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The change in content for the new 2016-2017 course redesign is not really that significant, but as you can see in the chart below, the assessment is a different story. I have written elsewhere about the importance of teaching and drilling the Historical Thinking Skills into students’ heads. It will be more incumbent upon teachers to do so after 2016. This is especially true in regard to students responding to source material such as maps, primary and secondary sources, graphs, art, and data charts. Tasks connected to a historial stimulus will constitute approximately seventy five percent of the new exam. By way of comparison, the percentage of stimulus items on the current exam is twenty to twenty-five percent.