For those wondering: Here is the frame work outlined by the College Board.
And here are the complaints the RNC has with it.
The first two points are very subjective. I'll give my reading of the remaining points.
WHEREAS, the Framework includes little or no discussion of the Founding Fathers, the principles of the Declaration of Independence, the religious influences on our nations history, and many other critical topics that have always been part of the APUSH course;
First off, the worry about the lack of the Founding Fathers. The second point in the "How to use the Concept Outline" states
The concept outline gives teachers the freedom to select course content (individuals, events, documents, etc.) of their own choosing to help their students analyze the statements included therein.
So the outline is not meant to tell teachers whether or not to teach their students about the Founding Fathers. If you look at "PERIOD 3: 1754-1800", obviously, during this time frame, there is a heavy emphasis on the forging of America. It focuses on the political and social challenges occurring during this time - the conflicts with Native Americans, the impact of conflicts between Britain and France, and also the efforts of the Founding Fathers. See the quotes below (emphasis mine).
The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment.
Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the patriot cause succeeded because of the colonists’ greater familiarity with the land, their resilient military and political leadership, their** ideological commitment**, and their support from European allies.
American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order
Yes, the Founding Fathers were the elites of the time, they were also the political leaders, and they wrote their ideological commitment into the Declaration of Independence. As for the religious influences...
The New England colonies, founded primarily by Puritans seeking to establish a community of like-minded religious believers, developed a close-knit, homogeneous society and - aided by favorable environmental conditions - a thriving economy of agriculture and commerce.
Protestant evangelical religious fervor strengthened many British colonists’ understandings of themselves as a chosen people blessed with liberty, while Enlightenment philosophers and ideas inspired many American political thinkers to emphasize individual talent over hereditary privilege
WHEREAS, the Framework excludes discussion of the U.S. military (no battles, commanders, or heroes) and omits many other individuals and events that greatly shaped our nations history (for example, Albert Einstein, Jonas Salk, George Washington Carver, Rosa Parks, Dr. Martin Luther King, Tuskegee Airman);
Again, the Framework is not meant to provide course content. It is up to the teacher and students to discuss which battles, commanders, heroes or other individuals to cover. As for the discussion of the military...
Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the patriot cause succeeded because of the colonists’ greater familiarity with the land, their resilient military and political leadership, their ideological commitment, and their support from European allies.
Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia.
The United States sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts.
The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global political and military prominence and transformed both American society and the relationship between the United States and the rest of the world
I mean, this is really trivial. A search for the word "military" yielded 29 hits. One of the theme's of the Framework is "America in the World". The main learning objectives are to recognize the "motives behind, and results of, economic military, and diplomatic initiatives.
WHEREAS, the framework presents a biased and inaccurate view of many important events in American history, including the motivations and actions of the 17th-19th century settlers, American involvement in World War II, and the development of and victory in the Cold War
I'll come back to the settlers point. I don't see where they get the WWII and Cold War points from.
The dominant American role in the Allied victory and postwar peace settlements, combined with the war-ravaged condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth.
The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences
After World War II, the United States sought to stem the growth of Communist military power and ideological influence, create a stable global economy, and build an international security system.
The United States sought to “contain” Soviet-dominated communism through a variety of measures, including military engagements in Korea and Vietnam.
And it continues like that. There are almost two pages devoted to how instrumental the U.S. was in the development and fighting of the Cold War. There's then a half page about how Reagan ended the Cold War. As for the settlers, it isn't flattering, but I have a hard time disagreeing. It seems that the RNC would rather just brush over the fact that the U.S. did have an overwhelming sense of entitlement to the land and felt superior to the current inhabitants.
The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era's political debates.
WHEREAS, the Framework describes its detailed requirements as "required knowledge" for APUSH students and the College Board admits that the APUSH examination will not test information outside the "required knowledge"
A search for the phrase "required knowledge" yields no hits. Either they didn't read the Framework, or they are using quotes improperly. I don't know what they are talking about.
WHEREAS, the Framework differs radically from almost all state history standards, so that APUSH teachers will have to ignore their state standards to prepare students for the AP examination, the Framework will essentially usurp almost all state history standards for the brightest history students
I can see that point. However, that is just a critique of the A.P. system. The goal of the College Board is to prepare students for college. They can't meet the standards for 50 states - likely the standards contradict in places.
WHEREAS, the College Board is not making its sample examination available for public review, thus maintaining secrecy about what U.S. students are actually being tested on;
They have since published a sample examination.
