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America's History for the Ap® Course

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America's History for the Ap® Course Preface Why This Book This Way The new College Board standards for AP U.S. History expert in native and early American history, Eric brings present exciting opportunities and big challenges. As the a fresh interpretation of native and colonial European authors of America’s History, we have closely followed societies and the revolutionary Atlantic World of the College Board changes by attending and participating in eighteenth century that enlivens and enriches our nar- numerous AP workshops, webinars for teachers, and the rative. Eric joins James Henretta, long the intellectual AP Annual Conference. We believe the new exam, with anchor of the book, whose scholarly work now focuses its focus on themes and Historical Thinking Skills, rep- on law, citizenship, and the state in early America; resents a positive direction. But we know it means Rebecca Edwards, an expert in women’s and gender major changes for you, so we’re here to help. history and nineteenth-century electoral politics; and The AP U.S. History classroom presents a unique Robert Self, whose work explores the relationship dilemma. How do we offer our students a basic under- between urban and suburban politics, social move- standing of key events and facts while inviting them to ments, and the state. Together, we strive to ensure that see the past not as a rote list of names and dates but as energy and creativity, as well as our wide experience in the fascinating, conflicted prelude to their lives today? the study of history, infuse every page that follows. How do we teach our students to think like historians? The core of a textbook is its narrative, and we have As scholars and teachers who go into the classroom endeavored to make ours clear, accessible, and lively. In every day, we know these challenges well and have it, we focus not only on the marvelous diversity of composed the eighth edition of America’s History to peoples who came to call themselves Americans, but help instructors meet them. America’s History has long also on the institutions that have forged a common had a reputation in the AP community for its balanced national identity. More than ever, we daily confront the coverage, attention to AP themes and content, and collision of our past with the demands of the future ability to explain to students not just what happened, and the shrinking distance between Americans and but why. The latest edition both preserves and substan- others around the globe. To help students meet these tially builds upon those strengths. challenges, we call attention to connections with the The foundation of our approach lies in our com- histories of Canada, Latin America, Europe, Africa, mitment to an integrated history. America’s History and Asia, drawing links between events in the United combines traditional “top down” narratives of political States and those elsewhere. In our contemporary digi- and economic affairs with “bottom up” narratives of tal world, facts and data are everywhere. What students the lived experiences of ordinary people. Our goal is to crave is analysis. As it has since its inception, America’s help students achieve a richer understanding of politics, History provides students with a comprehensive expla- diplomacy, war, economics, intellectual and cultural nation and interpretation of events, a guide to why his- life, and gender, class, and race relations by exploring tory unfolded as it did and a roadmap for understanding how developments in all these areas were intercon- the world in which we live. nected. Our analysis is fueled by a passion for exploring Of course, the contents of this book are only helpful big, consequential questions. How did a colonial slave if students read and assimilate the material before society settled by people from four continents become coming to class. So that students will come to class pre- a pluralist democracy? How have liberty and equality pared, they now receive access to LearningCurve — an informed the American experience? Questions like adaptive, gamelike online learning tool that helps them these help students understand what’s at stake as we master content — when they purchase a new copy of study the past. In America’s History, we provide an inte- America’s History. And because we know that your grated historical approach and bring a dedication to classroom needs are changing rapidly, we are excited to why history matters to bear on the full sweep of Amer- announce that America’s History is available with ica’s past. LaunchPad, a new robust interactive e-book built into One of the most exciting developments in this edi- its own course space that makes customizing and tion is the arrival of a new author, Eric Hinderaker. An assigning the book and its resources easy and efficient. vii viii 13&'"$&8):5)*4#00,5)*48": To learn more about the benefits of LearningCurve and North America and the Atlantic World, 1660–1763,” LaunchPad, see the “Versions and Supplements” sec- explains the diversification of British North America tion on page xii. and the rise of the British Atlantic World and empha- sizes the importance of contact between colonists and Native Americans and imperial rivalries among Euro- pean powers. Part 3, “Revolution and Republican A Nine-Part Framework Culture, 1763–1820,” traces the rise of colonial protest against British imperial reform, outlines the ways that Highlights Key Developments the American Revolution challenged the social order, One of the greatest strengths of America’s History is its and explores the processes of conquest, competition, part structure, which helps students identify the key and consolidation that followed it. forces and major developments that shaped each era. A Part 4, “Overlapping Revolutions, 1800–1860,” four-page part opener introduces each part, using traces the transformation of the economy, society, and analysis, striking images, and a detailed thematic culture of the new nation; the creation of a democratic timeline to orient students to the major developments polity; and growing sectional divisions. Part 5, “Cre- and themes of the period covered. New Thematic ating and Preserving a Continental Nation, 1844– Understanding questions ask students to consider 1877,” covers the conflicts generated by America’s periodization and make connections among chapters empire building in the West, including sectional politi- while reinforcing AP themes and Thematic Learning cal struggles that led to the Civil War and national con- Objectives. By organizing U.S. history into nine distinct solidation of power during and after Reconstruction. periods, rather than just thirty-one successive chapters, Part 6, “Industrializing America: Upheavals and we encourage students to trace changes and continu- Experiments, 1877–1917,” examines the transforma- ities over time and to grasp connections between politi- tions brought about by the rise of corporations and a cal, economic, social, and cultural events. powerhouse industrial economy; immigration and a In this edition, we have closely aligned the book’s diverse, urbanizing society; and movements for pro- part structure to the redesigned AP U.S. History course gressive reform. to make the transition to the new exam seamless. From Part 7, “Domestic and Global Challenges, 1890– beginning to end, you’ll find that our nine-part organi- 1945,” explores America’s rise to world power, the cul- zation corresponds to the College Board’s nine periods. tural transformations and political conflicts of the To help your students prepare for the new exam’s 1920s, the Great Depression, and the creation of the expanded attention to Native Americans, precontact welfare state. Part 8, “The Modern State and the Age native societies and European colonization are now cov- of Liberalism, 1945–1980,” addresses the postwar ered in two distinct parts, allowing us to devote compre- period, including America’s new global leadership role hensive attention to the whole of North America before during the Cold War; the expansion of federal respon- the 1760s. In the modern period, our final two parts sibility during a new “age of liberalism”; and the growth offer expanded coverage of the period after 1945, mir- of mass consumption and the middle class. Finally, roring the AP exam’s increased attention to the recent Part 9, “Global Capitalism and the End of the Amer- past. Throughout, our part introductions give students ican Century, 1980 to the Present,” discusses the con- the tools to understand why the periodization looks the servative political ascendancy of the 1980s; the end of way it does, helping them build the Historical Thinking the Cold War and rising conflict in the Middle East; Skills the course demands. The nine parts organize the and globalization and increasing social inequality. complex history of North America and the United States into comprehensible sections with distinct themes, a structure that provides instructors with the crucial his- torical backbone while allowing them the freedom to Hundreds of Sources adapt specific examples from their classroom. Part 1, “Transformations of North America, Encourage Comparative and 1450–1700,” highlights the diversity and complexity of Native Americans prior to European contact, examines Critical Thinking the transformative impact of European intrusions and America’s History has long emphasized primary sources. the Columbian Exchange, and emphasizes the experi- In addition to weaving lively quotations throughout mental quality of colonial ventures. Part 2, “British the narrative, we offer students substantial excerpts PREFACE: WHY THIS BOOK THIS WAY ix from historical documents — letters, diaries, autobiog- than a quarter new to this edition. Informative captions raphies, public testimony, and more — and numerous set the illustrations in context and provide students figures that give students practice working with data. with background for making their own analysis of These documents allow students to experience the past the images in the book.
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