Well, its that time of year across the country, High School Students are prepping for advanced placement exams. In various topics. And here on American History tv, were going to take a look at the 2023 advanced placement us history exam. Joining us jason stacy a history professor at Southern Illinois university in edwardsville and Matt Ellington, who teaches ap history at Iowa High School in chino hills, california. Mr. Ellington, if we could start with you. What exactly is the ap history exam . Well, good morning and thanks for having us on the ap us history exam is an end, of course exam. The test students knowledge and skills relating to u. S. To u. S. History is designed to be a test, and the course is designed as such to mimic a College Level course in terms of the content and the skills that students need to be able to succeed at a College Level. So its really a combination of a survey course that starts in 1491, which is the year before columbus comes all the way to the present, or at least until 911, and potentially farther. So it covers the equivalent of two semesters in college and students are tested in a variety of ways, including multiple choice, short answer, long essay and db. Q this years test will be on friday, may 5th, 2023. What is db q . Oh, thank you. Sorry for the jargon. So db q is a document based essay question. One of the things thats so critical in an ap us history course and in history courses in college in general is that students need to be able to move beyond simply reading textbooks and getting their information from a teacher or a lecture. Instead, students need to be able to work with primary sources. These are sources from the time period written by the people who were involved in the history of that era. And so the document based essay question is a vehicle that the College Board has created to test students, not just knowledge of the time period, but their ability to kind of think like a historian, their ability to analyze on the fly. Excerpts from various primary sources that they may not have ever seen before, and incorporate information from them into their essay response, as well as being able to demonstrate that they can kind of think and reason about those sources. Historically. And well look at some of those primary sources in a minute. But how many kids take this test and whats the pass rate . A lot of kids take this test. Hundreds of thousands of kids take this test across the globe, primarily, of course, in the united states, since it is ap us history, the pass rate varies a little bit each year. The ap exam is scored on a scale of 1 to 5, and so colleges have some discretion about what they consider a pass passing score. Most colleges and universities will grant a passing score at a scale of three, and generally speaking, us histories pass rate if you use three as passing, three or four or five is right around that 50 range. Usually in the low fifties. Occasionally it dips into the upper forties. That does make this course a little bit harder than the average course, and i suspect thats because, unlike, say, a calculus course or an advanced spanish course, there there arent really prerequisites to take apcs story. A lot of students will take this as their first course, which is great. Its a great way to introduce students to the rigors of college and even though the pass rate is a little bit lower, theres a lot of Good Research that shows that students who take on the challenge of ap and take the course and the exam, even if they fall short, have gained so much more in terms of their understanding of American History, their ability to think critically and historically, their ability to kind of persevere here and absorb large amounts of information that, statistically speaking, those students, even when you hold other factors such as race, ethnic, city, income, even when you consider those other factors, these students tend to perform better in college. Having taken an ap course, well, Matt Ellington and jason stacey are also coauthors and this is their book, fabric of a nation a brief history with skills and sources for the ap, professor stacey, what is the College Board and do you have involvement in the grading of these tests . The College Board is an organization that, among other things, oversees the creation of all of the ap tests. They work along with ets to create those tests, and they also generate the curricula that are evaluated on those tests. And and that curricula includes ap government, ap, us history, ap economics, the math. Maddocks and science. And so its a its a, its a large organization. Its critical to american schools, specifically through the ap program. And its been doing its work for a long time, at least since the 1950s, to my knowledge. And do you find the testing to be fair . In a sense, i guess theres a better word to describe it, but how would you describe the testing . I think its very fair and and this is based on long experience. Ive had scoring the exams. I was a reader for for the oppose history test for about 20 years. And its very much a process that involves teachers and College Professors who come together and help establish the standards by which the essays are evaluated are based on a sampling of students who take the test in a particular year and then they are scored by human beings who teach u. S. History. And of worked with students on all of this material and have a lot of experience evaluating their own students and are trained very carefully and precisely on the rubrics. So that all of the students get a fair evaluation. And of course, many of the essays that are scored are back read by a table leader to confirm that those scores are accurate. So its not just one person necessarily having a bad day and giving scores. Theres theres an attempt to have some Quality Control there. And the readers themselves that are scoring them, they are continually evaluated for their accuracy throughout the reading experi ence, which takes place over about a week, the summer after every exam each year. Well, well start with you, professor stacey, but this is a question for both of you. Whats your recommendation to students who are prepping for this test. Well, recommendation points for right now would be to begin the process, since were less than a month from the test to begin the process of going back through some of that early material that they studied way back there in august and september, theyve got notes from their teachers. Theyve also got their textbook. And, you know, one of the benefits of a textbook is that most of your ap us history textbooks have key terms that are bolded and defined in each chapter and a way to form a kind of handy study guide is to review those key terms because they will trigger your memory about much of the material that youve talked about. And also, you know, raise some questions and say, i dont remember this particular or term, maybe i recognize it, but i dont remember the details of it. So im going to go deeper into that chapter and remind myself of that material. But its worthwhile at this point. A little less than a month out to go back to that early material and begin to study it forward, because, of course, history is dependent upon change over time and causation. And so you can look at what youve learned before as a narrative of cause and effect, and to think about some of those chains of causation that lead to the events that that shaped the whole narrative over the course of the year. Mr. Ellington yeah, i completely agree with all of that. Id like to add that i think its really important for students to diagnose kind of where they are by taking a practice test and looking at some of the sample or the released questions and looking at are there deficiencies in certain time periods where they dont recall . Maybe because it was a long time ago or just certain topics were more difficult for them to understand. And along with the content, theres also a set of skills and different types of question. And so students should take a full practice test, or at least parts of practice tests, and they can get those from the College Boards website, from a review book perhaps, or teacher sharing those with them in class or on the College Boards website, too, to see kind of where they are as a baseline. Because once they establish that baseline, then the next step, of course, is to make a plan to to look at how many days are remaining, what skills and what content areas students need to really shore up. And then also look at the kinds of resources that they have that are available. Jason mentioned the textbook for example, and oftentimes students will have lecture notes and theyll have handouts. They may purchase a review book and there are online video sources and practice questions and matter of fact, its really easy for students to get overwhelmed with just too much. You know, content. And so thats why its important once theyve kind of diagnosed their strengths and weaknesses, once theyve kind of surveyed the content to think about themselves, what resonates for them, what what kind of materials are they most drawn to . And then with that, in mind, looking at the calendar, looking at how the test is weighted and formatted to create a realistic, honest, detailed plan and to get them from where they are today. J to where they need to be the morning of may 5th. And then the last thing i would encourage is for students to stick with the plan. Its great to make a plan, but you actually have to follow through and put in the time and the energy of studying and reviewing and self quizzing. And sometimes what happens is students make an ambitious plan and then they fall behind and so my advice to students in that scenario is, if that happens to you, be honest, is there time to try to recover and make this work, or do you need to modify the plan . Were you too ambitious right. Thats okay. Itd be better to modify the plan to make sure that you make it all the way through. Then to have the syllabus out plan and you only make it maybe a third of the way through. And so there are still a lot of real holes left. And the last thing i would say, which kind of piggybacks on the previous question about about the reading and how these exams are scored, is its important for students to keep in mind, particularly when it comes to the written portion of the test, which is 60 of the tests, the essays, and the short answer in that College Board is never grading these things for what they dont include the grading them for what they do include so students as long as they know the basic key concepts, they can feel comfortable with that. As long as they they have a decent body of knowledge, its okay if they dont remember a specific fact, a specific law, specific court case necessarily, because we wont penalize them for what theyre not including an essay. Were simply looking to reward them for what they do, including what they do, demonstrate and as jason said, these essays are graded by history teachers and College Professors. Were on their side. Were actively looking for ways that we can give them a higher score when we grade these. Now, youve both mentioned time periods and we want to show how the time periods are divided. In the ap history exam and it begins in 1491. It goes through 1980 to the to the present what you said, basically 911. But there are some over laps in here, such as 1800 to 1848. But then the next time period is 1844 to 1877. And then we have 1865 to 1898, etc. , etc. Whats how did you come up with these divisions in time . Well, i didnt come up with any of the json. These time periods were established by the College Board. When they redesign in the course several years ago and theyre really in response to teachers and students asking for a little bit more clarity back in the day, because i like jason, ive taught this course for many years now. They gave us very little information. And so we were constantly wondering, well, whats more important . Whats less important . And so in response to that College Board organized the course around nine time periods. Now not all textbooks are aligned to those hours is, but some arent. And not all teachers teach to those. And thats okay because histories, history and students arent expected to memorize those, though they do represent turning points and any time you take a you take a piece of history and you put a start and an end, what youre doing essentially is youre creating a narrative. So you mentioned the overlap periods, for example, period four, which is commonly referred to as the antebellum era, the decades before the civil war is 1800. Jeffersons election to 1848. Thats a specific date. And so it would be good for students to know. Not critical, but good for them to know that thats the date of the seneca falls declaration of rights and sentiment says, you know what kind of an early kickoff to the womens Rights Movement and the the movement to grant them suffrage. Now, the next time period is period five and that overlap was 1844 to 1877. And the reason for that overlap is to include the election of 1844, which elected james kapok to the presidency on a very expansionist platform that he did indeed follow through with in gaining california through the Mexican American war, the oregon territory, through a negotiation with spain as well, and annexing texas, which technically happened right before he was elected or took office. And so what College Board is done by that overlap is, say, we want a period of time. Thats the antebellum era that includes jefferson and jacks sin and industrialization and and these Reform Movements. But we dont want to include the mexicanamerican war because that fits better with the story of the civil war and the divisions of the 1850s. So what we see there with unit five is, is a unit that that overlaps to get polk and the mexicanamerican war and that goes all the way through the divisions of the fifties, the civil war. In the first half of the 1860s, then reconstruction in. And then again we see that same overlay between unit five and unit six. Unit six is the gilded age, 1865 to 1898. But again, its its overlapping because College Board is saying that the story of ricans direction of putting our country back together really belongs with the story of the civil war. And then the other elements that are happening during the gilded age. This second wave of industrialization and urbanization and immigration, Mass Immigration from from europe and whatnot, that thats thats a separate story. So those over laps really represent attempts to shape a narrative, to tell a story, and to identify some key turning points. And so students should definitely be familiar with that, not to mention the time periods. Also, give us one other for a couple other pieces that are really helpful for students. One of those is that each of the time periods is weighted. So by giving us time periods and then weighting the time periods, College Board has helped teachers and students focus on whats more or less important in terms of the exam. So for example, the first and last time here, the first time period, 1491, the year before columbus sails across the atlantic ocean. So looking at the kind of state of north america on the eve of permanent european contact to 1607, the founding of jamestown, the First Permanent british colony in north america, thats 5 , 4 to 6 of the ap exam. Likewise, the last time period in 1980, Ronald Reagans election to the present, or at least till about 911, thats also 5 of the exam. So they cant be skipped, but theyre not core parts of the course and the test unit to which is the colonial era. 16 seven jamestown to 1754, the beginning of the french indian war. Thats about 6 to 8 . So more, but not as much as the remaining time periods, periods, three through eight are really the heart of the course, 80 to 85 of the test covers those time periods. And so the periods give us not just an idea of how the story can be told, but also help students in deciding how to kind of structure their study and their review for the course. Jason stacy as old as the country is, i think theres been a complaint about history as a memorization of dates and how history is more fluid than that. What is the importance of dates . Its a great question. You know, dates are a tool and what they do is they help us navigate time. And thats how students should think about dates. So that, as matt said, when we look at a period for versus period five and we think of the significance of 1848 being seneca falls, Seneca Falls Convention really represents the Reform Movements of the previous generation that come at the end of period four and really shaped that time period. And so while students dont necessarily only have to remember that seneca falls happened in 1848, if theyre aware that seneca falls happens, that convention for womens rights and the womens rights to vote women the right to vote takes place between 1818 48. They can conceive of this period as really a kind of the begin ing of the nations attempt to reform itself, understand itself, expand and contend with some of the issues that will continue to translate throughout the rest of u. S. History. And so, too, to look at that time period and understand that 1848 represents really kind of the end of a chapter, right . That period for and helps us understand how that whole chapter is defined. So likewise with period five, starting in 1844, with the election of polk, so polks election is not significant because it happened in 1844, it is signified again because it begins expansion as policies through the mexicanamerican war, especially that ultimately are going to lead to the civil war. And so that date is significant because it frames an entire time period thats going to culminate in the civil war and reconstruct soon thereafter, ending in 1877. And then, of course, 1877 is significant as well because in the overall narrative of the ap us history class, it represents another turning point the end of reconstruction and the beginning of another chapter or the beginning of another time period. So do students have to memorize dates for their own sake . No. Two students have to come up with dates on the test, for example, will there be a multiple choice question with five dates . No, thats not going to happen on the test. But if they can remember key events, turning points and the dates when those happened, it will help them. Now navigate the whole timeline and to think about change over time and various causation chains that shape this narrative over time. Well, were going to show some time, period, example polls now that may or may not be on the test. We have no idea. But this is a political cartoon from 1754, probably familiar to most of our viewers. Ben franklins join or die professor stacy, what are we looking at here . Well, first of all, i think its very important for students to keep in mind that when they get a document like this could be on a dv. Q it could be a stimulus for a multiple choice question. Its import for them to look at the source line and in a d, q that source line is going to appear at the top. So when youre looking at this image and you look above it to the source line, you can see who is the creator, where it was published, and when it was published. And what you see that date. 1754 it showed allow you to begin to navigate that big timeline of all of u. S. History. Most mutants are going to remember that the American Revolution is going to start in 1776. So were a full generation before that. Also, 1754 is a significant date for the time periods. Its the beginning of the french and indian war or as the europeans called it, the seven years war, when it really began there in 1756. And so students are going to be able to tell, looking at that source line, that this is a primary source from about a generation before the American Revolution, probably taking part as part of that larger conflict. The french and indian war,. 1754 to 1763. And then what students can do is they can practice the skill of sourcing. And in fact, students should source at least three documents in the db. Q and sourcing involves really three attributes. Its thinking about situation of the primary source. The point of view of the creator of the primary source, the audience for the primary source, and the purpose of the primary source. So when we take a look at this, we see a big snake thats divided up and it looks like each one of the divisions is labeled. And then the text underneath is join or die. And of course, if were going to look at the situation, its very useful on a db. Q if students can situate these documents by referring to something thats happening, contemporary perniciously, or in that context. So for example, the, the albany conference, which was Ben Franklins or ben franklin put forth his plan for a union in the face of the french, an indian war, a union of the colonies against the french and their native American Allies was the situation then is in light of the albion albany conference and this proposal to form a union of the colonies for common defense. And and you can see the head of the snake is any new england and the very tail of the snake is s. C. And thats south carolina. So once the situation is established, the point of view begins, becomes pretty clear. The colonies need to come together for mutual defense. And this was Ben Franklins proposal at the albany conference. It subsequently failed. Neither the british nor the colonies like the suggestion. But of course it will be signify account later during the American Revolution. Likewise, you can take a look at the audience when youre sourcing a document like this, and the audience are clearly british north american colonials, who are probably suspicious of each other. And the goal is to get them to unify in the face of the of the coming war. And, of course, also the purpose, as i said, is to try to form this union. So that when practicing sourcing the context, the audience and the author, as well as the purpose all come into play to help students interpret these documents when theyre writing their db. Q or when theyre using them to answer the stimulus based multiple choice questions. Matt ellington now im going to read a quote thats a well, maybe a little archaic. Its mary grove nichols from 1842 and need you to tell me why this is signet account. Heres the quote. Its from a lecture to the ladies on anatomy and physiology. Quote, a childrens natural, playful. This ensures the proper develop of their frames, but they are cramped and confined in every way. Is specially females. Their dress makes it even more dangerous to exercise these, and then if they do, they are checked and told that such things are very improper for a little girl and yet under all her disabilities, there are gleams of intelligence to be found even among us, that give promise of a brighter day when men and women shall understand all the laws that govern the body and mind and act in accordance with them again. Mary gove nichols from 1842. What if we just heard . Okay, so literally what weve heard is an excerpt from a primary source. And so just to be clear, primary sources are documents from the time period and not only is that a task that historians is that is skill to be able to analyze primary sources that art historians regularly grapple with and students in College History courses are supposed to grapple with. But its it makes up actually the majority of the apa as history exam so we talked briefly about the different parts of the exam, the multiple choice, the document based essay question and even one of the short answer questions will all be centered around primary sources asking students to be able to glean information from primary sources, asking students to be able to connect information from a primary source or use a primary source as evidence to support an argument. And as jason talked about, also being able to think critically about primary sources. The way that historians do in being able to source a primary source. So i think its really important to keep in mind that while these specific primary sources are very unlikely to be on the ap as history exemplars, they dont tell us whats going to be on the exam, being able to work with these kinds of sources kind of on the fly is a critical skill for students. So in this document, mary grove, nichols, whos not someone that we expect students to be familiar with, but she is making a couple of arguments here. First off, she talks about Child Development and how it occurs naturally. And then she contrasts that with social restrictions and limitations placed on women, such as about their dress and what they are and are not allowed to do. And then finally, in that second paragraph, she she expresses a hope for a for a brighter day in which both men and women will have more autonomy over the rules and understanding of of the ways that their bodies work. So the first step, when students see a primary search document such as this one, is to look at the source line. And jason already talked about that right. With the ben franklin join or die political cartoon. Look at who wrote its and sometimes you know, sometimes you we we expect students to be familiar with Benjamin Franklin and be able to to bring some information to bear. On the other hand, we dont expect them to know who mary nichols was. So thats okay. You can look at the title. So the title gives us a little bit of information that she is lecturing. So perhaps shes part of the whats known as the Lyceum Movement back then where middle class lecturers were go from house to house and give these, these, these lectures and these talks back then, which was pretty popular. And we also have the year, the year is helpful because the year situates this in the 1840s. And so then we can start to contextualize and look at what jason talked about the historical situation. Hopefully students can maybe connect this to some of the other Reform Efforts that are taking place. For example, we already talked about how in 1848 there is a seneca falls declaration of rights and sentiments, and so students may be able to make a connection between this and what she is arguing here. And and what those suffragists were arguing there, though, interestingly, seneca falls is more about political equality, and shes making an argument more about social equality here. But they still are both part of a larger movements of reform. And so students can use this as an example. If, for example, they were writing an essay about Reform Movements during this time period and they could in it when talking about women, they could talk about this document, they could also connect it to some of the larger trend that are taking place. For example, this is an era of the kind of First Industrial revolution in the united states, which is really changing gene expectations and gender roles, even for men, for middle and upper middle class men and women. As people move to cities and men are going off to work, theres a redefinition of those roles and you see the emergence of this notion of separate spears that the mens sphere is the world of work and politics and business and the womens sphere is a spear of domesticity, of taking care of the home, of the moral education for children. And what we would consider, you know, traditional Old Fashioned views of what women should do. And, of course, in this document, we have an example of a woman from the time period who is pushing back against that in arguing for change. We know that a lot of the change wont take place until later. But as students can contextualize, this, if they can set it in the time period, if they can look at who wrote it now, they may not know much about her, but they can use her as a template. And and and connect her to maybe other reformers that they do know. And so that gets us to also looking at the point of view of reformers during this time period, whether its nichols or whether its, you know, stanton or Susan B Anthony or some of these these other people and can also examine point of view. Another element of the sourcing that jason talked about by looking just at the working itself and she explains that Child Development is natural and then can trace that with women being confined in cramped and being told its dangerous. And so we can see some of her, not just her bias, but her perspective expressed in the argument. So one of the tasks that students need to do, particularly on the document based essay question, is they need to fashion an argument thats in response to the question being asked that use is information from the documents. But then also for at least three of the documents sources, those documents, other words thinks critically and analyze is one of those features that jason mentioned. The historical situation, the intended audience, the purpose or even the point of view. Well, jason stacy is a professor at Southern Illinois university, and edwards fell. And our next example is from edwards civil illinois. And its a speech by somebody much more familiar than perhaps Mary Jo Nichols is to people, quote, are reliance is in the love of liberty, which god has planted in our bosoms. Our defense is in the preservation of the spirit which prizes liberty as the heritage of all men in all lands, everywhere. Destroy the spirit, new have planted the seeds of despotism around your own doors. Familiarize yourselves with the chains of bondage and. You are preparing your own limbs to wear them. This is from 1858. Abraham lincoln. Professor stacey. Its a very interesting document, peter. And its a very tricky document. A student who perhaps skipped the source line or just glanced at it and saw Abraham Lincoln might think this is a speech during the civil war and of course, if we look at it, we remember the significant date of the beginning of the civil war in 1861, or lincolns election to the presidency in 1860. We can see that this is taking place well before the civil war and lincoln was president. And so when would lincoln be giving a public address like this . When does he acquire that kind of National Significance that we would record a speech from him and its during the Lincoln Douglas debates of 1858 when after he returned to politics, after retiring from it to become a lawyer, he comes back about ten years later. And in this speech, he is in a political contest with us, Stephen Douglass for the senate, a contest which he loses. And so if we look at the source line that should cue is saying that this is different than a civil war document exclusively, but it does fall into that period five and that era when the civil war really becomes the center of historical gravity. During that time period. And so lets lets practice some of that sourcing with that document. The situation is is pretty clear. And if students were going to come up with a fact to help show that they understand the situation, they could bring in the lincolndouglas debates, they could also note that the one of the issues of the lincolndouglas debates was the extension of the institution of slavery to the west in the aftermath of the kansasnebraska act of 1854, or the conflict already going on over of black people in kansas, starting in 56. And so thats some of the situation that helps frame this document that students can bring in as they use this document as part of their sourcing. But lets also look at the point of view clearly, this is a kind of familiar lincoln, a lincoln who is speaking against the institution of slavery. But we know from its situation he is probably arguing against its extension. Lincoln was very careful about promoting abolitionist politics at least until he was elected president. And in fact, even a couple of years into the civil war. And so the point of view here is. Expressed in terms of if slavery is allowed to extend the audience of voters who are going to be white men in edwardsville, illinois, in 1858, put their own liberty in jeopardy. So its a very complicated argument in that he is saying if extends you yourselves are in danger. And if students remember the free soil movement, which was a movement primarily in the Democratic Party against the extension of slavery lincoln is really making a free soil argument here and to a certain extent appealing to democrats, though he himself is a republican, which would make sense because hes running against stephen douglas, a democrat. So what we think about situation are we think about the point of view. We can also think the audience, which is probably an audience of both sympathy attack and suspicious listeners, these are folks who are going to be coming out to hear the debates so that theyre going to be listening to both speakers and probably have their own partizan interests. And so lincolns purpose here is probably to attract a broader audience than just avowed republicans and he needs to eventually loses this election in 58. So hes certainly trying to play to the other side. And of course, then it it then becomes pretty clear what his purpose is, which is to gain support for his plan to restrict the expansion of slavery to the west and his purpose here is to appeal to that audience that is a largely white male voting audience in the Senatorial Campaign of 1858. Well, we have an Education Department here at cspan, and they have thousands of students that they are connected with. Weve reached out to them to get some questions for you, too, about the ap history exam. And this is from lauren at Nazareth Area High School in nazareth, pennsylvania. She asked mr. Ellington, what were the successes and failures of reconstruction and how did it change america . Would that be a potential essay question that would be asked on the ap history exam . We absolutely maybe not framed that way. College board likes to sentence frame their essay questions so and they also like to focus on the historical reasoning processes. So they might ask about the effects of reconstruction or the extent to which reconstruction was success. But laurens got a great question, so thank you, lauren, for asking that question, because you really do need to know the successes and the failures of reconstruction, because oftentimes College Board asks students to evaluate how successful something was or evaluate the relative effects of something. And of course, reconstruction does bring about a lot of change. So to answer laurens question, there are there are definitely some survivals, some successes with reconstruction. The most immediate of course, is the civil war and the beginning of reconstruction permanently enslave re in the south in this country. So thats the thats the most immediate success. Beyond that, i would say that the largest success along with that are the reconstruction amendments. Matter of fact, College Board is even pointed those amendments in their course framework. So students really need to be familiar with them so quickly that the 13th amendment, which abolishes slavery the 14th amendment, which grants formerly enslaved black people in the south citizenship in this country and also extends to them and everybody equal protection under the law and due process. And then the 15th amendment, which extends to black men the right to vote. So those are by the most important successes of reconstruction. But there are some other successes, too. For example, before the civil war, most states had enacted slave codes. The slave one, one of the common slave codes was making it illegal to teach blacks how to read or write, keeping them in a state of illiteracy see. And one of the immediate changes we see during reconstruction, partly through the Freedmans Bureau and efforts of of the federal government, but also through the efforts of local people on the ground, is a huge surge in education. By the time you get to the mid 1870s, at least half of all africanamerican children in the south are enrolled in public or private schools. So that is a huge and beneficial change. Thats taking place in the south. So there are definitely some positives. Theres also, politically speaking, black people are getting black men, at least are getting the right to vote, not universally and not throughout the time period, but enough so that we see the election of bi racial governments. Theyre instituting various kinds of reforms in the south. Unfortunately, a lot of that does not last. And so the biggest failures of reconstruction are the fact that despite the passage of those amendments, despite civil rights legislation, many of those rights and privileges are going to be taken away from black people during and after reconstruction. And we see those slave codes evolve into black codes and eventually what we call jim crow laws creating a system of legalized segregation and discrimination that later in the plessy versus ferguson case in 1896, the Supreme Court legalizes and ratifies. So thats a large failure in reconstruction. Another failure in reconstruction is even though there is theres a huge improvement in education, theres another area that would have greatly benefited africanamericans in the south and that be the redistribution of land. So you have this large formally enslaved population and youve got these White Plantation owners and unfortunately, the land is not generally going to be redistributed. And so then that begs the question of what kind labor system is going to emerge in the south during and after reconstruction. And what what does happen is the emergence of a labor system known as sharecropping in theory, sharecropping is better than wage because sharecropping gives the workers the opportunity to, profit from their hard work and split a share of the proceeds. And sometimes that works, but all often what we see with sharecropping is that it turns into an exploit additive system, a system almost of debt peonage, where sometimes people are to the land as if theyre indentured servants for years and find it difficult to be successful financially. And then i think the other failure we have to be honest about is the the rise of racial violence. This is the era in which you see the establishment of the ku klux klan, in which you see Violent Attacks against black people in the south and white republican and white sympathizers. You even see the the violent overthrow and the assassinations of political leaders. But the overthrows of some city and county governments as well. So there is a lot that remains undone. And i would lastly argue that reconstruction does change this country. Some of the changes changes are temporary in nature, such as, you know, widespread voting in the south and biracial governments. But some of the changes are also perman it because they go into this into not just state constitutions, but of course, into the federal constitution and so they lay the groundwork or the foundation for the later civil Rights Movement that were going to see in the 1950s and 1960s, an amendment such as the 14th amendment, which granted, you know, formerly enslaved people citizenship, also grant all people born in this country, including immigrants citizenship in it extends equal protection to all peoples in this country. And due process of law to all peoples. And so its really a redefine of governments response and stability towards its citizens and moving citizenship really out of the domain of states and into the domain of the federal government. So i would say that in the long run, reconstruction has some hugely beneficial changes in america, though many of those we see them temporarily during that time period. They disappear and then they reemerge later on. Now, our next example professor jason stacy, i think this is my favorite example that were going to show, and its rosie scott archer. And its a its the cover of sheet music. And im looking forward to your two minute take on why this is significant. 2 minutes start timing me. Okay. So first of all, you got to look the source line and note is that source line will often tell you what kind of primary source it is. If if it isnt obvious. So this is not a poster though. It looks like one to us, but its a cover of sheet music. And first, students who may not know sheet music was how people consume music in the late 19th century. They would literally buy piano music and they would have a piano in the house and they would play this music at for entertainment. So i think one of the most important ways of looking at this document is thinking of it in terms of the reasoning process called continuity and change over time. Or maybe your teachers call it copy for short. There are some continuities in this primary source and there are some signs of change, both of them over time. So take a look at your date. Its 1897. Were on the cusp of the 20th century. We know that theres a Womens Suffrage Movement going on at this time, though, it does not come to fruition until the early 20th century, and it hearkens back, of course, to the early 19th century. But lets look at the image itself. What are some continuity that we see here . We see that gender roles are still being portrayed in the way that matt was talking about earlier. The idea of a cult of domesticity or separates fears so that rosie is wearing a dress, though. Shes riding a bike. Its not very safe. She is looking at us. She looks like shes having but shes clearly riding a womens bike and she is not noticing in the background. A man on the bike and he is riding a sports version of a bicycle. Notice how its got the drop bars and he looks like he has noticed rosie so you get that traditional conception of the male as pursuing the woman. And the woman is kind of innocence and so you get that continue situation, that continuity of those gender roles from before. Earlier in the 19th century. How am i doing on time . Peter, you are over on time and it was a great explanation, but unfortunately we are getting tight on but so we want to get in this next student question and this is from joshua in lake braddock, secondary school in burke, virginia. And joshua asks, how do the populists differ from the progressives . Its a great question, and it also brings in another reasoning process that the College Board assesses you on, which is comparison. So the populists and progressive ways are often hard to keep apart in your mind because theyre really taking place at about the same time. Late 19th century progressives go into the early 20th century. So heres a very comparison of differences of and similarities between them, both are Reform Movements, both have their origins. In the late 19th century, both of them are reacting to changes in the second industrial revolution. But the populist are primarily reformers for farmers, and theyre primarily interested. Theyre interested in raising farm prices and also regulating railroads to control transport costs. They tend to be concentrated in the south, the midwest and in the west. Their common leaders are from those regions. Ben tillman from the south, mary leese from kansas. Charles mccune for mccune from texas. Or of course, William Jennings bryan, famously originally from illinois. And so these populist states are primarily rural and theyre largely gone by the end of the 19th century, the 1896 election, when William Jennings bryant ran for president for the first time as a democrat and the poet and a populist is really their high point. The progressives are more middle class reformers. Theyre more interested in fixing what they see are problems in the city, and also breaking up monopolies and regulating business, ending child labor, and also raising health standards. As i said, they tend to be based in urban or suburban regions. They also tend to be concentrated in the northeast or to a certain extent in the midwest, especially the northern midwest, like wisconsin. Robert robert la follette, senator from wisconsin. Jane addams, reformer in chicago, originally from rockford, illinois, or, of course, the most famous progressive of all, theodore roosevelt, president of the united states. And this is one of the reasons the Progressive Movement runs into the 20th century and has some successes in the 20th century, because the Progressive Movement really Goes National in a way that the populists do not. William Jennings Bryan loses the presidency in 96, then loses it. Two more times. Theodore roosevelt, on the other hand, modeled himself after the progressive when he became president 1901, after William Mckinleys assassination, then was elected on his own right in oh four, and William Howard taft and Woodrow Wilson are considered progressive president s as well. And in fact, amendments to the constitution come out of the Progressive Movement, most famously the 16th amendment, the income tax, 17th amendment, direct election of senators, the 18th amendment prohibition, and the 19th amendment granting women the right to vote. And so the Progressive Movement has a longer term effect and has Greater National support and National Leaders who speak for it and is more of a middle class Reform Movement and one more image we want to show, one more primary source. And this is from your book, fabric of a nation a brief history with skills and sources. For the ap. Its the percentage of africanamericans registered to vote between the years of 1947 and 1976. There is a steady increase and all of a sudden a big jump. What what should students extrapolate if they see this graph . Well, i think of the most important element of this graph is not only showing the rising registration of black americans between 47 and 76, but also notice that the Voting Rights act of 1965 is highly weighted in this secondary source document, which you might see out of q or a multiple choice question. And so it reminds us that the civil Rights Movement is a very long process and that the pursuit of enfranchisement for africanamerican begins against jim crow laws and the repression of the right to register vote took place on the ground. But throughout the 1950s and early sixties, before passage of the Voting Rights act. And so students might want to practice a little situation sourcing with this document to show that the Voting Rights act of 1965, in many ways is the culmination of grassroots civil Rights Movements going all the way back to the late 1940s and especially beginning in the 1950s and early 1960s. Matt ellington what are some of your last minute review tips for students . Can they still register to take the test . Does every student take the same test . And is it all given at the exact same time . I know a lot there. Im trying to keep track here. Okay. The registration window has already so students will know if they are or are not taking the test. The test is all given at the same time. Its local time, 8 00 or so. They proctors have a little bit of flexibility between eight and 9 a. M. Locally. Friday may fifth, there is a late test date for students if an emergency comes up. That i think is a week and a half later. Its not the second week, its the week after on a wednesday. Maybe the 13th. But i could i could be wrong on that. I have to check that date. And so what was the other question last minute tips. Last minute tips. So i got a few last minute tips besides making a plan, sticking to the plan, diagnosing yourself and whatnot at the last minute, start the night before, lay out the clothes that youre going to wear, get all supplies ready, your number two pencils, your eraser, your pens. You know, any good luck charms that youve got, right . Have have it all laid out your student ids, everything that you need to be successful. Pack yourself a snack and a water for the test so that you so you can consume some of that during the break and then get a good nights sleep. I think that is critically important. The morning of the test, make sure you arrive early that youve got everything that you that you need to have. Sometimes students ask, should do last minute cramming, should they not . And thats so much dependent upon the student. Different people operate differently, but make sure youre there on time. Make sure that you trust your instincts. Too often, students second guess themselves. Go in there knowing that youve got this. Youve put in time for review, youve put in time in the class, youve gone through this course and you want to do your best job possible and then hold yourself up. Hold your head up high, walk out of that room, confident that regardless of the score, i think youre better off for having challenged yourself. Taking the course, taking the and you wont even find out the score until summer time anyway. So thats my last minute advice for. Students. Matt ellington is an ap history teacher at Iowa High School in chino hills, california. Jason stacy history professor, Southern Illinois university at edwardsville. Gentlemen, thank you for helping us to review the ap history exam. We appreciate your time on American History tv. Thank you. Good luck, everyone. Good about the people and events that shaped the american story. Find us, cspan history. I am Michael Petrilli and excited to welcome you to what should be a lively debate about