📚 AP US History: Curriculum Updates and the Inclusion of Patriotic Content | AP美国历史：考纲更新与爱国主义内容新增
In recent years, the College Board’s Advanced Placement United States History (APUSH) course has undergone significant revisions, sparking national debate. The most notable changes involve a renewed emphasis on America’s founding principles, civic virtue, and patriotic education. This article explores the updated curriculum framework, the political and educational context behind these adjustments, and their implications for students and educators. Understanding these shifts is essential for anyone preparing for the AP exam or teaching the course, as they reshape how American identity and historical narratives are examined.
近年来，大学理事会的AP美国历史课程经历了重大修订，引发了全国性讨论。最显著的变化是重新强调美国的建国原则、公民美德和爱国主义教育。本文探讨了更新后的课程框架、这些调整背后的政治与教育背景，以及它们对学生和教师的影响。理解这些转变对于准备AP考试或教授该课程的人至关重要，因为它们重塑了审视美国身份与历史叙事的方式。
1. Overview of the 2023-2024 AP US History Course Framework Updates | 2023-2024年AP美国历史课程框架更新概述
In February 2023, the College Board released a revised AP U.S. History Course and Exam Description (CED) effective for the 2023-2024 academic year. The update was a direct response to criticisms from several states, particularly Florida, which had raised concerns about the course allegedly containing elements of Critical Race Theory (CRT) and presenting a negative view of American history. The College Board removed certain contemporary topics and added explicit language requiring the study of ‘founding documents’ and ‘patriotic principles.’ The framework now includes a stronger focus on documents such as the Declaration of Independence, the Constitution, and the Federalist Papers, alongside the concept of American exceptionalism.
2023年2月，大学理事会发布了修订版AP美国历史课程与考试说明，从2023-2024学年起生效。此次更新直接回应了多个州的批评，尤其是佛罗里达州对课程可能包含批判种族理论元素并呈现美国历史负面观点的担忧。大学理事会删除了某些当代话题，并增加了明确要求学习“建国文献”和“爱国主义原则”的措辞。新框架更加强调《独立宣言》、《宪法》和《联邦党人文集》等文献，以及美国例外论的概念。
The updated CED reorganizes historical thinking skills and thematic learning objectives to foreground national identity and civic responsibility. For example, the theme ‘American and National Identity’ was expanded to explicitly incorporate ‘unifying ideals’ and the ‘development of a shared political culture’ as driving forces in history. While the chronological structure (Periods 1-9) remains, the content emphasis within each period shifted toward narratives of unity and constitutional continuity.
更新后的课程说明重组了历史思维技能和主题学习目标，将国家认同与公民责任置于突出位置。例如，“美国与民族认同”主题被扩展，明确将“统一理想”和“共同政治文化的发展”作为历史驱动力纳入其中。尽管时间顺序结构（第1至第9时期）保持不变，各时期内的内容重点向统一叙事和宪政连续性倾斜。
2. The Push for Patriotic Education and Political Context | 爱国主义教育的推动与政治背景
The revamp of the APUSH curriculum cannot be understood without the broader political movement advocating for ‘patriotic civics education.’ In 2020-2021, multiple state legislatures introduced bills to ban the teaching of ‘divisive concepts’ related to race and gender. Florida’s ‘Stop WOKE Act’ and the subsequent controversy over the College Board’s pilot African American Studies course intensified pressure on the AP program to align with state standards. The College Board, which depends on state adoption, sought to ensure that AP U.S. History remained accessible in all states, resulting in a framework that emphasizes ‘the aspirational ideals of the American project.’
要理解AP美国历史课程的改革，离不开倡导“爱国主义公民教育”的更广泛政治运动。2020至2021年间，多个州立法机构提出法案，禁止教授与种族和性别相关的“分裂性概念”。佛罗里达州的“停止WOKE法案”以及随后围绕大学理事会非裔美国人研究试点课程产生的争议，加剧了AP项目与各州标准保持一致的压力。依赖各州采纳的大学理事会力求确保AP美国历史在所有州仍可使用，从而产生了一个强调“美国事业的崇高理想”的框架。
Key figures, including Florida Governor Ron DeSantis and other conservative leaders, argued that the previous framework downplayed the nation’s positive achievements and overemphasized systemic oppression. They called for a curriculum that instills pride and loyalty. The College Board’s response, while stopping short of endorsing any specific political doctrine, incorporated language from these critiques: the revised CED states that the course helps students ‘appreciate the principles upon which the United States was founded’ and ‘recognize the sacrifices made to realize those principles.’
包括佛罗里达州州长罗恩·德桑蒂斯在内的关键人物及其他保守派领袖认为，之前的框架淡化了国家的积极成就，过度强调了系统性压迫。他们呼吁设置能够培养自豪感与忠诚的课程。大学理事会的回应虽未认可任何特定政治信条，却吸收了这些批评的措辞：修订后的课程说明指出，该课程帮助学生“领会美国所据以建立的原则”，并“认识到为实现这些原则所作的牺牲”。
3. Added Emphasis on Founding Documents | 对建国文献的重视增强
One of the most concrete changes is the mandated inclusion of foundational texts in classroom instruction. The previous framework referenced these documents, but the updated version makes them central to the key concepts. For instance, in Period 3 (1754-1800), students must analyze how the Declaration of Independence articulated both a justification for revolution and a philosophy of natural rights that would inspire future movements. The Constitution and the Bill of Rights are now examined not only as political compromises but also as embodiments of enduring republican principles. The Federalist and Anti-Federalist debates are presented as core to understanding American political thought.
最具体的变动之一是将基础文献强制纳入课堂教学。之前的框架引用了这些文件，但更新版本将它们置于关键概念的中心。例如，在第3时期（1754-1800年），学生必须分析《独立宣言》如何既阐明了革命的正当理由，又表述了启迪未来运动的自然权利哲学。《宪法》和《权利法案》如今不仅被视为政治妥协的产物，更被看作经久不衰的共和原则的体现。联邦党人与反联邦党人的辩论被呈现为理解美国政治思想的核心。
The updated framework explicitly lists documents that students need to know, including Washington’s Farewell Address, Lincoln’s Gettysburg Address, and Martin Luther King Jr.’s ‘Letter from Birmingham Jail,’ but the emphasis is on connecting them to a continuous tradition of liberty and constitutional government. The phrase ‘informed patriotism’ appears in the instructional guidelines, encouraging teachers to ground students’ appreciation in historical evidence rather than blind allegiance. This dual approach attempts to balance scholarly rigor with civic purpose.
更新后的框架明确列出了学生需要了解的文献，包括华盛顿的告别演说、林肯的葛底斯堡演说和马丁·路德·金的《伯明翰狱中书简》，但重点是将其与自由和宪政政府的延续传统联系起来。“知情爱国主义”一词出现在教学指南中，鼓励教师将学生的认同感建立在历史证据而非盲目服从之上。这种双重方法试图在学术严谨与公民目的之间取得平衡。
4. Inclusion of American Exceptionalism and Civic Virtue | 美国例外论与公民美德的纳入
The revised framework introduces ‘American exceptionalism’ as a lens for understanding the nation’s development. While not an unexamined celebration, the concept is used to explore why the United States developed a distinct political culture, economic trajectory, and set of civic values. Students are asked to evaluate how ideas about ‘exceptionalism’ shaped foreign policy, westward expansion, and reform movements. This represents a shift from a purely critical stance to one that recognizes the powerful role such beliefs have played, both positive and negative.
修订后的框架将“美国例外论”作为理解国家发展的一个视角引入。这并非不加审视的颂扬，而是借以探究美国为何发展出独特的政治文化、经济轨迹和一套公民价值观。学生们需评估“例外论”观念如何塑造了外交政策、西进运动和改革运动。这标志着从纯粹批判立场转变为承认此类信念所发挥的强大作用——无论积极还是消极。
Civic virtue is another newly stressed theme. The framework explicitly connects historical figures to demonstrations of public-mindedness and sacrifice for the common good. For example, in discussing the early republic, the curriculum highlights how leaders like George Washington voluntarily relinquished power, setting a precedent for peaceful transitions. In later periods, civic virtue is linked to abolitionists, suffragists, and civil rights activists who worked within the constitutional framework to expand liberty. The aim is to provide positive examples of engaged citizenship without whitewashing injustices.
公民美德是另一个新近强调的主题。框架明确将历史人物与为公共利益展现的公德心和牺牲精神联系起来。例如，在讨论早期共和国时，课程强调乔治·华盛顿等领导人如何自愿放弃权力，为和平交接开创先例。在后期时期，公民美德与废奴主义者、妇女参政论者和民权活动家相联系，他们在宪政框架内努力扩大自由。其目的在于提供积极参与公民事务的正面范例，同时不粉饰不公。
5. Changes in Period 1 and Period 2 Content | 第一、第二时期内容的变更
The earliest periods (1491-1754) saw significant content adjustments. The previous framework presented European contact largely through the lens of colonization and its devastating consequences for Native Americans. The updated curriculum retains coverage of demographic collapse and cultural conflict, but it now also requires students to study the ‘transfer of political ideas’ from Europe, including concepts of representative government, the Magna Carta, and English common law. This reframing positions the colonial era as a prelude to constitutional liberty, not solely a history of oppression.
最早的两个时期（1491-1754年）经历了重大的内容调整。之前的框架主要从殖民化及其对美洲原住民毁灭性后果的角度来呈现欧洲人的到来。更新后的课程保留了关于人口崩溃和文化冲突的内容，但现在也要求学生研究来自欧洲的“政治理念传播”，包括代议制政府、《大宪章》和英国普通法等概念。这种重新定位将殖民时代作为宪政自由的前奏，而不仅仅是一部压迫史。
Additionally, the inclusion of ‘cooperation and conflict between Native Americans and Europeans’ now highlights instances of intermarriage, trade alliances, and the exchange of knowledge alongside the well-documented conflicts. This more complex picture allows students to see the foundations of a pluralistic society emerging from initial encounters. The goal appears to be balancing the undeniable injustices with narratives of cross-cultural exchange and institutional transfer, fostering a more nuanced understanding of the American founding.
此外，“美洲原住民与欧洲人之间的合作与冲突”如今突出了通婚、贸易联盟和知识交流的实例，同时保留了那些记录详尽的冲突。这幅更为复杂的图景使学生能够看到，从最初的接触中萌生了一个多元社会的雏形。其目的似乎是在不可否认的不公正与跨文化交流及制度移植的叙事之间取得平衡，促使人们对美国的建国历程产生更细致的理解。
6. New Key Concepts and Themes Related to National Identity | 与国家认同相关的新关键概念和主题
The thematic learning objectives were revised to sharpen the focus on national identity. The theme ‘American and National Identity’ (NAT) now includes new sub-concepts such as ‘the formation of a shared set of political ideals despite differences in origins and experiences.’ Students must trace how diverse groups have invoked American ideals to claim rights. Importantly, the framework emphasizes that debates over the meaning of freedom and equality have been a unifying process itself, reinforcing the resilience of the Republic.
主题学习目标经修订后更加聚焦于国家认同。“美国与民族认同”主题如今包含了新的子概念，例如“尽管出身和经历各异，却形成了一套共同的政治理想”。学生必须追溯不同群体如何援引美国理想来争取权利。重要的是，框架强调，关于自由和平等内涵的辩论本身就是一个统一的过程，强化了共和国的韧性。
Another addition is the language around ‘American ingenuity and resilience.’ In the context of economic development and social reform, the curriculum points to innovation, voluntary associations, and grassroots problem-solving as national characteristics. The updated Period 6 (1865-1898), for example, now features the growth of philanthropy and civic organizations as responses to industrialization. These elements are designed to present a counter-narrative to pure exploitation, highlighting the capacity for self-correction within American society.
另一项新增内容是围绕“美国人的创造力与坚韧精神”的表述。在经济发展和社会改革的语境中，课程将创新、志愿社团和基层问题解决能力作为国家特性。例如，更新后的第6时期（1865-1898年）现在将慈善事业和公民组织的成长作为对工业化的回应加以呈现。这些元素旨在为纯粹的剥削叙事提供一种反叙事，凸显美国社会的自我纠错能力。
7. Comparison with Previous Framework: Debate over Critical Race Theory | 与前版框架比较：关于批判种族理论的争议
The most contentious issue leading to the update was the perception that the 2019 framework was infused with Critical Race Theory. Critics pointed to the inclusion of concepts like ‘white supremacy,’ ‘systemic racism,’ and ‘intersectionality’ in the course description. The revised CED removed words such as ‘systemic’ from discussions of inequality and replaced them with language about ‘enduring challenges’ to American ideals. While the history of slavery, segregation, and discrimination remains, the framing is more explicitly tied to the struggle to fulfill the nation’s founding promise.
导致更新最具争议的问题在于，人们认为2019年版框架充斥着批判种族理论。批评者指出课程描述中包含了“白人至上”、“系统性种族主义”和“交叉性”等概念。修订后的说明将讨论不平等时所用的“系统性”等词语删除，替换为关于美国理想“长期挑战”的表述。尽管奴隶制、种族隔离和歧视的历史仍然保留，但其框架更明确地与为实现国家建国承诺所作的斗争联系在一起。
A comparison table illustrates the shift in language between the 2019 and 2023 frameworks for selected topics:
下面通过对比表格来说明2019年与2023年框架在部分话题上的语言转变：
| Topic / 话题 | 2019 Framework Language / 2019年框架用语 | 2023 Framework Language / 2023年框架用语 |
|---|---|---|
| Racial Inequality / 种族不平等 | “Systemic racism and its effects” | “Enduring challenges to American ideals of equality” |
| Constitutional History / 宪政史 | “Limitations of the Constitution on ensuring liberty” | “The Constitution as a framework for expanding liberty” |
| Westward Expansion / 西进运动 | “Dispossession and cultural genocide” | “Conflict and cultural exchange, leading to a complex legacy” |
This shift in wording reflects a deliberate effort to emphasize progress and ideals while still acknowledging historical wrongs, avoiding language that some interpret as condemning the entire American project.
这种措辞上的转变反映出一种刻意努力，即在承认历史错误的同时强调进步和理想，避免了某些人认为是谴责整个美国事业的语言。
8. Impact on Exam Questions and DBQ Requirements | 对考试题型和文献题要求的影响
With the new framework, the AP exam format remains structured around multiple-choice questions, short-answer questions (SAQs), a document-based question (DBQ), and a long essay question (LEQ). However, the College Board has adjusted the content focus. The DBQ and LEQ prompts are more likely to center on founding ideals, continuity and change in American identity, and the tension between principle and practice. For example, a sample DBQ provided in the updated CED asks students to evaluate the extent to which American society reflected the principles of the Declaration of Independence during the 19th century.
随着新框架的实施，AP考试形式仍围绕多项选择题、简答题、文献题和长论文题设计。然而，大学理事会调整了内容重点。文献题和长论文题的命题更可能聚焦于建国理想、美国认同的延续与变迁，以及原则与实践间的张力。例如，更新后课程说明中提供的一份样本文献题，要求学生评价19世纪美国社会在多大程度上反映了《独立宣言》的原则。
Educators note that students must now be adept at using founding documents as evidence in their essays. This means memorizing key phrases from the Declaration of Independence and Constitution and applying them to different historical contexts. The historical reasoning skill of ‘contextualization’ now often involves situating periods of conflict within the broader arc of striving toward American ideals. The required ‘complex understanding’ can be demonstrated by showing how groups leveraged national rhetoric to press for reform, thus reinforcing the narrative of a living, evolving democracy.
教育工作者注意到，学生现在必须善于在论文中使用建国文献作为证据。这意味着要记住《独立宣言》和《宪法》中的关键语句，并将其应用于不同的历史语境中。“结合背景”这一历史推理技能现在常常涉及将冲突时期置于追求美国理想的更广阔轨迹中。所需的“复杂理解”可以通过展示群体如何利用国家话语推动改革来体现，从而强化一个活生生、不断演变的民主叙事。
9. Educator and Student Reactions | 师生反应
Reactions to the updated framework have been sharply divided. Many teachers who supported the inclusion of patriotic content argue that it makes the course more balanced and accessible, encouraging students from all backgrounds to feel a connection to the nation’s story. They report that the emphasis on shared ideals can facilitate classroom discussions that are less polarized. Some see it as a return to a more traditional narrative that had been lost in prior revisions.
对更新后的框架反应两极分化。许多支持纳入爱国主义内容的教师认为，这使课程更加均衡和易于接受，鼓励不同背景的学生对国家历史产生认同感。他们报告说，对共同理想的强调有助于课堂讨论减少极化。一些人认为这是对先前修订中失落的一种更传统叙事的回归。
On the other hand, many historians and educators expressed concern that the changes whitewash American history and censor essential critiques. The American Historical Association and other organizations issued statements warning that removing concepts like ‘systemic racism’ undermines historical accuracy. Some students also protested, arguing that a ‘patriotic’ mandate sanitizes the past and limits their ability to understand contemporary inequalities. These debates continue, with many school districts supplementing the AP curriculum with additional materials to provide what they see as a fuller picture.
另一方面，许多历史学家和教育工作者表示担忧，认为这些变化粉饰了美国历史并审查了必要的批评。美国历史协会等组织发表声明警告称，移除“系统性种族主义”等概念会损害历史的准确性。一些学生也提出抗议，认为“爱国主义”要求净化了过去，限制了他们理解当代不平等的能力。这些辩论仍在继续，许多学区在AP课程之外补充资料，以提供他们认为更全面的图景。
In response, the College Board has insisted that the changes were pedagogically motivated, not political, and that teachers retain academic freedom to select additional primary sources. They stress that the framework is a minimum requirement, not a script, and that rigorous historical analysis still demands grappling with difficult truths.
作为回应，大学理事会坚称这些变动是基于教学考量而非政治，并强调教师保留选择额外原始资料的学术自由。他们强调，该框架是最低要求而非剧本，严谨的历史分析仍然要求直面艰难真相。
10. Conclusion and Implications for Future Studies | 结论及对未来学习的启示
The 2023 updates to the AP U.S. History curriculum represent a significant pivot toward patriotic education and founding principles. For students, mastering this revised framework means understanding not only historical facts but also the ideals that have animated American political culture. It requires a delicate balance: demonstrating knowledge of both the nation’s highest aspirations and its profound failures, and showing how those failures were confronted—often using the very language of those aspirations. This duality is now the core of APUSH’s critical thinking challenge.
2023年AP美国历史课程的更新代表了向爱国主义教育和建国原则的重大转向。对学生而言，掌握这一修订框架不仅意味着理解史实，还要理解激励美国政治文化的理想。这需要一种微妙的平衡：既要展示对国家最崇高理想的认知，也要直面其深刻的失败，并说明这些失败是如何被面对的——而且往往正是运用了那些理想的语汇。这种二元性如今是AP美国历史批判性思维挑战的核心。
Looking ahead, the College Board will likely continue to navigate the tension between academic freedom and state mandates. The AP African American Studies controversy showed how vulnerable the program is to political pressure. However, the emphasis on foundational documents and unifying themes may also equip students to engage in civic life more constructively. Ultimately, the success of the curriculum update will depend on teachers who can foster an environment where love of country is compatible with honest reckoning, and where patriotism is understood as a commitment to the ongoing improvement of the nation.
展望未来，大学理事会可能将继续在学术自由与各州指令之间的张力中摸索前行。AP非裔美国人研究的风波表明该项目很容易受到政治压力。然而，对基础文献和统一主题的强调也可能使学生更有建设性地参与公民生活。归根结底，课程更新的成功取决于教师能否营造一种环境，使爱国与诚实反省相容，使爱国主义被理解为致力于国家不断进步的承诺。
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