Of course Fisher knows better than the 20 or more historians(page 6) that dedicated their time and energy to developing the course and the more than 1000 Universities that accept it as college credit.
How AP courses are developed
AP courses and exams are designed by committees of college faculty and expert AP teachers who ensure that each AP subject reflects and assesses college-level expectations. To find a list of each subject’s current AP Development Committee members, please visit press.collegeboard.org/ap/committees. AP Development Committees define the scope and expectations of the course, articulating through a curriculum framework what students should know and be able to do upon completion of the AP course. Their work is informed by data collected from a range of colleges and universities to ensure that AP coursework reflects current scholarship and advances in the discipline.
The AP Development Committees are also responsible for drawing clear and well-articulated connections between the AP course and AP Exam — work that includes designing and approving exam specifications and exam questions. The AP Exam development process is a multiyear endeavor; all AP Exams undergo extensive review, revision, piloting, and analysis to ensure that questions are high quality and fair and that there is an appropriate spread of difficulty across the questions.Throughout AP course and exam development, the College Board gathers feedback from various stakeholders in both secondary schools and higher education institutions. This feedback is carefully considered to ensure that AP courses and exams are able to provide students with a college-level learning experience and the opportunity to demonstrate their qualifications for advanced placement upon college entrance.
Section I: Historical Thinking Skills. (Pages 11–19)
Section II: Thematic Learning Objectives. (Pages 20–27) -- Note that these thematic learning objectives are written in a way that does not promote any particular political position or interpretation of history. Instead, the thematic learning objectives are broad so that the derived exam questions can reward the particular perspective and evidence the AP student chooses to cite, so long as the student is effectively and accurately using historical evidence.
Section III: The Concept Outline. (Pages 28–81)
Section IV: The AP U.S. History Exam. (Pages 82–120) Thi
His bill HB1380 specifies all documents that must be taught where as the AP is teaching the student to think and use appropriate documents.
He has made it a requirement to read sermons such as
A Model of Christian Charity ---- American exceptionalism
Sinners in the Hands of an Angry God --- (which leads me to think you would need to teach Dante's Inferno without which our present idea of hell would not exist)
The Ten Commandments
Many of the things he lists as required are covered in the 3-6 grades in an AP class they are assumed resources.
I was digging hard to understand his objections and the only things that seem apparent is it does not promote his Christian world view and the curriculum requires the student to think for themselves.