks.

Common Misconceptions:
* Some students may believe that once a cure or treatment for a disease is found, it immediately eradicates the disease, neglecting issues of access and implementation.
* Students may mistakenly believe that diseases only persist in specific regions due to local factors, ignoring global travel and trade's role in disease spread.
* Students might think that all epidemic outbreaks are always devastating and lead to immediate social disruption, instead of recognizing that the impact can vary.
* Students often assume that only developing countries are susceptible to new epidemics, overlooking how developed countries can also be impacted due to global interconnectedness.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 507.0
Standard ID: KC-6.1.III.A+4
Standard Description: Explain how disease outbreaks spurred technological and medical advances.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the social and economic impacts of disease outbreaks that triggered technological advances, using primary source documents on public health policies.
* Describe the relationship between notable disease outbreaks and subsequent technological and medical advancements.
* Evaluate the overall historical significance of medical advancements like penicillin and the development of public health measures in the aftermath of epidemics such as the Spanish Flu and HIV/AIDS.
* Explain how specific medical innovations, such as antibiotics and vaccines, were developed in response to disease outbreaks.
* Use secondary sources to explain how significant disease outbreaks prompted technological and medical advancements, focusing on historical case studies like the 1918 influenza pandemic and the development of vaccines.

Assessment Boundaries:
* Include: The role of specific major disease outbreaks, such as the 1918 influenza pandemic, Ebola, and HIV/AIDS, in driving technological and medical advances. Examples of technological innovations and medical advancements directly linked to responses to these outbreaks, such as the development of vaccines, antiviral medications, and improved public health infrastructures. Exclude: Detailed analysis of diseases that did not lead to significant technological or medical advancements. Broader social or economic impacts of diseases unless they directly contribute to understanding the technological and medical advancements spurred by disease outbreaks.

Common Misconceptions:
* Students could mistakenly believe that all medical advances during disease outbreaks were immediately effective and widely adopted, overlooking the gradual, experimental nature of scientific progress.
* Students might think that scientific and medical advancements happened independently of disease outbreaks, not realizing that crises often spur innovation.
* There may be a misconception that advances only resulted from Western medical practices, ignoring contributions from other cultures and regions.
* They might also assume that these advancements completely eradicated diseases, not understanding that some diseases persisted and continue to pose challenges.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 508.0
Standard ID: KC-6.1.III.A+5
Standard Description: Explain how some diseases occurred at higher incidence merely because of increased longevity.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze historical texts to explain the relationship between increased human longevity and the higher incidence of age-related illnesses such as heart disease and Alzheimer's.
* Analyze the social and economic impacts of rising incidences of diseases due to increased longevity during the 20th and 21st centuries.
* Describe how increased life expectancy contributes to the higher incidence of chronic diseases in human populations.
* Explain the broader context and environmental factors that have influenced the human life span and the resultant health issues over time.
* Explain the role of medical advancements in increasing human longevity and the subsequent rise in age-related diseases.
* Review and compare secondary sources that illustrate how life expectancy influenced the prevalence of age-related diseases across different demographic groups and regions.

Assessment Boundaries:
* Include discussion of specific diseases that have higher incidence because of increased longevity, such as heart disease and Alzheimer's disease. Exclude detailed explanations of the causes and treatments of these diseases beyond their increased incidence due to longer life spans.

Common Misconceptions:
* Another common misunderstanding might be that all diseases increase in incidence solely due to longevity, without distinguishing between those specifically associated with aging and those influenced by other factors such as lifestyle and environment.
* Some students may incorrectly assume that diseases prevalent in older populations are solely due to genetics, overlooking the impactful role of extended life spans in increasing overall disease incidence.
* Students might believe that increased longevity leads to higher disease incidence solely because older individuals are more prone to illness, without recognizing that prolonged exposure to various environmental and lifestyle factors over a lifetime contributes significantly.
* There could be a misconception that medical advancements completely eliminate the risk of diseases in older age, not understanding that while these advancements extend life, they also increase the likelihood of contracting age-related diseases.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.2
Cluster Name: 2. Technological Advances and Limitations after 1900: Disease
Lesson Name: *None specified*
Lesson Order: 1910.0
Standard ID: Unit 9: Learning Objective B
Standard Description: Explain how environmental factors affected human populations over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 1930.0
Standard ID: KC-6.1.II.A
Standard Description: As human activity contributed to deforestation, desertification, a decline in air quality, and increased consumption of the world's supply of fresh water, humans competed over these and other resources more intensely than ever before.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 509.0
Standard ID: KC-6.1.II.A+1
Standard Description: Explain how and why, as human activity contributed to deforestation, humans competed over these and other resources more intensely than ever before.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the economic and social motivations behind deforestation and how they exacerbated competition for resources.
* Describe specific historical examples of deforestation from 1900 to the present and explain their impact on resource competition.
* Evaluate the effectiveness of different policies and initiatives aimed at mitigating deforestation and their implications for resource competition.
* Explain the relationship between large-scale deforestation activities and the increased competition over land and resources among human populations in the 20th and 21st centuries.
* Identify the primary factors that contributed to deforestation from 1900 to the present and describe how this led to intensified competition over natural resources.

Assessment Boundaries:
* Focus on the causes and effects of deforestation due to human activity during the period from 1900 to present, including specific examples of resource competition that resulted from deforestation. Exclude other aspects of environmental changes such as desertification, decline in air quality, or consumption of fresh water.

Common Misconceptions:
* Some students may consider the competition over resources as purely economic and overlook the social and political dimensions of these conflicts.
* Students may think deforestation only impacts the environment directly surrounding the area where trees are removed, without considering global effects such as climate change.
* Students might not recognize the connection between resource scarcity from deforestation and increased human competition and conflict over remaining resources.
* Students often believe that all deforestation is driven by logging, ignoring other significant causes like agriculture, urban expansion, and mining.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 510.0
Standard ID: KC-6.1.II.A+2
Standard Description: Explain how and why, as human activity contributed to desertification, humans competed over these and other resources more intensely than ever before.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the link between desertification and intensified human competition for water and other resources.
* Describe how human activity contributed to desertification in the 20th and 21st centuries.
* Develop an argument about the role of industrial and agricultural activities in accelerating desertification.
* Examine the social and economic impacts of desertification on affected regions in regards to increased competition over land and water resources.
* Explain the causes behind increased competition over natural resources due to desertification.

Assessment Boundaries:
* Focus on the specific ways in which desertification led to increased competition over land and water resources, particularly in regions severely affected by desertification. Exclude other environmental impacts such as deforestation and decline in air quality.

Common Misconceptions:
* Students may think that desertification only occurs due to natural processes and not understand the significant human activities that contribute to it, such as overgrazing and deforestation.
* Students might believe that competition over resources caused by desertification is a new phenomenon, rather than understanding it has historical roots but has intensified in modern times.
* Students might not recognize the multiple factors that link human competition over resources with desertification, such as economic, social, and political pressures.
* There may be a misunderstanding that desertification only impacts arid regions, ignoring its effects on semi-arid and even some previously fertile areas.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 511.0
Standard ID: KC-6.1.II.A+3
Standard Description: Explain how and why, as human activity contributed to a decline in air quality, humans competed over these and other resources more intensely than ever before.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the competition over increasingly scarce resources influenced global and local conflicts in the 20th and 21st centuries.
* Describe how the decline in air quality affected the availability and quality of other environmental resources such as water and land.
* Evaluate secondary accounts to explain how declining air quality due to human activity led to intensified competition over natural resources and how different regions responded to these challenges.
* Evaluate the effectiveness of international environmental policies and agreements aimed at controlling air pollution and resource depletion.
* Explain the relationship between industrialization, urbanization, and the decline in air quality during the 20th century.
* Identify the key human activities that contributed to the decline in air quality from 1900 to the present.
* Use secondary sources to explain trends in air quality decline and how this impacted global resource consumption from 1900 to present.

Assessment Boundaries:
* Focus on industrialization, urbanization, and the rise of automobile emissions as major contributors to the decline in air quality. Exclude broader topics such as the Green Revolution or changes in agricultural practices unrelated to air quality.

Common Misconceptions:
* Students may believe that air pollution only affects urban areas, without recognizing its global impact on rural and natural environments.
* Students may think that air pollution primarily results from modern industrial activity, overlooking contributions from agriculture, transportation, and household sources.
* Students might misunderstand that competition over resources is a new phenomenon, ignoring historical instances of resource conflicts.
* There could be a misconception that human impact on air quality is irreversible and cannot be mitigated through policy changes and technological innovations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 512.0
Standard ID: KC-6.1.II.A+4
Standard Description: Explain how and why, as human activity contributed to increased consumption of the world's supply of fresh water, humans competed over these and other resources more intensely than ever before.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the effects of increased fresh water consumption on global competition for resources.
* Compare the impact of increased fresh water consumption on urban versus rural areas.
* Describe the relationship between industrial growth and fresh water consumption.
* Describe the trend in the increasing consumption of the world's fresh water supply since 1900.
* Evaluate the effectiveness of international agreements or organizations in addressing the competition over fresh water resources.
* Explain the causes of increased fresh water consumption during the 20th and 21st centuries.
* Explain the significance of governmental policies in managing increased fresh water consumption and resource competition.
* Identify regions where competition for fresh water resources has intensified and explain the underlying factors.
* Use historical reasoning to explain how technological advancements have affected the consumption of fresh water resources.

Assessment Boundaries:
* Focus should be on explaining the factors contributing to the increased consumption of fresh water due to human activities and the resulting intensification of competition over resources. Exclude detailed accounts of other environmental impacts such as deforestation, desertification, and air quality decline.

Common Misconceptions:
* Some students may assume that the competition over fresh water resources only leads to economic consequences, not recognizing the social and political tensions it can create.
* Students may believe that increased consumption of fresh water only affects developing countries, overlooking the global impact on both developed and developing regions.
* Students may misunderstand that fresh water is an unlimited resource, failing to recognize the finite nature and uneven distribution of global water supplies.
* Students might think that water scarcity and resource competition are solely due to natural causes, ignoring human activities like industrialization, agriculture, and urbanization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 1940.0
Standard ID: KC-6.1.II.B
Standard Description: The release of greenhouse gases and pollutants into the atmosphere contributed to debates about the nature and causes of climate change.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 513.0
Standard ID: KC-6.1.II.B+1
Standard Description: Explain how the release of greenhouse gases and pollutants into the atmosphere contributed to debates about the nature and causes of climate change.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how environmental activism evolved from local to global movements in response to climate change and evaluate its impact on international environmental policy.
* Assess the influence of media and public discourse on shaping the debates about the causes of climate change, using examples from different time periods.
* Compare perspectives on climate change from different stakeholders, including scientists, industry leaders, policymakers, and activists, with particular attention to the tensions between economic development and environmental protection in developed versus developing nations.
* Evaluate the effectiveness and historical significance of international organizations (such as the IPCC) and agreements (such as the Kyoto Protocol) in addressing the release of greenhouse gases and contextualize their role within climate change debates.
* Explain the role of industrialization and fossil fuel consumption in the release of greenhouse gases and discuss how this has influenced scientific and public debates on climate change.
* Identify the primary greenhouse gases and pollutants that have been released into the atmosphere since 1900 and describe their impact on climate change debates.
* Use graphs and data sets depicting greenhouse gas emissions over time to interpret trends and draw conclusions about their role in climate change discussions (Stimulus required).

Assessment Boundaries:
* Focus on the key greenhouse gases such as CO2, CH4, and N2O, and their role in historical and contemporary climate change debates. Exclude specific technological solutions or mitigation strategies unrelated to atmospheric studies.

Common Misconceptions:
* Some students may incorrectly assume that the debate about climate change is solely political, not understanding that scientific debate plays a significant role.
* Students may believe that all scientists universally agree on the impact of greenhouse gases, not realizing that debate exists over the extent and specifics of their effects.
* Students might think that only recent human activities have contributed to climate change, ignoring historical contributions from earlier industrial periods.
* There might be a misconception that greenhouse gases are the only contributors to climate change, overlooking other factors like natural climatic variations.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.3
Cluster Name: 3. Technological Advances: Debates About the Environment After 1900
Lesson Name: *None specified*
Lesson Order: 1930.0
Standard ID: Unit 9: Learning Objective C
Standard Description: Explain the causes and effects of environmental changes in the period from 1900 to present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1950.0
Standard ID: KC-6.3.I.D
Standard Description: In a trend accelerated by the end of the Cold War, many governments encouraged free- market economic policies and promoted economic liberalization in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 514.0
Standard ID: KC-6.3.I.D+1
Standard Description: Explain why many governments encouraged free-market economic policies and promoted economic liberalization in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze secondary sources to explain why many governments promoted free-market policies and economic liberalization in the late 20th century, considering the influence of global trade institutions.
* Analyze the impact of international organizations and agreements, like the World Trade Organization, on encouraging governments to liberalize their economies.
* Compare and contrast different models of economic liberalization implemented in the late 20th century, such as Chile's 'Chicago Boys' approach, China's state-managed liberalization under Deng Xiaoping, and India's crisis-driven reforms, evaluating the political, economic, and social contexts that shaped these different approaches.
* Describe the economic factors that led governments to adopt free-market economic policies in the late 20th century, such as the need for economic growth, competition, and technology advancement.
* Evaluate the role of technological advancements in information and communication as drivers for economic liberalization in the late 20th century.
* Explain how political and ideological shifts, such as the end of the Cold War, influenced governments to promote economic liberalization during this period.

Assessment Boundaries:
* Focus on the rationale behind the encouragement of free-market economic policies and promotion of economic liberalization by governments, particularly emphasizing the influence of the Cold War’s end on these actions and the role of new global trade institutions. Exclude an in-depth analysis of specific country policies not directly tied to this global economic shift.

Common Misconceptions:
* Some students may think that free-market policies were implemented in a vacuum, failing to recognize the influence of global institutions like the International Monetary Fund (IMF) and the World Bank.
* Students might also misconceive that these policies led to immediate and positive economic outcomes for all countries, overlooking cases where economic liberalization resulted in financial crises or increased inequalities.
* Students often mistakenly believe that economic liberalization was universally welcomed and beneficial across all countries, ignoring the diverse impacts and resistance in different regions.
* There is a common misunderstanding that these policies were solely driven by economic motives, without acknowledging the political and ideological influences, such as the shift away from Cold War mentalities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1960.0
Standard ID: KC-6.3.I.E
Standard Description: In the late 20th century, revolutions in information and communications technology led to the growth of knowledge economies in some regions, while industrial production and manufacturing were increasingly situated in Asia and Latin America.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 515.0
Standard ID: KC-6.3.I.E+1
Standard Description: Explain how revolutions in information and communications technology led to the growth of knowledge economies in some regions in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of government policies and international collaborations in fostering knowledge economies during the late 20th century.
* Compare the development of knowledge economies in different regions and explain the significance of these differences.
* Describe the revolutions in information and communications technology that occurred in the late 20th century and their impacts on global economies.
* Explain how advancements in information and communications technology facilitated the growth of knowledge economies in specific regions.
* Identify the key technological developments that spurred the transition from industrial to knowledge economies in the late 20th century.

Assessment Boundaries:
* Focus on the impact of information and communication technology (ICT) revolutions on the development of knowledge economies in specific regions such as North America, Europe, and East Asia. Exclude detailed analysis of individual technological innovations or unrelated economic shifts in other regions.

Common Misconceptions:
* Some students might overlook the role of globalization and international collaboration in the spread and impact of information and communications technology on knowledge economies.
* Students may believe that revolutions in information and communications technology only benefited developed countries, ignoring the significant advancements and contributions from developing regions.
* Students often think that the growth of knowledge economies was entirely dependent on the availability of advanced technology, without considering the roles of education, government policies, and infrastructure.
* There is a misconception that knowledge economies replaced industrial and manufacturing economies, rather than understanding that they coexisted and were interdependent.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 516.0
Standard ID: KC-6.3.I.E+2
Standard Description: Explain the increasing situation of industrial production and manufacturing in Asia in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of foreign direct investment (FDI) in boosting industrial production in Asian countries in the late 20th century.
* Assess the impact of technological advancements on industrial production in Asia in the late 20th century.
* Compare the industrial growth of two Asian countries and identify patterns and common factors that contributed to this growth during the late 20th century.
* Describe the key factors that contributed to the growth of industrial production and manufacturing in Asia from the 1970s to the 1990s, considering claims about economic, governmental, and technological influences.
* Describe the key factors that contributed to the increase in industrial production and manufacturing in Asia during the late th century.
* Evaluate the social and economic effects of increased industrial production in Asian countries during the late 20th century.
* Explain how economic policies implemented by Asian countries in the late 20th century facilitated the growth of manufacturing and industrial production.

Assessment Boundaries:
* Focus on the factors that contributed to the shift of industrial production and manufacturing to Asia in the late 20th century, such as lower labor costs, governmental policies, and infrastructural development. Exclude detailed comparisons with Latin America or the impact on Western economies.

Common Misconceptions:
* Some students might believe that Asia's industrial growth was achieved without any environmental or social costs, ignoring the significant challenges faced, such as pollution and labor issues.
* Students may think that industrialization in Asia was driven solely by cheap labor, overlooking the roles of technology transfer, government policies, and foreign investments.
* Students might assume that the shift was immediate and uniform across all Asian countries, disregarding the varied pace and nature of industrialization in regions such as Japan, South Korea, and China.
* There is a common misunderstanding that Asia's rise in industrial production meant the decline of Western industrial capabilities, rather than understanding it as part of global economic restructuring and expansion.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 517.0
Standard ID: KC-6.3.I.E+3
Standard Description: Explain the increasing situation of industrial production and manufacturing in Latin America in the late 20th century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of political stability and governmental policies in Latin American countries on attracting industrial production and manufacturing during the late 20th century.
* Compare the growth in industrial production and manufacturing in Latin America with that of another region during the same period, highlighting key similarities and differences.
* Describe the role of technological advancements in transportation and communication in facilitating the shift of industrial production to Latin America.
* Evaluate the social and economic effects of increased industrial production and manufacturing on Latin American societies in the late 20th century.
* Explain how globalization influenced the relocation of industrial production and manufacturing to Latin America in the late 20th century.
* Identify the economic factors that led to the growth of industrial production and manufacturing in Latin America during the late 20th century.
* Use a graph or map to examine and interpret the geographical distribution of major industrial areas in Latin America by the end of the 20th century.

Assessment Boundaries:
* Focus on the factors that led to the increase in industrial production and manufacturing in Latin America in the late 20th century, including the influence of global economic shifts, foreign direct investment, and the role of state policies. Exclude detailed studies of individual Latin American countries or comparative analysis with other regions.

Common Misconceptions:
* Some students could think that this shift in industrial production was uniform across all Latin American countries, overlooking the diverse economic conditions and responses across different nations in the region.
* Students may believe that the shift of industrial production to Latin America was solely due to cheaper labor costs, neglecting other factors such as local government policies, regional trade agreements, and improved infrastructure.
* Students might assume that industrialization in Latin America only benefited foreign investors and companies, without considering the potential for regional economic growth and development.
* There may be a misunderstanding that industrial production in Latin America began in the late 20th century, ignoring earlier periods of industrialization and the historical context of economic development in the region.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1970.0
Standard ID: KC-6.3.II.B
Standard Description: Changing economic institutions, multinational corporations, and regional trade agreements reflected the spread of principles and practices associated with free-market economics throughout the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 518.0
Standard ID: KC-6.3.II.B+1
Standard Description: Explain how changing economic institutions reflected the spread of principles and practices associated with free-market economics throughout the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic liberalization policies in countries like Chile (Chicago Boys), China (Deng Xiaoping's reforms), and India demonstrate different approaches to adopting free-market economics across diverse political systems.
* Compare the impacts of regional trade agreements, such as NAFTA and the European Union, on the promotion of free-market economies.
* Describe how the rise of transnational free-trade organizations, such as GATT and WTO, facilitated the spread of free-market principles globally.
* Describe the transition of planned or state-controlled economies to free-market economies, citing specific examples from the 20th and 21st centuries.
* Explain how technological advancements in information and communication contributed to the development and spread of knowledge economies as part of the free-market system.
* Explain the role of multinational corporations in disseminating free-market practices across different regions.
* Using a stimulus, explain the significance of global financial institutions, like the International Monetary Fund (IMF), in promoting free-market reforms in developing countries.

Assessment Boundaries:
* Include how economic institutions like the World Bank, International Monetary Fund (IMF), and World Trade Organization (WTO) adopted and promoted free-market policies globally. Exclude regional specifics of economic changes not directly related to these institutions or principles.

Common Misconceptions:
* Many students assume that economic institutions adopting free-market policies did so uniformly and simultaneously worldwide, ignoring the varied pace and extent of adoption in different regions.
* Students might misconstrue that the spread of free-market economics principles was only a 20th-century phenomenon, neglecting the historical roots and gradual evolution of these principles from earlier centuries.
* Students often think that free-market economics exclusively means complete lack of government intervention, disregarding that governments can play a significant role in shaping and supporting free-market principles.
* There is a common belief that changing economic institutions strictly led to positive economic outcomes, whereas in reality, there were mixed results and sometimes significant negative consequences.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 519.0
Standard ID: KC-6.3.II.B+2
Standard Description: Explain how changing multinational corporations reflected the spread of principles and practices associated with free-market economics throughout the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how multinational corporations have adapted to and influenced local economies and trade practices to fit free-market ideologies.
* Compare the role of different multinational corporations in promoting free-market practices in various world regions.
* Describe the rise of multinational corporations throughout the 20th century as an indicator of the spread of free-market economics.
* Evaluate the impact of multinational corporations on local cultures and economic systems as part of the global adoption of free-market principles.
* Explain how multinational corporations contributed to economic liberalization in different countries and regions.
* Explain the influence of free-market principles on the operations and expansion strategies of multinational corporations in the global economy.

Assessment Boundaries:
* Focus on the influence of major multinational corporations (e.g., Ford, McDonald's, Microsoft) from 1900 to the present, in promoting free-market principles and practices. Exclude detailed histories of individual corporations or unrelated economic systems that do not tie directly back to free-market economics.

Common Misconceptions:
* Students may believe that multinational corporations only emerged in the late 20th century, ignoring their earlier roots and evolution.
* Students might assume that all multinational corporations are American or Western European, ignoring the rise of multinational corporations from other regions like Asia and Latin America.
* There is a misconception that multinational corporations are only profit-driven entities with no regard for local regulations and cultures, missing the fact that many adapt to and integrate with local markets.
* There's a misunderstanding that multinational corporations operate solely to exploit lesser-developed economies, without acknowledging their roles in transferring technology, creating jobs, and integrating local markets into the global economy.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 520.0
Standard ID: KC-6.3.II.B+3
Standard Description: Explain how changing regional trade agreements reflected the spread of principles and practices associated with free-market economics throughout the world.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of free-market principles on economic policies within member countries of regional trade agreements.
* Compare the economic effects of different regional trade agreements on their respective regions, focusing on the adoption of free-market policies.
* Corroborate viewpoints from multiple secondary sources about the effectiveness of regional trade agreements in spreading free-market principles.
* Describe the changes in trade policies within member countries before and after joining a regional trade agreement, emphasizing the influence of free-market doctrines.
* Describe the historical context in which major regional trade agreements were created and how they reflect the global spread of free-market economics.
* Evaluate the role of regional trade agreements in facilitating economic liberalization in formerly closed economies.
* Explain how specific regional trade agreements, such as NAFTA or the European Union, promote free-market practices globally.
* Explain the relationship between multinational corporations and regional trade agreements in spreading free-market practices.
* Identify key regional trade agreements since 1900 and describe their foundational principles of free-market economics.
* Using a primary source, such as a government document or trade agreement, identify and explain key clauses that reflect free-market economic principles.

Assessment Boundaries:
* Assess the role of major regional trade agreements such as NAFTA, the European Union (EU), and ASEAN in promoting free-market principles. Exclude detailed case studies of individual countries' economic policies.

Common Misconceptions:
* Some students might think regional trade agreements are exclusively beneficial and fail to recognize the potential economic drawbacks to member countries.
* Students may assume that once a regional trade agreement is established, it remains static without further negotiations or modifications.
* Students may mistakenly believe that regional trade agreements result only from economic motivations, ignoring political or strategic considerations.
* There could be a misunderstanding that only developed countries influence and guide the principles of free-market economics within regional trade agreements, neglecting the role and impact of developing countries.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.4
Cluster Name: 4. Economics in the Global Age: from 1900 to Present
Lesson Name: *None specified*
Lesson Order: 1950.0
Standard ID: Unit 9: Learning Objective D
Standard Description: Explain the continuities and changes in the global economy from 1900 to present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 2000.0
Standard ID: KC-6.3.II.C
Standard Description: Movements throughout the world protested the inequality of the environmental and economic consequences of global integration.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 537.0
Standard ID: KC-6.3.II.C+1
Standard Description: Explain how movements throughout the world protested the inequality of the environmental consequences of global integration.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how Greenpeace and other environmental advocacy groups have influenced environmental policies, focusing on their overall impact rather than specific strategies.
* Assess how environmental movements have shaped discussions on the environmental costs of economic growth, explaining how claims and evidence have been used to influence public perception and policy decisions.
* Describe how Greenpeace and similar environmental movements raised awareness about ecological challenges and their impact on vulnerable populations.
* Examine the general global trends in environmental advocacy movements, focusing on their overall challenges, successes, and influence on policy changes.
* Explain the role of non-governmental organizations (NGOs), such as Greenpeace, in advocating for environmentally responsible policies and challenging corporate and governmental environmental practices.
* Explain the significance of Greenpeace's activism in addressing environmental issues such as pollution, deforestation, and climate change, and their global influence.
* Understand how propaganda was used to convey environmental activism and its critique of industrial or governmental policies.
* Using a primary or secondary source passage, identify the key arguments made by environmental activists against the ecological consequences of global economic activities.

Assessment Boundaries:
* Include significant global environmental movements such as Greenpeace, focusing on their general goals, methods, and impact on environmental policies. Highlight their role in advocating for ecological sustainability and influencing governmental and corporate environmental practices. However, exclude specific details of Greenpeace's strategies, direct actions, environmental NGOs' global campaigns, and non-violent direct action tactics from the data model. Avoid questions requiring knowledge of media campaigns, peaceful protests, public mobilization strategies, and historical protest events (like whaling protests or ship blockades) in environmental activism. Remove content about North/South environmental movement distinctions, indigenous resistance to resource extraction, and details of international environmental protocols. Exclude specific environmental organization strategies and detailed NGO influence on environmental policies or corporate practices in questions. Do not include economic justice movements, including fair trade initiatives and organizations addressing economic inequality, as these fall outside the environmental activism scope.

Common Misconceptions:
* Many students think that environmental movements emerged in response to modern industries, overlooking earlier historical precedents and protests.
* Students may believe that environmental protests were isolated events rather than part of a global movement, missing the interconnected nature of these protests.
* Students often assume that environmental movements were uniform and shared the same goals, ignoring the diversity of demands and methods used by different groups worldwide.
* There is a common misconception that environmental protests targeted large multinational corporations, whereas in reality, these movements also addressed local and national environmental issues.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: KC-6.3.III.i
Standard Description: Rights-based discourses challenged old assumptions about race, class, gender, and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 521.0
Standard ID: KC-6.3.III.i+1+E
Standard Description: Explain how rights-based discourses challenged old assumptions about race.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of specific rights-based movements, such as the Civil Rights movement in the United States, on racial assumptions.
* Assess the long-term effects of rights-based discourses on racial policies in different countries.
* Describe how rights-based discourses in the 20th century challenged traditional beliefs about race.
* Evaluate primary source documents from rights-based movements to identify arguments against racial discrimination.
* Explain the role of international organizations in promoting rights-based discourses that challenge racial inequalities.

Assessment Boundaries:
* Focus on major examples of rights-based discourses that challenged racial assumptions, such as the role of the U.N. Universal Declaration of Human Rights, global movements like Negritude, and key legislative changes like the U.S. Civil Rights Act of 1965. Exclude in-depth studies of local or minor movements and discourses that did not have a broad impact during the 20th century.

Common Misconceptions:
* Some students may think that legal and institutional changes alone were sufficient to challenge racial assumptions, ignoring the role of grassroots movements and individual activism.
* Students may believe that rights-based discourses primarily originated in the Western world, overlooking significant contributions from non-Western societies.
* Students might assume that changes in racial assumptions happened universally and uniformly, rather than recognizing that the impact varied significantly across different regions and contexts.
* Students often oversimplify the progression of rights-based discourses, failing to understand the complex and often contentious nature of these changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 523.0
Standard ID: KC-6.3.III.i+3+E
Standard Description: Explain how rights-based discourses challenged old assumptions about gender.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the changes in legal frameworks influenced by rights-based discourses have affected gender relations in various societies since the 1970s.
* Compare the effectiveness of different feminist strategies in various cultural contexts to challenge and change traditional gender assumptions.
* Describe the role of prominent feminist movements in altering societal norms about gender roles during the 1960s and 1970s.
* Explain the impact of key international organizations and rights conventions, such as the UN and the Beijing Conference, on changing perceptions and policies related to gender equality and other reform movements.
* Identify how rights-based discourses have systematically addressed and challenged traditional gender roles within late 20th-century feminist movements.
* Use primary source documents, such as speeches from International Women's Day events, to illustrate how rights-based discourses have pushed for changes in gender norms (stimulus required).

Assessment Boundaries:
* Include the impact of prominent global feminism movements and international declarations, such as the U.N. Universal Declaration of Human Rights, in challenging gender norms. Exclude specific national legislation or policies unrelated to global or cross-national movements.

Common Misconceptions:
* Students may believe gender rights discourses functioned in isolation and did not intersect with other movements concerning race, class, or broader human rights issues.
* Students may confuse rights-based discourses with purely political movements, failing to see how these discourse also included grassroots and social movements that focused explicitly on gender issues.
* Students might incorrectly assume that gender rights movements were uniformly accepted worldwide, neglecting the varying degrees of resistance and challenges faced in different cultural and social contexts.
* There could be a misconception that the push for gender equality only emerged in the late 20th century, ignoring earlier movements and activism that laid the groundwork for later advancements.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 524.0
Standard ID: KC-6.3.III.i+4+E
Standard Description: Explain how rights-based discourses challenged old assumptions religion.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze specific case studies where rights-based discourses have led to significant changes in religious policies or practices within a society.
* Assess the role of international organizations or treaties in promoting religious rights and addressing religious discrimination.
* Compare the effects of rights-based discourses on religion in different regions or cultures.
* Describe how rights-based discourses have questioned traditional religious practices and beliefs over time.
* Explain the impact of rights-based movements on religious freedom and tolerance in the 20th century.

Assessment Boundaries:
* Focus on key examples of how rights-based discourses in the 20th century challenged existing religious assumptions, such as the impact of the Universal Declaration of Human Rights on religious freedoms and practices. Exclude detailed discussions on race, class, or gender within these movements.

Common Misconceptions:
* Some students might assume that rights-based discourses replaced religious beliefs entirely, rather than coexisting or integrating with them in complex ways.
* Students might think that rights-based discourses completely eradicated old religious assumptions immediately, rather than understanding it was a gradual process.
* Students often believe that rights-based discourses only challenged religious views in Western societies, not recognizing the global nature of these movements.
* There is a common misunderstanding that all religious institutions uniformly opposed rights-based discourses, ignoring the nuances and diversity of responses within religious communities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 1990.0
Standard ID: KC-6.3.III.ii
Standard Description: In much of the world, access to education as well as participation in new political and professional roles became more inclusive in terms of race, class, gender, and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 526.0
Standard ID: KC-6.3.III.ii+2+E
Standard Description: Explain how, in much of the world, participation in new political roles became more inclusive in terms of race.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of social movements in expanding political inclusivity based on race, using specific historical examples where applicable.
* Describe the ways in which political institutions became more inclusive of different races in the 20th and 21st centuries.
* Evaluate the effectiveness of international organizations and treaties in promoting racial inclusivity in political institutions.
* Explain the impact of landmark legislation on racial inclusivity in political roles.
* Identify changes in political participation by different racial groups in various regions worldwide over time.

Assessment Boundaries:
* Limit the analysis to key examples of political inclusivity developments in terms of race during the 20th century, such as the Civil Rights Movement in the United States, decolonization in Africa, and the end of apartheid in South Africa.

Common Misconceptions:
* Students may assume that inclusivity in political participation meant equal power and influence for all races, overlooking the continued presence of systemic inequalities and tokenism.
* Students may believe that inclusivity in political roles based on race was a gradual and uninterrupted improvement, without recognizing the numerous setbacks and resistances faced over time.
* Students may misunderstand that all regions of the world experienced inclusivity in political roles in the same way and at the same pace, ignoring the significant variations between different countries and regions.
* Students may think that legal changes alone were sufficient for political inclusivity, not considering the importance of social movements, advocacy, and individual actions in driving and sustaining these changes.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 531.0
Standard ID: KC-6.3.III.ii+7+E
Standard Description: Explain how, in much of the world, access to education became more inclusive in terms of gender.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of women's increased access to education on global social and economic development.
* Compare the progress in gender inclusivity in education in different regions of the world, with a focus on varying approaches and outcomes.
* Describe the global efforts to enhance gender inclusivity in education during the 20th and 21st centuries.
* Evaluate the role of international organizations and policies in promoting gender inclusivity in education.
* Explain the significant barriers that women faced in accessing education globally and how these barriers were addressed over time.

Assessment Boundaries:
* Focus on key examples where women's access to education improved significantly in terms of gender inclusivity. Examples may include legislative changes, international declarations, and grassroots movements specific to educational access for women. Exclude a broader survey of access changes for other marginalized groups or significant details about participation in political and professional roles.

Common Misconceptions:
* Some students might think that increased access to education for women was solely due to modern movements, not recognizing earlier historical efforts and contributions.
* Students may assume that access to education became equally inclusive for all genders at the same time worldwide, ignoring regional differences and the varying pace of change.
* Students might believe that greater access to education for women automatically led to high levels of participation in all fields of study, overlooking continued gender segregation in certain disciplines.
* There is a common misconception that the inclusion of women in education immediately resulted in equal treatment and opportunities in all societies, without ongoing challenges and disparities.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 532.0
Standard ID: KC-6.3.III.ii+8+E
Standard Description: Explain how, in much of the world, participation in new political roles became more inclusive in terms of gender.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of key international events and declarations (e.g., United Nations Conferences and CEDAW) on women's participation in political roles globally.
* Assess the significance of women leaders in achieving political inclusivity and the effects of their leadership on gender equality.
* Compare participation rates of women in political roles across different countries and examine the socio-political contexts that facilitated or hindered their inclusion.
* Describe specific historical examples where women gained access to political roles in newly emerging countries and the factors that contributed to this change.
* Explain how global women's rights movements and feminism influenced broader political inclusivity in terms of gender.
* Identify the barriers women faced in achieving political roles and how those barriers were addressed or overcome in different regions.

Assessment Boundaries:
* Include the major milestones wherein women gained the right to vote and hold public office in several countries (e.g., United States (1920), Brazil (1932), Turkey (1934), Japan (1945), India (1947), and Morocco (1963)), and the overall trends and factors promoting gender inclusivity in political roles globally. Exclude detailed biographical studies of individual female political leaders, regional political histories unrelated to gender inclusivity, and comparisons of gender inclusivity in professional roles as opposed to political roles.

Common Misconceptions:
* Students may assume that female political participation was uniformly accepted across different global regions, ignoring the varied and often contested pathways to political inclusiveness.
* Students may misinterpret that the inclusion of women in political roles eradicated all gender-based inequalities in political institutions, overlooking the ongoing struggles and limitations faced by women.
* Students may oversimplify the nature of political inclusiveness, thinking it only entailed the right to vote, rather than understanding it encompasses a wider range of political roles and responsibilities.
* Students might believe that political inclusiveness for women was a linear progression, failing to recognize the setbacks and resistances encountered in different time periods and regions.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 533.0
Standard ID: KC-6.3.III.ii+9+E
Standard Description: Explain how, in much of the world, participation in new professional roles became more inclusive in terms of gender.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the role of international policies, such as CEDAW, in promoting gender inclusivity in the workforce.
* Describe how feminist movements across different regions advocated for gender inclusivity in professional roles.
* Evaluate the influence of national laws and policies on gender inclusivity in professions in different countries.
* Explain how cultural and social attitudes towards gender roles have evolved and influenced women's professional opportunities.
* Explain the impact of global feminist conferences on women's participation in professional spheres.
* Use historical accounts to explain changes in women’s participation in professional roles during the 20th century, focusing on key social and political movements that influenced this shift.

Assessment Boundaries:
* Focus on the ways in which gender inclusivity in new professional roles evolved globally, particularly through significant social and political movements of the 20th century. Exclude changes in educational access or political inclusivity, and avoid detailed stories of individual figures.

Common Misconceptions:
* Students may assume that the inclusion of women in professional roles was universally accepted and unchallenged globally, failing to recognize regional and cultural differences in acceptance and integration.
* Students may believe that once women entered professional roles in one area (e.g., education or healthcare), they quickly achieved parity or dominance in all professional sectors, ignoring the persistent and varied forms of gender discrimination.
* Students often think that the progress in gender inclusivity in professional roles was steady and linear, overlooking backlashes and periods of regression.
* There is a misconception that the inclusion of women in professional roles was only due to feminist movements, without understanding the roles played by economic needs, wars, and legislation.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.5
Cluster Name: 5. Calls for Reform and Responses After 1900
Lesson Name: *None specified*
Lesson Order: 1980.0
Standard ID: Unit 9: Learning Objective E
Standard Description: Explain how social categories, roles, and practices have been maintained and challenged over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 2010.0
Standard ID: KC-6.3.IV.i
Standard Description: Political and social changes of the 20th century led to changes in the arts and in the second half of the century, popular and consumer culture became more global.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 540.0
Standard ID: KC-6.3.IV.i+2+F
Standard Description: Explain how and why popular and consumer culture became more global in the second half of the century.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how economic liberalization and trade agreements contributed to the spread of consumer culture.
* Describe the impact of technological advancements in media (such as radio, movies, and television) on the globalization of popular culture.
* Evaluate the influence of American pop culture (e.g., Hollywood movies, fast food, fashion) on global consumer trends.
* Explain the role of multinational corporations in spreading consumer products globally.
* Identify and explain the cultural exchange mechanisms through which local cultures adapted or resisted global consumer trends.

Assessment Boundaries:
* Limit focus to the broad patterns and key factors that facilitated the globalization of popular and consumer culture in the second half of the 20th century. Specific case studies may include the spread of fast food chains (like McDonald's), global brand recognition (such as Coca-Cola), and the international influence of music and films. Exclude detailed economic statistics or highly specific regional developments unrelated to popular or consumer culture.

Common Misconceptions:
* Students may assume globalization uniformly affected all regions and cultures in the same way, failing to recognize the varied impacts based on local conditions and pre-existing cultural frameworks.
* Students may misunderstand the role of technological advancements, such as satellite TV and the internet, in spreading popular and consumer culture globally, attributing it solely to economic policies.
* There could be a misconception that globalization of culture only brought about positive changes, ignoring the negative aspects such as cultural homogenization and the loss of local traditions.
* They might believe that popular and consumer culture became global purely due to Western influence, overlooking contributions from non-Western cultures and the mutual exchange of cultural practices and goods.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 2020.0
Standard ID: KC-6.3.IV.ii
Standard Description: Arts, entertainment, and popular culture increasingly reflected the influence of a globalized society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 541.0
Standard ID: KC-6.3.IV.ii+1+F
Standard Description: Explain how arts, entertainment, and popular culture increasingly reflected the influence of a globalized society.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how global trends influence local artistic movements and popular entertainment forms.
* Evaluate the impact of transnational collaboration on popular culture and media production over time.
* Explain the role of technology in shaping the reach and influence of arts and entertainment across the globe.
* Identify key features of global arts and entertainment that demonstrate cultural exchanges.
* Use primary and secondary sources to assess the representation of diverse cultures in global entertainment media. (Stimulus required)

Assessment Boundaries:
* Focus on the impact of globalization on arts, entertainment, and popular culture from the 20th century onwards, including the role of media such as film, music, and television in spreading cultural influences. Exclude detailed economic analyses or discussions on global political changes that do not directly relate to cultural aspects.

Common Misconceptions:
* Students could misunderstand the role of technology, such as the internet, thinking it's the sole driver of cultural globalization rather than a facilitator.
* Students may believe that globalization homogenized arts and culture worldwide, ignoring the persistence of regional and local cultural expressions.
* Students might assume that globalized culture was only influenced by Western media and entertainment, overlooking contributions from other regions like Asia.
* Students often think globalization erases traditional art forms, when in fact, it often leads to their hybridization or revitalization.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 2030.0
Standard ID: KC-6.3.IV.iii
Standard Description: Consumer culture became globalized and transcended national borders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 542.0
Standard ID: KC-6.3.IV.iii+1
Standard Description: Explain why and how consumer culture became globalized and transcended national borders.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze the impact of multinational corporations on consumer culture's spread across countries.
* Assess the significance of media and advertising in transcending cultural and national boundaries in consumer culture.
* Describe how globalization contributed to the spread of consumer culture beyond national borders.
* Evaluate how trends in consumer behavior reflected the influence of globalized culture.
* Explain how cultural exchange between nations contributed to a global consumer culture.
* Explain the role of technology in facilitating the globalization of consumer culture.
* Use case studies to investigate how local cultures adapted to or resisted global consumer trends (stimulus required).

Assessment Boundaries:
* Include an analysis of the impact of media such as radio, movies, and television in spreading consumer culture globally. Focus on how these forms of media transcended national boundaries to create a shared global consumer culture. Exclude detailed discussions of how state economic policies specifically influenced consumer culture, unless they directly facilitated globalization through media.

Common Misconceptions:
* Some students might incorrectly believe that globalization of consumer culture only refers to Western cultural products, overlooking the global South's contribution to this phenomenon.
* Students may oversimplify the process by assuming that globalization of consumer culture leads to cultural homogenization, ignoring the blend of maintaining local cultures along with global influences.
* Students might think that consumer culture globalization happened solely due to multinational corporations without considering the role of cultural exchanges and communication technology.
* There is a misconception that consumer culture spreads evenly across all countries, neglecting the local adaptations and resistances that influence its adoption.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.6
Cluster Name: 6. Globalized Culture After 1900
Lesson Name: *None specified*
Lesson Order: 2010.0
Standard ID: Unit 9: Learning Objective F
Standard Description: Explain how and why globalization changed culture over time.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.7
Cluster Name: 7. Resistance to Globalization After 1900
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: KC-6.3.IV.iv
Standard Description: Responses to rising cultural and economic globalization took a variety of forms.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.7
Cluster Name: 7. Resistance to Globalization After 1900
Lesson Name: *None specified*
Lesson Order: 544.0
Standard ID: KC-6.3.IV.iv+2
Standard Description: Explain how and why responses to rising economic globalization took a variety of forms.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how debt crises in developing nations led to calls for reform in global financial systems and debt relief.
* Analyze how international organizations (IMF, World Bank, WTO) shaped global economic policies and the criticisms they faced regarding inequality and exploitation.
* Analyze the reasons behind the anti-globalization movements in various regions, focusing on their criticisms and proposed alternatives to the global economic order.
* Compare how different nations responded to economic globalization, from North Korea's complete resistance to hybrid approaches like China's economic openness combined with cultural control.
* Describe the key factors that led to the rise of multinational corporations and their role in economic globalization.
* Evaluate how labor exploitation and workplace disasters in developing nations (such as the Rana Plaza collapse) sparked specific responses to economic globalization.
* Examine how protest movements, particularly the anti-globalization movement, responded to economic globalization through events like the 'Battle of Seattle' and campaigns for fair trade and labor rights.

Assessment Boundaries:
* Include major economic policies and movements that emerged in response to globalization after 1900, such as anti-globalization protests, economic nationalism, and reactions to international financial institutions (e.g., IMF, World Bank). Exclude specific case studies of individual countries or regions, and avoid an in-depth focus on the cultural aspects of globalization.

Common Misconceptions:
* Students may mistakenly assume that all responses to globalization were reactive, not recognizing proactive strategies employed by various nations and organizations.
* Students may think that responses to economic globalization were uniform globally, ignoring the diverse range of policies and reactions depending on local contexts.
* Students might believe that economic globalization had only positive effects, overlooking the various negative impacts such as economic disparity and cultural homogenization.
* There is often a misunderstanding that only governments responded to economic globalization, whereas in reality, civil society, indigenous groups, and local communities also played significant roles.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.7
Cluster Name: 7. Resistance to Globalization After 1900
Lesson Name: *None specified*
Lesson Order: 2040.0
Standard ID: Unit 9: Learning Objective G
Standard Description: Explain the various responses to increasing globalization from 1900 to present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.8
Cluster Name: 8. Institutions Developing in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: KC-6.3.II.A
Standard Description: New international organizations, including the United Nations, formed with the stated goal of maintaining world peace and facilitating international cooperation.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.8
Cluster Name: 8. Institutions Developing in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 545.0
Standard ID: KC-6.3.II.A+1
Standard Description: Explain how and why new international organizations, including the United Nations, formed with the stated goal of maintaining world peace and facilitating international cooperation.

Key Concepts:
*None specified*

Learning Objectives:
* Analyze how the United Nations expanded and adapted its mission over time, from initial peacekeeping goals to broader initiatives through specialized agencies (WHO, UNESCO, UNICEF), and how historical developments like decolonization influenced its evolution and priorities.
* Describe the historical context and specific conditions that led to the formation of the United Nations as a replacement for the League of Nations after World War II.
* Evaluate the effectiveness of UN peacekeeping operations and security interventions in maintaining world peace through specific historical examples.
* Explain the organizational structure of the United Nations, focusing on the roles of the Security Council and General Assembly in maintaining world peace.
* Explain the role of NGOs and humanitarian organizations in supporting international cooperation alongside the UN.

Assessment Boundaries:
* Focus on the establishment and primary objectives of the United Nations in the context of global peace and cooperation after World War II. Exclude detailed analysis of the operational mechanisms and day-to-day functions of the UN or similar organizations.

Common Misconceptions:
* Many students assume that the creation of international organizations was a smooth and universally welcomed process, overlooking the political complexities and controversies involved at the time.
* Some students may think that all countries equally participated in these organizations from their inception, ignoring the significant influence and control by more powerful nations.
* Students often believe that the United Nations and other international organizations formed solely for maintaining world peace, without recognizing their broad roles in various aspects of international cooperation like economic development and humanitarian aid.
* There is a misconception that the formation of these organizations automatically resolved global conflicts, not considering the ongoing challenges and limitations faced by these bodies in maintaining peace.

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.8
Cluster Name: 8. Institutions Developing in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2050.0
Standard ID: Unit 9: Learning Objective H
Standard Description: Explain how and why globalization changed international interactions among states.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2060.0
Standard ID: KC-6.1.I.A
Standard Description: New modes of communication-including radio communication, cellular communication, and the internet-as well as transportation, including air travel and shipping containers, reduced the problem of geographic distance.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2090.0
Standard ID: KC-6.1.I.B
Standard Description: The Green Revolution and commercial agriculture increased productivity and sustained the earth’s growing population as it spread chemically and genetically modified forms of agriculture.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2100.0
Standard ID: KC-6.1.I.C
Standard Description: Medical innovations, including vaccines and antibiotics, increased the ability of humans to survive and live longer lives.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2070.0
Standard ID: KC-6.1.I.D
Standard Description: Energy technologies, including the use of petroleum and nuclear power, raised productivity and increased the production of material goods.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2080.0
Standard ID: KC-6.1.III.B
Standard Description: More effective forms of birth control gave women greater control over fertility, transformed reproductive practices, and contributed to declining rates of fertility in much of the world.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2110.0
Standard ID: KC-6.3.I
Standard Description: States responded in a variety of ways to the economic challenges of the 20th century.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2120.0
Standard ID: KC-6.3.III.i
Standard Description: Rights-based discourses challenged old assumptions about race, class, gender, and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2130.0
Standard ID: KC-6.3.III.ii
Standard Description: In much of the world, access to education as well as participation in new political and professional roles became more inclusive in terms of race, class, gender, and religion.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2140.0
Standard ID: KC-6.3.IV.i
Standard Description: Political and social changes of the 20th century led to changes in the arts and in the second half of the century, popular and consumer culture became more global.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2150.0
Standard ID: KC-6.3.IV.ii
Standard Description: Arts, entertainment, and popular culture increasingly reflected the influence of a globalized society.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2160.0
Standard ID: KC-6.3.IV.iii
Standard Description: Consumer culture became globalized and transcended national borders.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: AP World History: Modern
Unit ID: AP World Unit 9
Unit Name: Globalization
Cluster ID: AP World Topic 9.9
Cluster Name: 9. Continuity and Change in a Globalized World After 1900
Lesson Name: *None specified*
Lesson Order: 2060.0
Standard ID: Unit 9: Learning Objective I
Standard Description: Explain the extent to which science and technology brought change in the period from 1900 to the present.

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 10.0
Standard ID: DBQ Complexity
Standard Description: DBQ Complexity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 6.0
Standard ID: DBQ Contextualization
Standard Description: DBQ Contextualization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 8.0
Standard ID: DBQ Outside Evidence
Standard Description: DBQ Outside Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 5.0
Standard ID: DBQ Thesis Construction
Standard Description: DBQ Thesis Construction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 9.0
Standard ID: Document Analysis
Standard Description: Document Analysis

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 7.0
Standard ID: Document Use
Standard Description: Document Use

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 3.0
Standard ID: Explain with Stimulus
Standard Description: Explain with Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 4.0
Standard ID: Explain without Stimulus
Standard Description: Explain without Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 14.0
Standard ID: Historical Reasoning
Standard Description: Historical Reasoning

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 1.0
Standard ID: Identify with Stimulus
Standard Description: Identify with Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 2.0
Standard ID: Identify without Stimulus
Standard Description: Identify without Stimulus

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 15.0
Standard ID: LEQ Complexity
Standard Description: LEQ Complexity

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 12.0
Standard ID: LEQ Contextualization
Standard Description: LEQ Contextualization

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 13.0
Standard ID: LEQ Outside Evidence
Standard Description: LEQ Outside Evidence

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>

---

Subject: World History
Course: FRQ Skills - AP World History: Modern
Unit ID: Core Skills
Unit Name: Core Skills
Cluster ID: Core Skills
Cluster Name: Core Skills
Lesson Name: *None specified*
Lesson Order: 11.0
Standard ID: LEQ Thesis Construction
Standard Description: LEQ Thesis Construction

Key Concepts:
*None specified*

Learning Objectives:
*None specified*

Assessment Boundaries:
*None specified*

Common Misconceptions:
*None specified*

Difficulty Definitions:
* Easy:
  <unspecified>
* Medium:
  <unspecified>
* Hard:
  <unspecified>
